Tag Archives: playful learning

How I got to speak at TEDx

For 3 years I had a dream of speaking at TED or a TEDx event. Last month I got my 15 minutes of stage at TEDxTallaght in Dublin. Some people ask me how I got in…and here’s my answer. More and more TEDx events invite speakers to send in their idea, either in text or in a short video. So did TEDxTallaght. Here’s the little video that I made that got me in ūüôā

I can highly recommend using Imaginative Play for whatever goal you have in your life. It may take 3 years before it becomes reality…in the end you can say; I did it anyway ūüėČ

Annemarie Steen

PS Having a good friend (thank you Padraig) close to the organizing committee also had a positive influence on the decision.

You’re more than welcome to join my Licence to Play community for inspiration and resources on playfulness & playful learning.

Click on “What happens when you press Play” to see the actual TEDx talk

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The Hero’s Journey – Making money doing what you love

Proud to be one of the Hero’s in this months issue of “The Hero’s Journey” by Peter de Kuster.

With enthusiasm,¬†Annemarie Steen ūüėČ

For updates and resources on Playfulness & Playful Learning, you’re welcome to follow (like) my Facebook: http://www.facebook.com/licensetoplay

Playful learning Leadership

“We don’t learn from experience, We learn from reflecting upon our experience.” ¬†(Thiagi)

'LeadereshipAs a guest lecturer at the Academy for Creative Industries in Tilburg, Netherlands, I was recently asked to deliver an Advanced Course on Leadership to students. The students expected a course with lots of theoretical information in a more lecture style of teaching, with maybe some role-play exercises. What I did was very different. I got them up to Playfully interact with each other in simple Applied Improv Games & Playful Learning Exercises. This was initially not received with great enthusiasm but definitely woke them up in the morning.

In the debrief after each playful exercise the students were invited to give meaning to their experience and connect this meaning to insights about leadership skills, thus creating awareness and ideas for improvement.

Last week I received this review of my course. Proud and confident that my way of teaching is reaching the hearts and minds of these young people.

I was happily surprised to find out what this course was about. I had different expectations and thought that the course would be more about dry subjects and a more theoretical approach. At first, my reaction to the training (dancing etc.) was honestly ‚Äúoh god, not this hippie stuff‚ÄĚ. But as we progressed I could see the meaning behind every exercise and saw that it was actually great for learning some skills and getting insight on the matter. Letting the students come to these insights on their own by experiencing it, is in my perspective way better than just telling us or letting us read it out of a book. Also, letting us choose our own subjects and leaders to write about and making it personal, was a great way to keep it interesting and getting more out the theories rather than just reading. I would like to use the experience from this course to improve my public speaking skills and when I am ever in a position of leadership again, reflect back on this course and see if I‚Äôm following some of the rules that were stated here as good leadership. What I liked about this course, is that you looked for personal improvement and reading the message in our papers, rather than being too anal and tripping over every wrong interpretation of the theoretical aspect. It is my opinion, that you learn way more from this approach and make it entertaining, while motivating the students to progress. If I‚Äôd have to think of something that could be improved, is changing the day and hour on which this course is given on a weekly basis. While I doubt that having way more people in each class would be an improvement for the learning experience of each individual, I feel everyone should experience this course. Especially if this course, which is also mostly about personal growth, could replace the heavily overvalued and mandatory course of Creativity & Personality. Excuse my frustration, I needed to get that off my chest. This course was a great learning experience and I hope many students after me will be able to experience this as well.

With Playful greetings,

Annemarie Steen

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Play, Playfulness & Playful Learning

What’s the difference or relation between Play, Playfulness & Playful Learning?

I’ll try to explain how I see it (at¬†this moment).

violinPlay is an act, something that we (can) do. We can play with objects, play a game, play tennis or the violin, play a role, etc. Scholars say that Play has these following traits; “PLAY must be intrinsically motivated, you must be free to play (it has no utilitarian function), you don‚Äôt know the outcome, it is outside your ordinary life and it must be fun.” (Gwen Gordon)

play, playfulness bookPlayfulness on the other hand¬†is not an act, but rather something that we are. It’s (as Bernie deKoven mentiones) inherited. It’s in our nature to be playful. And nature in itself is playful (Alan Watts). Bateson describes Playfulness as a positive moodstate, from where the act of playful play starts. It’s this moodstate that we see in young children much more often than in adults, who are told to act serious instead of playful.¬†Only when we are really happy, in love or a bit typsy on alcohol, we cannot hide our playfulness anymore. It breaks through the surface of ‘behaving’ and reveiles itself as a¬†force of our¬†nature. No doubts: We ARE¬†playful.

Some Play-practicioners,¬†like Bernie de Koven,¬†choose the path of purposeless play in the sense that pure play shouldn’t¬†have a purpose or goal. It’s the act of play itself that’s fun and rewarding.

In Playful Learning things are a bit different. Learning games and experiences are designed to meet certain learning objectives. So it’s not play in itself that’s the goal, but the learningobjective is. In this case, Playful Learning is a mean towards reaching a desired outcome. This in itself¬†seems to contradict with the ‘you don’t know the outcome’ of play.

I am passionate about Play AND Learning. So I develop playful experiences connected to objectives that are important to my clients. For example, a client asked me to deliver training to improve their performance at a businessfair. I designed games and exercises to raise awareness about groupenergy, connecting to strangers using status, collaboration, daring to ask for an order, etc. The client was surprised and delighted at how effective the team worked together (just after 2 sessions of 0,5 day) and delivered a peakperformance.

For me the learning that comes out of the playful exercises is more natural and much more powerful and longerlasting than traditional training. The participants are invited to make sense of their personal experiences, thus creating individual learning with¬†possibly very different outcomes for different people. It’s teachless teaching in the sense that I don’t teach knowledge. I create playful experiences and invite my participants to make some sense out of them. And they find out: There’s sense in non-sense!

I also create Play Missions that don’t have any other purpose than to just enjoy doing them. And by doing them uplifting the energy of the player (and it’s surroundings).

So I haven’t yet made up my mind to what category of Play-practicioners I belong to. The ones that¬†see pure¬†Play as a goal in itself, or the ones that see Play as a mean towards reaching a goal. I play both ūüôā

With playful greetings,
Annemarie Steen
Playfulness & Playful Learning