Problem-based learning and pedagogies of play: Active approaches towards Self-Directed Learning

This academic book focuses on scholarly research contextualising innovative learning and knowledge construction by applying active teaching–learning practices such as problem-based learning (PBL) and pedagogy of play (PoP) to enhance self-directed learning (SDL). In support of the rationale of this book, PBL and pedagogies of play (PoPs) are discussed in terms of SDL in some theoretical chapters, followed by several chapters reporting on authentic learning practices in various disciplines. This book focuses on practices where students develop SDL abilities to thrive in the 21st century by utilising the abovementioned strategies and contributing to essential skills for future demands. Moreover, this focus supports the aim of this book: Exploring the convergence of PBL, PoP and SDL within the school classroom and higher education (HE) contexts. Front Cover Contents Abbreviations and acronyms, boxes, figures and tables appearing in the text and notes List of abbreviations and acronyms List of boxes List of figures List of tables Notes on contributors Foreword Preface Chapter 1 Problem-based learning: A 21st-century teaching and learning strategy Abstract Introduction Historical development of problem-based learning Definition of problem-based learning Key features of problem-based learning The problem-based learning process Problem-based learning formats Problem-based learning and self-directed learning The role of facilitators and students in problem-based learning tutorials Scaffolds in problem-based learning environments Assessment in problem-based learning Different types of problem-based learning problems The design of problems Advantages and challenges of the implementation of problem-based learning Problem-based learning and pedagogies of play Conclusion Chapter 2 Pedagogy of play: A framework for self-directed learning Abstract Introduction Pedagogy of play Theoretical foundations and development Characteristics of playful learning Methodology Theories linked to pedagogies of play Self-determination Social constructivism Self-regulated learning Self-directed learning Problem-based learning Cooperative learning Pedagogy of play strategies Puppetry Improving communication output Fostering a positive classroom environment Creating a creative space Fostering cooperation and group integration Influencing learner attitudes Drama and role-play Interest Affect Structure Game-based learning and gamification Game-based learning factors promoting self-directed learning Learning analytics as a metacognitive tool Gradual release of new information over time A place where people may test out new ideas without fear of repercussions Defamiliarisation mechanics Scaffolded learning: An in-game companion LEGO® Educational robotics Conclusion Chapter 3 Designing interactive pedagogies of play through metaliteracy Abstract Introduction Creative pedagogy of play Problem-based learning Multimodality Metaliteracy Learning domains Affective Goal 4: Adapt to new learning situations while being flexible about varied learning approaches Goal 4: Adapt to and understand new technologies and the impact they have on learning Goal 3: See oneself as a producer as well as a consumer of information Cognitive Goal 3: Recognise that learners are also teachers and teach what you know or learn in collaborative settings Goal 4: Recognise that critical thinking depends upon knowledge of a subject and actively pursue deeper understanding through inquiry and research Goal 4: Effectively communicate and collaborate in shared spaces to learn from multiple perspectives Behavioural Metacognitive Learner roles and characteristics Applying holistic strategies for multimodal pedagogies of play Play-infused activities for first-year students Collaboration and problem-solving Locked-box game: BreakoutEDU Collaborative creation of an online whiteboard Play-based activities in upper-level courses Course: ‘Digital Storytelling’ Course: ‘Ethics of Digital Art and Design’ Conclusion Chapter 4 Joyful learning: Advocating for self-directed learning through authentic, playful problem-based learning Abstract Introduction Contextualised learning environments Learning with, from and through others Learning with others Learning through and from others Individualised learning: Learning that is for me and about me Creating a constructive classroom atmosphere for learner-centred learning The importance of a constructive and encouraging classroom atmosphere A sense of belonging as a precondition for ownership of learning What is play-based learning, and why is it important? Defining play-based learning Striving toward fostering 21st-century skills Creating safe, playful spaces Authentic, meaningful learning through play Playful problem-based learning supports self-directed learning Being empowered Being motivated Developing agency Developing self-actualisation Developing creativity and problem-solving skills through hard fun Playful problem-based learning promotes well-being A conceptual framework for self-directed playful problem-based learning to promote joyful learning Recommendations for transformed teaching and learning practices Conclusion Chapter 5 Mathematics education students’ development of computational thinking through game-based tasks Abstract Introduction Context and related work Constructionist view Development of computational thinking Block-based tools to develop computational thinking Scratch programming environment and repository BBC micro:bit Teaching–learning strategies to promote computational thinking Game-based learning Computational thinking and self-directed learning Research methodology Participants and research ethics Context and student activities Activity 1: Mathematics and computational thinking Coding tasks using Scratch: Task A Coding tasks using Scratch: Task B Activities 3–5: MS Teams meeting, MS PowerPoint presentation and reflections Assessment of computational thinking tasks Data collection and analysis Findings Discussion Recommendations and limitations Conclusion Acknowledgements Chapter 6 Introduction to computational thinking in geometry through a LOGO problem-based learning experience with high school learners in Morocco Abstract Introduction Background and issues Learners and mathematics Choice of language Coding by LOGO: Learning in a fun way and initiating computational thinking through problem-based learning Computational thinking: Conceptual framework Design Attitudes and skills targeted Methodology and method Research design and methodology Sample Approach Pre-test Coding knowledge Post-test Post-test and questionnaire criteria Evaluation criterion Attitude and perception criterion Conducting the experiment Processing of experimental data Component 1: Assessment by a knowledge test Component 2: Satisfaction questionnaire Results Result of student assessment (Component 1) Result of the questionnaire (Component 2) Discussion Conclusion Chapter 7 A gamification approach to linear equations through creating and solving puzzles in a collaborative learning environment Abstract Introduction Literature review Mathematics and linear equations Self-directed learning Open educational resources Gamification Elements of gamification Using gamification to improve learners’ motivation and academic performance Gamification and self-directed learning Methodology Research design, data collection and analysis The learning context Coins Ages Number How the interactives are to be used by the learners Design aspects of the interactives Manipulatives and multiple representations Scaffolding – externalisation of memory Self-directedness Gamification via the platform Examples of use: Gamification of linear equations Example 1 Example 2 Discussion Conclusion Acknowledgements Chapter 8 LEGO®-ing in the development of teacher identity Abstract Introduction Problem statement The apprenticeship of observation Self-directed learning Problem-based learning Play-based learning LEGO® as an alternative spatial tool to explore identity Empirical research Research paradigm Research design Methodology Sampling and data analysis Student activities Discussion of findings Perceptions of attributes and skills teachers need Perceptions of important role-players in their journeys of becoming teachers Relationships Attributes and skills inside the educational context Relationships with learners Relationships with former teachers Relationships with the university and with the faculty Attributes and skills outside the educational context Resources Digital resources Non-digital resources Content knowledge Reflection on problem-based learning and play-based learning for student engagement and the promotion of self-directed learning skills Conclusion Chapter 9 Impact of drama-based pedagogy on self-directed learning skills and motivation in Grade 12 English Home Language learners Abstract Introduction Literature study as part of language curricula Drama-based pedagogy Self-directed learning Research design Methodology Sampling and data analysis Discussion of findings Learners’ level of engagement with drama activities through classroom observations Focus-group interviews: Pre-exposure to drama-based activities Participants’ perceptions of English Home Language and its relevance to their lives Poetry teaching and learning in the English Home Language subject Focus-group interviews: Post-exposure to drama-based activities The impact of drama-based pedagogy on learners’ self-directed learning skills through the analysis of learners’ pre- and post- self-rating scale of self-directed learning questionnaires following their engagement with drama-based activities Reflection on play-based learning for student engagement and the promotion of self-directed learning skills Limitations Conclusion Chapter 10 Educational robotics for playful problem-based learning: Using cultural-historical activity theory as a research lens Abstract Introduction Theoretical overview Educational robotics Educational robotics and playful problem-based learning Professional development and self-directed learning Cultural-historical activity theory Third-generation cultural-historical activity theory Playful problem-based learning intervention using educational robotics Participants Contextualised robot activities Findings Authentic playful problem-based experiences Active student collaboration and communication Students’ reflections on robot activities Essential skill development for the future Discussion Reflective points, recommendations and limitations Conclusion References Index The focus of this book is original research regarding the implementation of problem-based learning and pedagogies of play as active approaches to foster self-directed learning. With the Fourth Industrial Revolution (4IR) in mind, educational institutions need to rethink teaching and learning for the future. As such, active engagement can be encouraged, as evident in this book, where problem-based learning drives learning through real-world problems, while pedagogy of play focuses on innovative environments where the action of play and learning are integrated with the aim of developing SDL. The following are addressed in the chapters: an overview of problem-based learning and pedagogy of play, metaliteracy, playful problem-based learning tasks, computational thinking in game-based tasks and geometry, solving puzzles, applying LEGO®, using drama as the pedagogy of play and implementing educational robotics. The empirical research findings disseminated in this book aim to inspire academics in the research focus area of self-directed learning with active learning approaches in the school and tertiary classroom that hold affordances to enhance 21st-century skills. Active learning is an umbrella term for pedagogies that mainstream student engagement, such as problem-based learning, cooperative learning, gamification, role-play and drama. This scholarly book highlights various engaging pedagogies.