Gamestorming the Academy: On Creative Play and Unconventional Learning for the Twenty-First Century

Le Hunte, B

Gamestorming the Academy: On Creative Play and Unconventional Learning for the Twenty-First Century

Le Hunte, B

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Publication Type:: Chapter
Citation:: International Perspectives on Early Childhood Education and Development, 2017, 18, pp. 151-161
Issue Date:: 2017-01-01

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Field	Value	Language
dc.contributor.author	Le Hunte, B
dc.date.accessioned	2020-05-20T08:42:44Z
dc.date.available	2020-05-20T08:42:44Z
dc.date.issued	2017-01-01
dc.identifier.citation	International Perspectives on Early Childhood Education and Development, 2017, 18, pp. 151-161
dc.identifier.uri	http://hdl.handle.net/10453/140849
dc.description.abstract	© 2017, Springer Nature Singapore Pte Ltd. Studies show that businesses the world over are looking for more creative managers, and creativity requires an innate ability to play with problems, scenarios, methods and possibilities and to make mistakes whilst doing so. Moreover, the new generation of knowledge workers will be required to fathom and negotiate more complex, networked, dynamic and open problems. They will need to navigate unknown spaces and challenges that currently don’t exist. This chapter looks at how tertiary institutions can respond to the needs of the future workforce by creating a more creative curriculum that goes beyond the teaching of expert knowledge and fact: a curriculum that uses play, and frameworks for discovery, to educate students in that ability to navigate the unknown. If students can begin to feel comfortable within the liminal, divergent phase of discovery, and liberate themselves from thinking only in the standard convergent, linear ways privileged in universities, they would be far better prepared for the big challenges ahead.
dc.language	en
dc.relation.ispartof	International Perspectives on Early Childhood Education and Development
dc.relation.isbasedon	10.1007/978-981-10-2643-0_9
dc.rights	info:eu-repo/semantics/closedAccess
dc.title	Gamestorming the Academy: On Creative Play and Unconventional Learning for the Twenty-First Century
dc.type	Chapter
utslib.citation.volume	18
pubs.organisational-group	/University of Technology Sydney/Faculty of Transdisciplinary Innovation
pubs.organisational-group	/University of Technology Sydney
utslib.copyright.status	closed_access	*
dc.date.updated	2020-05-20T08:42:39Z
pubs.publication-status	Published
pubs.volume	18
utslib.start-page	151

Abstract:

© 2017, Springer Nature Singapore Pte Ltd. Studies show that businesses the world over are looking for more creative managers, and creativity requires an innate ability to play with problems, scenarios, methods and possibilities and to make mistakes whilst doing so. Moreover, the new generation of knowledge workers will be required to fathom and negotiate more complex, networked, dynamic and open problems. They will need to navigate unknown spaces and challenges that currently don’t exist. This chapter looks at how tertiary institutions can respond to the needs of the future workforce by creating a more creative curriculum that goes beyond the teaching of expert knowledge and fact: a curriculum that uses play, and frameworks for discovery, to educate students in that ability to navigate the unknown. If students can begin to feel comfortable within the liminal, divergent phase of discovery, and liberate themselves from thinking only in the standard convergent, linear ways privileged in universities, they would be far better prepared for the big challenges ahead.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/140849