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18. Playing with learning: Adopting a playful approach to Higher Education learning and teaching

  • John Parkin (author)
Chapter of: Stories of Hope: Reimagining Education(pp. 211–218)

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Metadata
Title18. Playing with learning
SubtitleAdopting a playful approach to Higher Education learning and teaching
ContributorJohn Parkin (author)
DOIhttps://doi.org/10.11647/obp.0462.18
Landing pagehttps://www.openbookpublishers.com/books/10.11647/obp.0462/chapters/10.11647/obp.0462.18
Licensehttps://creativecommons.org/licenses/by-nc/4.0/
CopyrightJohn Parkin;
PublisherOpen Book Publishers
Published on2025-07-02
Long abstractBecoming a university lecturer is an evolving journey marked by ongoing reflection and the continual development of practice. This chapter explores how playful approaches to teaching and learning in Higher Education can enhance the joy of both teaching and learning, while simultaneously supporting the development of students’ skills and knowledge. By fostering a safe and engaging environment, playfulness benefits not only students but also lecturers, encouraging experimentation and growth. The chapter argues that for playful pedagogy to flourish, university lecturers must be granted the agency and institutional support to explore innovative teaching practices that enrich learning experiences and strengthen educational outcomes.
Page rangepp. 211–218
Print length8 pages
LanguageEnglish (Original)
Contributors

John Parkin

(author)

John Parkin currently works across Anglia Ruskin University on integrating employability and experiential learning. Previously, he was a Senior Lecturer Practitioner in education and the course leader of the BA Primary Education Studies degree. John also teaches on the Postgraduate Certificate in Learning and Teaching in Higher Education programme. Prior to moving to Higher Education in 2018, John was a primary school teacher for fifteen years. He draws on his experience as primary school teacher in his Higher Education teaching. His research interests include playful approaches to learning and his doctoral research investigates the lived experiences of men completing a Primary Education Studies degree.

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