Understanding the Building of Professional Identities with the LEGO® SERIOUS PLAY® Method Using Situational Mapping and Analysis

Hayes, Catherine and Graham, Yitka (2019) Understanding the Building of Professional Identities with the LEGO® SERIOUS PLAY® Method Using Situational Mapping and Analysis. Higher Education, Skills and Workbased Learning. ISSN 2042-3896

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Abstract

Aim –The purpose of this pedagogical study was to explore the notion that social constructionist approaches to learning, that building with the hands provides, is a ‘technique that leverages the potential of the hand-mind dynamic’ as historically reported in the extant published literature.
Methods – The use of the LEGO® SERIOUS PLAY® (LSP) method in the context of transformative learning in Higher Education was used to drive a Situational Analysis with sixteen postgraduate nursing students, from African learning contexts. This methodological approach was used to specifically explore their identity as learners and then to facilitate processes of critical introspection on social constructivist learning opportunities.
Findings – Students perceived LSP permitted a deeper level of critical introspection on their transformative learning journeys than alternative approaches such as written discourse or extended narratives could have provided. They also perceived that a major benefit of using the LSP method was that it enabled them to understand and articulate their stories more easily than if they verbally reported them first.
The sampling we used was purposive and is reflective of the Nigerian background of our research participants, who study at the University of Sunderland.
LSP was perceived as an effective vehicle for the facilitation of reflection and self-awareness, which consequently contribute to students’ capacities to function at a metacognitive level. This has the potential to contribute to authentic transformative learning. Academic learning at postgraduate level hinged on the capacity of students to develop a pragmatic and working knowledge of what acknowledging their epistemic cognition entailed.
The methodological approach implemented in this paper provides a unique means of harnessing a now common gamification technique in pedagogic practice.

Item Type: Article
Subjects: Sciences > Health Sciences
Education > Higher Education
Sciences > Nursing
Education
Divisions: Faculty of Health Sciences and Wellbeing
Faculty of Health Sciences and Wellbeing > School of Nursing and Health Sciences
Depositing User: Catherine Hayes
Date Deposited: 04 Jul 2019 09:28
Last Modified: 04 Feb 2020 15:41
URI: http://sure.sunderland.ac.uk/id/eprint/10936

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