• Munib Kardasevic
  • Rebecca Sørensen
This thesis presents the findings of a qualitative study conducted with teachers and educators participating in the Danish Playful Learning-Programme (P+L). Through Design Thinking as a mode of Inquiry, this study explores how participants in P+L perceive and utilize playful approaches to learning in their teaching practices. Furthermore, this research designs a tool that contributes to facilitate the development of a shared repertoire among the participants, in relation to playful approaches to learning.

The thesis’ empiric material consists of semi-structured interviews with participants in P+L.
The analysis is based on three themes derived from a template analysis: i) the understanding of playful approaches in a community of practice, ii) playful approaches in practice, and iii) sensemaking in the process of transformation. These themes are collectively analyzed with perspectives from Etienne Wenger, Brian Sutton-Smith and Karl E. Weick, and serve as the basis for formulating design principles.
Among the key findings, we find that participants in P+L actively schedule playful learning, however, encounter challenges when it comes to capacity building. The findings highlight the importance of having a nuanced understanding of playful approaches alongside a shared repertoire, as well as common reference points which can support playful approaches. These factors are crucial for not only implementing playful approaches in participants' own practice, but also for disseminating and improving such approaches. Additionally, these factors are identified as key factors in achieving long-lasting transformation and educational development. The design principles are applied pragmatically in designing an online portal that aims to facilitate ongoing professional development and the expansion of the participants’ shared repertoire regarding playful approaches to learning.
We find limitations in the findings, concerning the amount of interviews and the local context. We argue that the study therefore has limited applicability for generalizing, but might be applied in similar contexts concerning educational development and implementing new approaches.

Playful Learning, Community of Practice, Sensemaking in organizations, Education, School, Transformational Process, Design Thinking, Playful Approach to Learning, Shared Repertoire
Publication date30 May 2023
Number of pages98
External collaboratorPlayful Learning DK
Programchef Tobias Heiberg tohj@kp.dk
Information group
ID: 532321669