Course Syllabus

 

Semester & Location:	Spring 2026 - DIS Copenhagen
Type & Credits:	Elective Course - 3 credits
Major Disciplines:	Child Development, Education/Educational Studies
Prerequisite(s):	None
Faculty Members:	Ana Isabel Marín Blanco (current students please use the Canvas Inbox)
Program Contact:	Department email address psy.cns@dis.dk
Time & Place:	Time: Tuesdays 13.15-16.10 Classroom: V23-201

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

Ana Isabel Marín Blanco

Ph.D (Education, University of Barcelona, 2022). MSc in Educational Research and Change (University of Barcelona, 2013-2014). BA in Pedagogy (University of Barcelona, 2008-2012) and in Economics (University Pompeu Fabra, 2001-2006). Data analyst, Regional adm., 2007-2009. Project coordinador, Government of Catalonia, 2013-2018. Associate lecturer, University of Barcelona, 2014-2017. Teacher, Professionshøjskolen Absalon, 2023-2024. Spanish teacher, Køge Gymnasium, 2024-2025. With DIS since 2025.

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, for instance finding information on assignments on own initiative
• Be reflective and bring your thoughts and ideas to class and discussions
• Complete readings prior to each class
• Upload assignments on Canvas. It is your own responsibility to check if submissions are correctly uploaded. If you experience issues with uploading assignments, you are expected to contact your instructor and make arrangements for how to hand in Assignments. Assignments that are not uploaded on time will be graded down.

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.  

Grading

Assignment	Percent
Attendance	10%
Participation and Engagement in class	20%
Reading Mastery	10%
Mid-term Assignment	30%
Final Assignment	30%
Total	100 %

To be eligible for a passing grade in this class, you must complete all of the assigned work.

Assignment Submission

Assignments are submitted via Canvas unless otherwise noted. It is your own responsibility to check if assignments are correctly uploaded. If you have any Internet - or computer trouble you are expected to contact the instructor and make arrangements for handing in the submission. 

• Attendance (10%) - Attendance is mandatory for all scheduled classes and field studies. This grade includes presence in class being on time, and handing in papers on time. The final attendance grade will build on the system presented below:

Behavior	Points deducted out of 100
Excused late	2 points
Unexcused late	5 points
Excused absence	10 points
Unexcused absence	15 points
Late assignments	5 points for each late day (submission will be an F if it is more than 1 week late)

These point deductions are applied to classes, but ALSO study tours, study tour visits, and field studies.

Absence will only be excused in serious situations, but informing your faculty regarding your attendance is always necessary. Unexcused absences include traveling or an absence that has not been discussed with the faculty.  Regardless of whether lateness is excused or unexcused, it is still disruptive to the class and you miss out on relevant information. Please note that missing one class is equivalent of missing two classes in other courses, since this course only meets once a week.

• Participation and engagement (20%) - You are expected to complete the required readings prior to each class, and to engage in class and group discussions. Active participation also includes showing interest and a well-prepared attitude towards the subject and a respectful attitude towards the class environment, peers and faculty. To achieve a high participation grade (and to accommodate both introvert and extrovert students) you will have to contribute to class discussions often, both in class and through Canvas.  This includes:
  • Active and verbal participation in class discussions, group work and field studies.
  • Engagement during study tours + field studies; asking good questions and paying attention (also when it becomes hard, everyone is tired and things feel slow).
  • Being attentive towards supporting the flow of the class.
  • Sharing connections and ideas during group work (in an individual dialogue/smaller setting).
  • Active support and facilitation of other students’ contributions (display listening skills, open-mindedness, and support).
  • Uploading reflections or comments on Canvas – including related articles or materials you find elsewhere.
  • Actively commenting on peer uploads or other contributions on Canvas.

 

• Reading Mastery - (10%) - Before class in some sessions, you will be asked to complete assigned readings accompanied by short online quizzes. These quizzes are designed as self-assessment tools to help you check and consolidate your understanding of key concepts discussed in the course. You may attempt each quiz as many times as you wish. Completion of the reading quizzes will count toward your final grade.

 

• Mid-term Assignment (30%) - In this mid-term project, students will design at least two playful learning activities that contribute to a shared overall educational goal. Each activity represents a distinct learning sequence with its own specific educational objective, and students are required to explain how different playful learning configurations are intentionally selected to support these sequence-level goals.
  Using one of the Playwheels developed by Københavns Professionshøjskole, students will define and justify the key design elements for each sequence, including goals, teaching and organisation forms, play types, play media, and locations.
  The project focuses on pedagogical reasoning, asking students to explain why particular playful learning configurations are appropriate at different moments in the learning process, and how these choices collectively contribute to achieving the overall educational goal.
  This is an analytical and hypothetical group project; students are not required to implement the activities in practice.
  
  

• Final Assignment (30%) - This assignment is a group project completed in three parts.
  • Identifying Opportunities for Playful Learning (Draft) - you will select a course within the DIS program that you are passionate about or believe could benefit from a playful learning makeover. You will identify a specific topic, activity, field study, or assignment within that course that presents an opportunity for playful learning. You will reflect on your choice and conduct preliminary research to support your ideas.
    
  • Development and Theoretical Justification (Final Paper) - you will design a playful learning activity that reflects your understanding of play and playful learning. You will provide a theoretical justification for your activity, drawing on relevant theories and literature studied throughout the semester. Additionally, you will define the concepts of learning and play as they relate to your activity and discuss the potential benefits and challenges of implementing playful learning.  
  • Showcase (In-Class Performance) - The final part of the task involves presenting the proposal, including the activity, its objectives, and the theoretical framework that supports it. Subsequently, they will present the activity in class, assuming the role of teachers, while engaging their classmates in the playful learning experience they have designed. This practical demonstration will showcase the application of their ideas.

 

Use of Laptops or Phones in Class

Computers are allowed in class for note-taking purposes or other use that supports the class or personal learning. Using laptops for private means, such as social media, emails or internet surfing, will have a negative impact on your participation grade. Phones are expected to be turned off and kept away during classes. You are also expected to keep phones away during study tours during visits and meals. Make sure you have other ways to take notes.

Readings 

• • Anderson, C. (2013). How to give a killer presentation: Lessons from TED. Harvard Business Review, June 2013.
  • 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

• Academic Expectations and Honor Code

 

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