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Sketch: Creating LEGO® Representations of Theory

  • Nicola SimmonsEmail author
Chapter

Abstract

Creativity and innovation often appear as desired outcomes of degree programs, and yet the education system may not value these attributes. Play-based activities can help students break existing thinking patterns to uncover their implicit thinking and connections. I invite graduate students to play with LEGO® to ‘build’ their papers in progress. Students say this unlocks their thinking by allowing them to think about theory applications in concrete (and personal) terms. Playing with LEGO® shifts their processing: instead of a purely intellectual analysis, they engage with childlike inquiry that helps them explore without worry about getting the right answer. 

Keywords

LEGO Education Conceptualisation Learning theories 

References

  1. Gauntlett, D. (2007). Creative Explorations: New Approaches to Identities and Audiences. Abingdon, Oxon: Routledge.CrossRefGoogle Scholar
  2. Robinson, K. (2001). Out of Our Minds: Learning to be Creative. Westford, MA: Capstone.Google Scholar

Copyright information

© The Author(s) 2019

Authors and Affiliations

  1. 1.Brock UniversitySt. CatharinesCanada

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