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

Le Hunte, AA

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

Le Hunte, AA

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Publisher:: Springer
Publication Type:: Chapter
Citation:: Multidisciplinary Perspectives on Play from Birth to Beyond, 2017, 1, 1
Issue Date:: 2017

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Field	Value	Language
dc.contributor.author	Le Hunte, AA https://orcid.org/0000-0002-3313-5222	en_US
dc.contributor.editor	Pike, D	en_US
dc.contributor.editor	Lynch, S	en_US
dc.contributor.editor	à Beckett, C	en_US
dc.date.issued	2017	en_US
dc.identifier.citation	Multidisciplinary Perspectives on Play from Birth to Beyond, 2017, 1, 1	en_US
dc.identifier.isbn	978-981-10-2643-0	en_US
dc.identifier.uri	http://hdl.handle.net/10453/52632
dc.description.abstract	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.	en_US
dc.publisher	Springer	en_US
dc.relation.ispartof	Multidisciplinary Perspectives on Play from Birth to Beyond	en_US
dc.relation.isbasedon	10.1007/978-981-10-2643-0	en_US
dc.title	Gamestorming the Academy: On Creative Play and Unconventional Learning for the Twenty-First Century	en_US
dc.type	Chapter
utslib.citation.volume	1	en_US
utslib.location	Sydney	en_US
utslib.for	1503 Business and Management	en_US
utslib.citation.edition	1	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Transdisciplinary Innovation
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.edition	1	en_US
pubs.place-of-publication	Sydney	en_US
pubs.publication-status	Published	en_US
pubs.volume	1	en_US

Abstract:

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.

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http://hdl.handle.net/10453/52632