Twenty-sixth International Conference on Learning

Abstract

This study is based on a situational and intra-active approach to studying design-based teaching in higher education in Denmark. Based on agential realism (Barad, 2008, Plauborg, 2016), the learning design Learning Through Play (ltP) is investigated as part of complex networks of agentialities. In this way, practice is re-, and co-constituted in relational networks (Latour, 2005) and the empirical analysis shows how playful learning design and teaching practice are entangled into a wide range of human and non-human agentialities, which affects and counteracts each other. Through situational, relational and positional analyzes (Clarke, 2018) we look at a teaching practice that can not be understood as an outcome of the concrete design, but rather as a result of complex intra-actions, in which LtP, communication, learning objectives, content, time, space and more act as strong agents. This raises questions on how do we approach learning design in higher education. Based on the notion of material-discursivity, we further discuss how we as teacher educators can teach design-based in such a way that we maintain a complex and nuanced perspective on both plays and learning in higher education.