Interest: The American professor of learning research, Mitchel Resnick, claims that learning is no longer about ‘learning by doing’ but about ‘learning through making.’ The Playful Learning project takes is starting point with the theory ‘Lifelong Kindergarten’ by Mitchel Resnick, which talks about changing the traditional culture of teaching. Through the Playful Learning project, we strive towards a change in the traditional culture of teaching, which means that learning should be through playing and the creation of interaction with others. This thesis is about an interest that came from our 9th semester internship at a university college in the north of Jutland. We got The Playful Learning project presented to us during our internship, and because of our educational background in pedagogy, we got interested in finding other methods to change the traditional norms within teaching. Through our internship and the collection of data, we obtained an increased awareness on the use of the Playful Learning project and the challenges this created regarding the cooperation between the teachers and the organization of the project.

Problem: By our internship and collection of data, we pointed our attention towards the fact that with the Playful Learning project, there was challenges with the understanding of the project itself. The participants of the project found it problematic regarding communication, cooperation and organizational aspects. Based on our field of interest, our internship and our data collection we have the following research question of our thesis: In what ways can the Playful Learning project and the participation of the Lego foundation affect the development of the social and teaching education?

Theory: The thesis uses the organizational method of Harold Jack Leavitt to analyze the organizational elements of the Playful Learning project. In the analysis of the cooperation between the university colleges across the country and the teachers the theory of Lave and Wenger: Situated Learning is used. We also use the theory of Karl Weick regarding sensemaking to analyze the challenges that occurs in the Playful Learning project, when the teachers are trying to create meaning.
Method: Our methodology is fieldwork consisting of semi structured virtual interviews, observations and informal conversations with the participants of the Playful Learning project. For the analysis of our data, we use the hermeneutical approach wherein we also use opinion condensation and coding.

Conclusion: The purpose of this thesis is to examine how the Lego foundation and the Playful Learning project affects the social and teaching education. The conclusion is, that some participants experience that the communication of the organizational aspects and the central concepts has not been adequate. The autonomy of the participants make it possible for them to take part in the development of the educations. The participants get the opportunity to develop initiatives across the educations through practice communities, which gives them the opportunity to break down created silos. With the Playful Learning project, a conclusion is that the participants create understanding and meaning through social processes, continuity, identity and retrospective methods. The participants experience a use of their characteristics in the practice communities, which happens through the exchange of experience, knowledge and the involvement of aspects of their identity and the teaching.

Key words: Playful Learning, LEGO Foundation, teaching culture, play, cooperation, organizational culture and change.