Designs for learning and ludic engagement

Abstract

Theories of learning and theories of play have to a large extent been separate fields in academic research. However, new communicative conditions make learners become not only consumers of information but also producers of information, active members of learning communities and for example players of online games. With new resources for communication, new demands and new possibilities are raised for learning. This article argues that there is a need for a new articulation of how we understand learning and in further discusses processes of engagement, meaning making and transformation of signs. The article will also present a design theoretic perspective on learning, related to the question of play and ludic engagement. The concluding remark is that borders between the fields of learning and play are no longer meaningful to uphold.

Keywords:

• designs for learning
• ludic engagement
• play
• toy
• learning resources
• learning sequences

Notes

The concept ‘real’ is misleading, since also the fictitious and virtual worlds are real in a profound sense. Also see Hangaard Rasmussen, T. (2001).

One aspect of autism is the difficulty to play and to think in terms of ‘as if’.