Publication Cover
Reflective Practice
International and Multidisciplinary Perspectives
Volume 18, 2017 - Issue 2
3,039
Views
32
CrossRef citations to date
0
Altmetric
Original Articles

Reflective boot camp: adapting LEGO® SERIOUS PLAY® in higher education

&
Pages 232-243 | Received 06 Jun 2016, Accepted 11 Nov 2016, Published online: 03 Jan 2017

References

  • Barton, G., & Ryan, M. (2014). Multimodal approaches to reflective teaching and assessment in higher education. Higher Education Research & Development, 33, 409–424.10.1080/07294360.2013.841650
  • Boucouvalas, M., & Lawrence, R. (2010). Adult learning. In C. Kasworm, A. Rose, & J. Ross-Gordon (Eds.), Handbook of adult and continuing education (pp. 35–48). Thousand Oaks, CA: SAGE.
  • Branch, W. T. (2010). The road to professionalism: Reflective practice and reflective learning. Patient Education and Counseling, 80, 327–332.10.1016/j.pec.2010.04.022
  • Brookfield, S. (2010). Theoretical frameworks for understanding the field. In C. Kasworm, A. Rose, & J. Ross-Gordon (Eds.), Handbook of adult and continuing education (pp. 71–81). Thousand Oaks, CA: SAGE.
  • Chandler, S. M. (2000). Conversation as a way of knowing (Doctoral dissertation, University of Colorado at Denver, 2000). Dissertation Abstracts International, 61, 1–179.
  • Colaizzi, P. F. (1978). Psychological research as the phenomenologist views it. In R. S. Valle & M. King (Eds.), Existential phenomenological alternatives for psychology (pp. 48–71). New York, NY: Plenum.
  • Creme, P. (2008). A space for academic play. Student learning journals as transitional writing. Arts and Humanities in Higher Education, 7, 49–84.
  • Creswell, J. (2003). Research design: Qualitative, quantitative and mixed method approaches (2nd ed.). Thousand Oaks, CA: Sage Publications.
  • Creswell, J. W. (2007). Qualitative inquiry and research design. Choosing among five approaches. 2nd ed.. Thousand Oaks, CA: Sage Publications.
  • Daloz, L. A. (1986). Effective teaching and mentoring: Realizing the transformational power of adult learning experiences. San Francisco, CA: Jossey-Bass.
  • Gauntlett, D. (2007). Creative explorations: New approaches to identities and audiences. New York, NY: Routledge.
  • Haney, J. J., & McArthur, J. (2002), Four case studies of prospective science teachers’ beliefs of constructivist teaching practices. Science Education, 86, 783–802. doi:10.1002/sce.10038
  • Hiemstra, R. (2001). Uses and benefits of journal writing. New Directions for Adult and Continuing Education, 2001, 19–26.10.1002/ace.17
  • James, A. (2013). Lego Serious Play: A three dimensional approach to learning development. Journal of Learning Development, 6, 1–18.
  • James, A., & Brookfield, S. (2014). Engaging imagination: Helping students become creative and reflective thinkers. San Francisco, CA: Jossey-Bass.
  • Kinsella, E. A. (2009). Professional knowledge and the epistemology of reflective practice. Nursing Philosophy, 11, 3–14.
  • Kolb, D. A. (1984). Experiential Learning: experience as the source of learning and development. USA: Prentice-Hall.
  • Kristiansen, P., & Rasmussen, R. (2014). Building a better business using the Lego® Serious Play® method. Hoboken, NJ: Wiley.
  • LEGO® SERIOUS PLAY®. (2010). Open source introduction to LEGO® SERIOUS PLAY®. Retrieved from https://dl.dropboxusercontent.com/u/5032997/LEGO%20Serious%20Play%20OS/LEGO%C2%AE_SERIOUS_PLAY_OpenSource.pdf
  • LEGO® SERIOUS PLAY®. (2014). Imaginopedia for core process. Enfield, CT: Lego Education.
  • Mayan, M. J. (2001). An introduction to qualitative methods: A training module for students and professional. Edmonton, AB: International Institute for Qualitative Methodology.
  • McAuliffe, G., & Eriksen, K. (Eds.). (2011). Handbook of counselor preparation: Constructivist, developmental and experiential approaches. Thousand Oaks, CA: Sage.
  • Merriam, S., & Caffarella, R. (1999). Learning in Adulthood: A Comprehensive Guide (2nd ed.). San Francisco, CA: Jossey-Bass.
  • Merriam, S., Caffarella, R., & Baumgartner, L. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco, CA: Jossey-Bass.
  • Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco, CA: Jossey-Bass.
  • Mezirow & Associates. (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco: Jossey-Bass.
  • Mobley, K., & Fisher, S. (2014). Ditching the Desks: Kinesthetic Learning in College Classrooms. The Social Studies, 105, 301–309.10.1080/00377996.2014.951471
  • Moon, J. (2004). A handbook of reflective and experiential learning: Theory and practice. London: Routledge Falmer.
  • Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage.10.4135/9781412995658
  • Nolan, S. (2009). Physical metaphorical modelling with Lego® as a technology for collaborative personalized learning. In J.O’ O'Donoghue (Ed.), Technology-supported environments for personalized learning: Methods and case studies (pp. 364–385). Hershey, PA: Information Science Reference. http://dx.doi.org/10.4018/978-1-60566-884-0.ch02010.4018/978-1-60566-884-0
  • Papert, S. (1999). Papert on piaget. Retrieved from www.papert.org/articles/Papertonpiaget.html
  • Papert, S., & Harel, I. (1991). Situating constructionism. In Constructionism. Norwood, NJ: AAblex Publishing Corporation. Retrieved from http://namodemello.com.br/pdf/tendencias/situatingconstrutivism.pdf
  • Sandelowski, M. (2004). Using qualitative research. Qualitative Health Research, 14, 1366–1386.10.1177/1049732304269672
  • Schön, D. (1983). The reflective practitioner, How professionals think in action. London: Temple Smith.
  • Statler, M., Heracleous, L., & Jacobs, C. D. (2011). Serious play as a practice of paradox. Journal of Applied Behavioral Science, 47, 236–256.10.1177/0021886311398453
  • Stoltenberg, C. D., & McNeill, B. W. (1997). Clinical supervision from a developmental perspective: Research and practice. In C. E. Watkins Jr. (Ed.), Handbook of Psychotherapy Supervision (pp. 184–202). New York, NY: John Wiley & Sons.
  • Taylor, E. (2008). Transformative learning theory. New Directions for Adult and Continuing Education, 2008, 5–15.10.1002/ace.v2008:119

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.