Make and release: embedding practice through play. ICEPOPS Keynote 2019
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Keynote presentation at the ICEPOPS 2019 conference (https://copyrightliteracy.org/upcoming-events/icepops-international-copyright-literacy-event-with-playful-opportunities-for-practitioners-and-scholars/) Fear of failure, fear of not being taken seriously, fear of not being an expert or ‘knowing enough’ can halt and obstruct learning at all levels. Charlie will be sharing her experiences of creating a lusory attitude or playful environment to empower learners (from undergraduates to tenured staff) to experiment and engage with copyright concepts and practices away from fear and apprehension. This is then followed with an interactive, games based learning OER Board Game Jam session.
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Make and release: embedding practice through play. ICEPOPS Keynote 2019
- 1. Make and release – embedding practice through play Stephanie (Charlie) Farley Open Education Resource Advisor Educational Design and Engagement University of Edinburgh
- 2. Open.Ed | http://open.ed.ac.uk/ | @OpenEdEdinburgh
- 3. In using technologies provided by library and learning technology services Confidence Building In creating, using, and sharing materials in digital spaces. In applying copyright and licensing knowledge into practice.
- 4. I blame my mother. She’s my playful learning hero. Images © Stephanie (Charlie) Farley – All rights reserved
- 5. Why do so I choose to use playful methods to build confidence, engagement, and teach copyright literacy?
- 6. I’m not an expert It’s so very complicated What if I get it wrong? Fear
- 7. Q. How did you feel when you first started working in copyright literacy and had to answer your first copyright question as an ‘expert’?
- 8. The dragon with seven heads GifItUp Giphy.com – original image via Europeana.eu from National Library of the Netherlands, Public Domain
- 9. Rug Rumble - playing cards and pieces, Open.Ed (Flickr), CC BY “Games give experiences meaning, they provide a set of boundaries within a ‘safe’ environment to explore, think and ‘try things out’.” (Kapp, 2012)
- 10. Lusory attitude, coined by Bernard Suits in 1978. The psychological attitude required of a player entering into the play of a game. To adopt a lusory attitude is to accept the arbitrary rules of a game in order to facilitate the resulting experience of play.
- 11. Playfight, Pixabay – CC0 Wolves play fight, Zechariah Judy (Flickr) CC BY Chocorate and Luna play fight, Yasuhiko Ito (Flickr), CC BY
- 13. Q. What does it mean to you to play, create, or share creatively with copyright literacy?
- 14. http://open.ed.ac.uk/run-your-own-board-game-jam/ Rug Rumble – game creation, Open.Ed (Flickr), CC BY 2016
- 15. • Safe spaces to experiment with failure • Support to immerse in play – choice • Autonomy – intrinsic/internal motivation to engage Icons from Noun Project: Diversity by Nithinan Tatah, Self-motivation by Becris, & Choice by Millenials, CC BY
- 16. The ‘magic circle’ (Huizinga, 1955; Salen & Zimmerman, 2004) marks a space of relative safety, where the rules of the real world do not directly apply; where different norms and codes of practice emerge, and there’s space to imagine and create. Icons from Noun Project: Diversity by Nithinan Tatah, Self-motivation by Becris, & Choice by Millenials, CC BY
- 18. http://open.ed.ac.uk/run-your-own-board-game-jam/ Confederate Gold playing cards, Open.Ed (Flickr, CC BY 2017
- 19. • Re-purpose openly licensed content • Identify restrictions of use • Consider potential use • Consider distribution • Licence own work • Share it out into the wild Confederate Gold – Game Instructions Created by Daniella Bevsenyi, Thendral David, Hanna Aiorana, Clarissa Chew, Dominika Kwecka., CC BY, 2017
- 20. Thinking Detectives: The Alps & Climate Change http://open.ed.ac.uk/thinking-detectives-game-the-alps-and-climate- change/ While playing learners develop Higher Order Thinking Skills, & discuss whether a fictional ski instructor, Richard Fromm, in the Bavarian Alps, should exchange his skis for bicycle wheels.
- 21. How can I be sure it works?
- 22. How can I be sure it works? Icons from Noun Project: Smirk & Thinking by Xinh Studio, Research by priyanka, CC BY
- 23. Principal’s Teaching Award Scheme (PTAS) funded research with Dr. Eva Murzyn 5 interview groups were held between July and November 2017. Semi-structured questions for each session, focusing on workshop experience and application. PTAS Research “Playful Learning - OER Board Games’ full report: https://edin.ac/31U2Agg
- 24. Findings: Playful learning “had it been just a dry session, I would have probably forgotten half of it by now.” “It [playfulness] is a valuable aspect rather than….stand up and teach theory.” “it was really fun, and I think we need playful learning.”
- 25. Findings: Hands-on experience “You very much felt like you were put through different paces to deliver something by the end. And that was really good.” “Putting it in action, not just learning about it, but actually doing it yourself. A more creative approach to doing this was very fun, but also very valuable, because you look at those things in a different light.” “It’s a hand on experience. It’s natural…it is an experiential orientation, I think."
- 26. Copyright & Licensing Training Copyright Bites Will it bite me? Media, licensing & online learning environments Open Educational Resources / Practice / Assessment OER Board Game Jam Digital OER Story Game Creation with Twine Gif It Up – Introduction + Intermediate/Advanced Copyright the Card Game (!)
- 29. Remember to add details to your credits
- 30. How do you say it?
- 31. Flying Fish, Auckland Art Gallery Toi o Tāmaki, CC BY GIF IT UP 2016 entry byAupetit Harmonie from Nanterre, Ile-de-France, France. Gif It Up is a competition run by Europeana.eu in October each year. Enthusiasts and lovers of the internet are invited to create brand new GIFs by remixing copyright-free and openly licensed material from four international digital libraries. https://gifitup.net/about/ Gif It Up
- 33. Create: Taking the answers from earlier, draw / write a short story of your copyright literacy experience as an ‘expert’.
- 34. Invitation to Share: Turn your drawing / short story into a Gif, an image, or a simple tweet, and share it on the #Icepops2019 hashtag.
- 35. Here’s one I created earlier:
- 37. 'We have great stuff' colouring book – edin.ac/colouring-book Images © Stewart Lamb Cromar, Interactive Content (Flickr) The University of Edinburgh 2019 CC BY.
- 38. Jumping dinosaur GifItUp Giphy.com – by Federica Ferrarin, Source materials: Cactus, Pear Cactus in Bloom | Rijksmuseum, dinosaur "[Manual of Geology: treating of the principles of the science with special reference to American geological history ... Revised edition | British Library, Study of Clouds over the Sound,
- 39. References Huizinga, J. (1955), Homo Ludens: A Study of the Play Element in Culture, Beacon Press, Boston, MA. Kapp, K.M., (2012), The Gamification of Learning and Instruction: Game based Methods and Strategies for Training and Education, John Wiley & Sons Murzyn, E., Farley, S. (2018).,PTAS Research “Playful Learning - OER Board Games’ full report: https://edin.ac/31U2Agg Salen, K., Zimmerman, E., (2003), Rules of Play: Game Design Fundamentals, MIT Press Salen, K. & Zimmerman, E. (2004), Rules of Play: Game Design Fundamentals, The MIT Press, Cambridge, MA Whitton, N. (2018). Playful learning: tools, techniques, and tactics. Research in Learning Technology, 26. https://doi.org/10.25304/rlt.v26.2035
- 40. Board Game Jam Design and share a board game as an Open Education Resource!
- 41. • Game Name • Theme and Setting • End / Win conditions • Set of rules / instructions. • Attribution details for resources used • Licensing and sharing your game! Create a board game to be shared as an open educational resource
- 42. Be mindful of the protections and licences that apply to any third-party materials you are using and how this may affect the distribution, re-use, and licensing of your own game.
- 43. Are you ready to play? Image: Jumanji, via Giphy.com
- 44. Centre for Research Collections (select at least 3 images as inspiration for your game – 3min) The Centre for Research Collections’ Flickr account is an example of an Open Educational Resource. It contains several hundred images from our images database https://www.flickr.com/photos/crcedinburgh/albums
- 45. Theme and Setting (3min) Theme – The underlying premise or set of assumptions describe what the players are doing in the game. Setting – This can be the geographic location, time period, and/or imaginative environment where the game is taking place.
- 46. Mechanics (5min) How is the game being played? Select at least 2 mechanics from the list provided. “These are the procedures and rules of your game...how players can and cannot try to achieve it, and what happens when they try.” Jesse Schell, The Art of Game Design, A Book of Lenses
- 47. End Conditions (3min) What are the end or win conditions for your game? What objective or purpose are your players working towards (or to avoid)?
- 48. Gameplay / Rules (8min) Write out a basic set of rules on a spare sheet of paper (NOT on your game document) to guide players through your game. Consider what types of resources might you want to include in a game? Digital? Audio? Physical? Where might you source these?
- 49. Gameplay / Rules (8 min) Confirm your rules and write these down on your game document. Have you listed all of the resources used to create your game? Including any you created yourself?
- 50. Licence your game (5 min) Consider any third-party materials you’ve used. Does this affect how you will licence your game? Have you attributed all of the resources used to create your game? Including any you created yourself?
- 51. Rocket Head - Gif It Up on Giphy – original image ‘Self Portrait’on Europeana.eu, Public Domain
- 52. Congratulations! You’ve made and licensed a board game! Let’s share it! Take a photo of your document and any pieces you’ve made, and share your game using the #Icepops2019 hashtag Image: Robot/Android by OpenClipart-Vectors/23750, Pixabay, CC0
- 54. Thank you! Stephanie (Charlie) Farley stephanie.farley@ed.ac.uk @SFarley_Charlie CC BY-NC-SA 2.0, Centre for Research Collections, https://flic.kr/p/fcwCzM
Notes de l'éditeur
- As mentioned I’m part of the Open Education Resources service here at The University of Edinburgh, and prior to working in open licensing my work had been focused in academic library learning services and technologies. This means my teaching and outreach are focused in the areas of what I like to call confidence building.
- So this is where my mother comes in, it’s all good! But I do blame my mother for my approach towards teaching. You see, she was my preschool/kindergarten teacher. So learning was intrinsically linked with fun very early on and I was provided with all the fun things at home as well as in school. Learning was always approached from a perspective of playfulness and I’ve brought this with me all throughout my own education and now into how I approach the education and training of others.
- But beyond my mother’s influence, why do I continue to use playful methods to build confidence, engagement, and teach copyright literacy? I find copyright fascinating, but I know not everyone does, and when people would approach me with questions or concerns, I’d hear the same words over and over:
- I’d hear: I’m not an expert. It’s so complicated. What if I get it wrong. All of this was coming from one place, a great big thundercloud, of fear.
- Turn to the person next to you and share an experience of how you felt when you first started working in copyright literacy, whether that was last week or decades past, and had to answer a copyright query or provide advice as an ‘expert’. Once you’ve shared this, take a moment and write it down in one to two sentences.
- Fear of failure, fear of not being taken seriously, fear of your work not being ‘good enough’ is something that comes up again and again, and particularly when I’m talking to people about trying new technologies or opening up and sharing their content as Open Educational Resources.
- When we play a game although we strive to achieve the win condition, it can also creates a safe space where losing the game or forfeiting a prize can be experienced away from fear. Games and playfulness are spaces where failing is part of the process, sometimes even encouraged. “Games give experiences meaning, they provide a set of boundaries within a ‘safe’ environment to explore, think and ‘try things out’.” (Kapp, 2012)
- This is what we call a Lusory attitude. A term coined by Bernard Suits in 1978. The psychological attitude required of a player entering into the play of a game. To adopt a lusory attitude is to accept the arbitrary rules of a game in order to facilitate the resulting experience of play.
- A colleague, Dr. Hamish Mcleod explained it well an internal conference we had on playful learning here in 2017 and I’m going to build on his explanation of these playful rules. Consider young animals, and older animals too, engaging in playful activities, such as playfighting, we see this in cats and dogs all the time. Both participants in the play fighting know that what is happening is a game, it’s practice, they’re not actually fighting but each accepts the bounds and rules of play in order to facilitate the experience, and in doing so to improve their skills in preparation for the real deal. I found that by creating a lusory attitude or environment in my workshops and sessions, where the bounds and rules are that failure is allowed and participation is safe, staff and students were more willing to experiment and learn with copyright with much less fear and apprehension.
- However, we can create a game, we can invite others to join us in our lusory and playful spaces, but not everyone is going to be willing, able, or interested in playing our games. Variety, autonomy, and choice is key.
- Turn to the person next to you and discuss what it means to you to play create or share creatively within your work around copyright literacy. Then write down or make a note of your answer to this:
- I prefer to create guided workshops and experiences where people are in control of how and what their playful experience is, and provide opportunities to experiment playfully with content and copyright applications through playful creation, making, and sharing.
- the positive construction of failure - support for learners to immerse themselves in the spirit of play -and the development of intrinsic/internal motivation to engage with learning activities – this creates what is called the magic circle
- ‘magic circle’ was originally coined by Huizinga (1955) as an example of a space in which play happens, and later expanded by Salen and Zimmerman (2004) as a way of explaining how people construct relationships and realities during play.
- One of my first approaches was to create an OER Board Game Jam. A Game Jam is an organised event where a group of people gather with the intention of creating a full game – from conception to completion – in a pre-determined, short period of time. In the OER Board Game Jam I lead groups through the creation, licensing, and sharing of their very own board game as an open educational resource.
- Participants are provided with postcards of digitised and openly licensed images from our University of Edinburgh Collections and guided through game creation, all the while opening up conversations about resource use, copyright protection, and open licensing in relation to creating a new licensable object. Confederate Gold – playing cards Board Game playing cards created by Daniella Bevsenyi, Thendral David, Hanna Aiorana, Clarissa Chew, Dominika Kwecka. CC BY
- In the course of the sessions they: Confederate Gold – Game Instructions Board Game playing cards created by Daniella Bevsenyi, Thendral David, Hanna Aiorana, Clarissa Chew, Dominika Kwecka. CC BY https://www.flickr.com/photos/143662088@N08/32348823412/in/album-72157679435048036/
- Participants have gone on to create and share specific learning focused games as OERs and present and share these at conferences. This game, the Thinking Detectives, was created by Kay Douglas from the University of Edinburgh School of Geosciences. The game was created using data from current research, designed to develop learners Higher Order Thinking Skills, content was carefully copyright cleared, checked, and the game itself was openly licensed and distributed to Scottish schools as part of the Schools research impact and outreach. The game was also presented at European Geosciences Union in 2018.
- I’d received feedback from staff that their practices had changed since attending playful sessions, but I was concerned and wanted to have a clearer understanding as to whether the playful approach was enhancing the learning experience or distracting from it.
- So What’s the best way to answer this? Data baby, data! Get out there and gather up all that data! What I wanted was some data on staff and student experiences of the OER Board Game Jam, their motivations to attend, and if and how they applied the learning afterwards.
- I joined forces with Dr. Eva Murzyn from the University of Edinburgh’s School of Psychology and we undertook a series of focused interview groups between July and November 2017. We used semi-structured questions for each session, focusing on workshop experience and application of learning.
- The findings were pretty positive. We found that, as I’d suspected, participants had been attracted to attend by the playful approach of the session, and for those people the playfulness enhanced their engagement with copyright as a topic.
- Overall, the session evaluations were very positive. Some participants expressed that their copyright use has improved, but it was not a universal sentiment. What did come through strongly was an appreciation for the hands-on practical experience of applying copyright knowledge to practice within the session.
- Together with my colleague Eugen Stoica I run monthly straightforward Copyright & Licensing Training, where we provide a history, grounding in IPR around higher education, and an overview of the essentials, length of protection, available licenses, open access, UK CDPA Exceptions, open licensing and OER. We utilise fun examples, Eugen has a couple of great YouTube videos he uses to explain Parody and Pastiche while also relating back to the importance of Moral Rights, and we incorporate some of the great resources created by Copyrightuser.org.
- Broadened out to include OER digital game creation using open-source tool Twine.
- Topical. ;)
- Make use of existing activities and events!
- Giphy.com provides a source option so that attribution can be provided with a link back to the original image source. Note, this is only available on the website, it’s not an option when using the app. Allows conversations around memes, gifs, moral rights and ethical responsibilities.
- Leading by example
- the magic circle Safe spaces to experiment with failure. - Support to immerse in play – choice , Autonomy – intrinsic/internal motivation to engage
- Image cards have been provided for today’s session. The images are all sourced from the University’s CRC Flickr account which is an example of an Open Educational Resource and contains several hundred images from the University’s images database.
- I know right, mind blown.