1. TLC 2014 WHAT COULD LEARNING LOOK LIKE? YOUR TURN TO SHUFFLE - Peter Liljedahl & Kathryn Ricketts

2. TLC 2014 FLOW EXPERIENCE 1.There are clear goals every step of the way. 2.There is immediate feedback on one’s actions. 3.There is a balance between challenges and skills. 4.Attention is focused on one’s actions. 5.Distractions are excluded from consciousness. 6.There is no worry of failure. 7.Self-consciousness disappears. 8.The sense of time becomes distorted. 9.The activity becomes satisfying in its own right. - Csíkszentmihályi (1990)

3. TLC 2014 FLOW EXPERIENCE - internal 1.There are clear goals every step of the way. 2.There is immediate feedback on one’s actions. 3.There is a balance between challenges and skills. 4.Attention is focused on one’s actions. 5.Distractions are excluded from consciousness. 6.There is no worry of failure. 7.Self-consciousness disappears. 8.The sense of time becomes distorted. 9.The activity becomes satisfying in its own right. - Csíkszentmihályi (1990)

4. TLC 2014 FLOW EXPERIENCE - external 1.There are clear goals every step of the way. 2.There is immediate feedback on one’s actions. 3.There is a balance between challenges and skills. 4.Attention is focused on one’s actions. 5.Distractions are excluded from consciousness. 6.There is no worry of failure. 7.Self-consciousness disappears. 8.The sense of time becomes distorted. 9.The activity becomes satisfying in its own right. - Csíkszentmihályi (1990)

5. TLC 2014 FLOW EXPERIENCE - external 1.There are clear goals every step of the way. 2.There is immediate feedback on one’s actions. 3.There is a balance between challenges and skills.

6. TLC 2014 FLOW EXPERIENCE - external 1.There are clear goals every step of the way. 2.There is immediate feedback on one’s actions. 3.There is a balance between challenges and skills. = ENGAGEMENT

7. TLC 2014

12. Stephen Nachmanovitch (1990) refers to this astuteness as “the power of free play sloshing against the power of limits”.

13. TLC 2014 Siegel (1995) advocated the notions of a learning space as a site that goes beyond information submitted and received but rather a dynamic space where meanings are collectively constructed and connections are invited to emerge.

14. TLC 2014 Whereas knowledge was once relegated as stable and absolute it is now seen as partial and contingent. Similarly, the familiar idea that learning is a passive process of acquiring isolated skill and bits of information has given way to the idea of learning as a social process in which students actively construct understandings. (Siegel, 1995) Commonalties

15. TLC 2014 Commonalties

16. TLC 2014 Playfulness, Flow, Curiosity, Engagement Commonalties

17. TLC 2014 learning how to learn Commonalties

18. TLC 2014 Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. New York: Harper and Row. Nachmanovitch, S. (1990). Free play, improvisation in life and art. New York, NY: Penguin Putnam Inc. Siegel, M. (1995). More than words: The power of transmediation for learning. Canadian Journal of Education, Toronto, 20(4) 455-475. Commonalties

19. TLC 2014 Q & A QUESTIONS & ABUSE

20. TLC 2014 THANK YOU! liljedahl@sfu.caliljedahl@sfu.ca & krickett@sfu.cakrickett@sfu.ca www.peterliljedahl.com/presentations