Course Syllabus

Jump to Today
DIS Logo

playatheart-e1654772938852.jpg

Semester & Location:

Spring 2025 - DIS Copenhagen
Type & Credits:

Elective Course - 3 credits

Major Disciplines:

Child Development, Education/Educational Studies

Prerequisite(s):

None
Faculty Members:

Jonatan Kolding Karnøe

(current students please use the my mail: jonatan.karnoe@dis.dk)
Program Contact:

Department email address psy.cns@dis.dk
Time & Place:

Time: Tuesdays 13:15 to 16:10

Classroom: V23-201

Jonatans Overview of the Course: LINK

Course Description

This course takes departure in Scandinavian pedagogy and teaching methods with specific emphasis on Playful learning.

In this course, we explore how the qualities of play can contribute to strengthening pedagogy and learning in preschools, schools, and higher education and ask: WHY is play a core resource for learning and HOW can educators promote play and playful learning? In class we will explore and discuss theoretical and empirical literature on play and learning, engaging in playful learning activities, develop innovative actions and designs which invites to creativity, participation, collaboration, problem-solving, critical thinking and much more.

Central to this course are also questions such as: Are play the same in different cultural contexts? Are play available for all? Can playful approaches to learning contribute to inclusion?  Can playful approaches to learning in education be a potential catalyst for culture change? Will a more playful approach to learning lead to a new educational mindset, where the goal is not only to acquire factual knowledge and skills, but to educate children and students, who relate curiously, investigative, and even critically to the world?

Even though the emphasis is on Playful Learning we will also address general pedagogical questions to learning in Scandinavian classrooms such as: what is the role of the teacher? What is the view of the child or the students? How does learning looks like in the classrooms? What are the aims of education?

Through this course, students will learn to:

  • Cooperate and draw from the perspectives of peers in group discussions and group work.
  • Identify, discuss, and analyze theories and research on pedagogical and educational topics with an emphasize on Playful Learning.
  • Develop Playful learning actions.
  • Experience and reflect upon what Playful Learning feels like as an embodied practice to link these experiences to working with children, students or other learning environments.
  • Create new understandings that will challenge former knowledge and experience
  • Draw connections between practical experiences and future career plans and the academic topics presented in class.

Faculty

Jonatan Kolding Karnøe: Associate professor at University College Absalon, PhD. student at Aalborg University and psychologist. 

Field Studies

Field studies will include visits and topics of common interest for this class. The idea is to have a shared experience that will both examine the prior knowledge and bring in new experiences in the area of educating and working with children.

Guest Lecturers

At certain points in the course, guest lecturers will be invited to provide their experience and expertise on select topics being covered in class.

See course schedule for details.

Approach to Teaching

 As your teacher in a Playful Learning classroom, I cannot simply transfer static knowledge to you in a one-to-one manner. Instead, you must try to  connect to knowledge through shared actions with me and your classmates. This means that passive reception of information in this teaching context is not sufficient. Instead, you are expected to actively participate, engage, and contribute to the learning environment. In brief: Embracing Playful Learning

Expectations of the Students

  • Consider everyone as valued and equal members of the class community, who treat each other with respect, acknowledgement, politeness, openness and care – an environment that is believed to promote learning
  • Be active and responsible towards your peers in group work
  • Show engagement, participation, contribution and responsibility
  • Be creative and open minded
  • Be more independent than you might be used to
  • Be reflective and bring your thoughts and ideas to class and discussions
  • Complete readings prior to each class

Evaluation

Students will be evaluated throughout the term using a variety of methods.  All students are expected to actively participate in class, which will form part of their grading.  Students will also be required to complete various individual or group assignments throughout the term.

Absence from class will only be excused in serious situations but informing your faculty regarding your attendance is always necessary. Unexcused absences include travelling or an absence that has not been discussed with the faculty.  

To be eligible for a passing grade in this class, you must complete all of the assigned work. Regarding late assignments:  5 points for each late day (submission will be an F if it is more than 1½ week late) To be eligible for a passing grade in this class, you must complete all of the assigned work.

Grading

Assignment

Percent
Attendance, Participation and Engagement in class

30%

Reading Mastery (Ongoing)

20%

The Game show

20%

Designing Playful Learning Experiences at DIS

30%

Total

100 %

Attendance, active participation, and engagement are crucial for your learning and account for 30 points of your grade. This includes regular attendance, contributing to discussions, and embracing playful learning through shared actions and creative activities. You will also prepare weekly “Playful Starters” to foster a playful mindset in the class and reflect on your learning each week using diverse media, providing feedback to peers.

Reading Mastery (Ongoing): Part 1 groups create a set of quiz questions for a designated class session. The quiz must incorporate playful elements, encouraging creativity and engagement while reinforcing the course material. In part 2, you complete individually the weekly quizzes created by your peers. 

The Game show: This group task explores different theoretical perspectives on play through interactive learning. Teams will deeply analyze one play theorist, creating a mind map and recording a video to present their insights, including examples of play scenarios. The assignment culminates in an engaging in-class game show where teams analyze play scenarios using their theorist’s concepts, promoting both theoretical understanding and interactive communication. 

Designing Playful Learning Experiences at DIS: This group project focuses on designing a playful learning experience for a DIS course. In Part 1, you identify opportunities for playful learning in a selected DIS course and propose initial ideas with supporting research. Part 2 involves developing and justifying a playful activity, grounding it in relevant theories and literature, and evaluating its strengths and challenges. Finally, Part 3 culminates in a poster presentation, where you also act as teachers, engaging classmates in your playful learning activity.

Additional Policies

Use of laptops or phones: Students are expected to be fully present and engaged during the entire class period. This entails that all phones must be set on silent and put away and laptops are allowed only by agreement with faculty. 

Readings 

    • Almon, Joan The Value of Risk in Children’s Play. Alliance for Childhood
    • Biesta, G. (2009). Good education in an age of measurement: on the need to reconnect with the question of purpose in education. Educ Asse Eval Acc 21, 33–46
    • Convention of the children’s Rights
    • Covan, K. (2020) A panorama of Play - A litteratur Review. Digital Futures Commision. London:5Rights Foundation.
    • Mark J.P. Wolf and Bernard Perron (Ed.) (2023): Simulation versus Narrative: Introduction to Ludology. Gonzalo Frasca. Video/Game/Theory. Edited by
      Routledge, 2003
    • Frisk, Jeanette et.al (2019: The City as a Classroom. Arki_books.
    • Guss, Faith Gabriella (2001): Drama performance in children's play-culture : the possibilities and significance of form
    • Hirsh-Pasek, Kathy, et.al. (2018): Assessing the Inaccessible: Redifining Play as a Spectrum. Frontiers in Psychology.
    • Illeris, Knud (ed.) (2018): Contemporary theories of Learning. Learning Theorists…in their own words. Routledge (Pragmatism and Situated Learning)
    • Laursen, Martin Holmgaard (2021): Wolfgang Klafki's Key Problems - a didactical point of departure. In: You’re welcome. An introduction to the Danish Folkeskole. UP Nr.2.
    • Lyager, M., Heiberg, T., & Lehmann, S.  (Editors) (2020): Playbook 1 (2020); Playbook 2(2020/2021); Playbook 3 (2022); Playbook 4 (2023) Danish University College’s Playful Learning Program
    • Liu, C., Solis, S. L., Jensen, H., Hopkins, E. J., Neale, D., Zosh, J. M., Hirsh-Pasek, K., & Whitebread, D. (2017). Neuroscience and learning through play: a review of the evidence (research summary).The LEGO Foundation, DK.
    • Mardel, Ben, et al. (2023): A pedagogy of Play. Supporting playful learning in classrooms and schools. Cambridge, MA.
    • Miller, Adward and Joan Almon (2009): Crisis in Kindergarten. Why Children Need to Play in School. Summary and recommendations. Alliance for Childhood.
    • Ministry of children and education: Primary and lower secondary education, and upper secondary education
    • Ministry of children and education (2013): The Aims of the Folkeskole
    • Resnick, Mitchel (2017): Lifelong Kindergarten: Cultivating Creativity through Projects, Passion, Peers and Play. MIT Press.
    • Sollis, Lynneth s., et.al (2021): Toward an American Pedagogy of Play. Cambridge, MA.
    • Souto-Manning, Mariana (2017): “Is Play a Privilege or a Right? And What’s Our Responsibility? On the Role of Play for Equity in Early Childhood Education.” Early Child Development and Care 187(5-6):1-3
    • Zosh, J. M., Hopkins, E. J., Jensen, H., Liu, C., Neale, D., Hirsh-Pasek, K., Solis, S. L., & Whitebread, D. (2017). Learning through play: a review of the evidence (white paper). The LEGO Foundation, DK.
    • Westbury, Ian (2010): Chapter 1. Teaching as a reflective practice: What Might Didaktik Teach Curriculum? In: I. Westbury, S. Hopmann & K. Riquarts (Red.) Teaching as a Reflective Practice : The German Didaktik Tradition(p. 13-39). Mahwah, N.J.: Lawrence Erlbaum

Academic Accommodations

Your learning experience in this class is important to me.  If you have approved academic accommodations with DIS, please make sure I receive your DIS accommodations letter within two weeks from the start of classes. If you can think of other ways I can support your learning, please don't hesitate to talk to me. If you have any further questions about your academic accommodations, contact Academic Support academicsupport@dis.dk

Academic Regulations

Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on:

Course Enrollment and Grading

 

DIS - Study Abroad in Scandinavia - www.DISabroad.org

 

Course Summary:

Date Details Due