At the heart of the Covid pandemic lies a paradox for embodied and experiential learning. In an ironic twist the pandemic, a profoundly embodied phenomenon, reduced our embodied contact with other people to the lowest levels possible. The question many institutions ask now is, how can we now reinstate the value of the face-to-face teaching and learning experience. One answer is to create teaching and professional development activities that reinforce the educational value of embodiment. The embodied activities I will share today ring small groups of individuals together and allow these groups to generate related activities subsequently in their own working environments. The exemplar activity for this workshop focuses on two learning objectives. The first is to ensure all participants gain an embodied experience of disadvantage in a teaching and learning environment. The second requires that participants produce a reflection on the experience and design an activity of their own that is modelled on the principles and practices of our workshop. Participants will be divided into groups, given a specific collaborative activity to complete, then asked to reflect on the activity. We will ask participants to share a paragraph of reflection within two days of the workshop, then a brief outline of an activity of their own two weeks later. Participants will not be fully aware of certain specific aspects of the exercise, but should know the activity requires certain members of each group be ‘disadvantaged,’ in a very safe way, in their attempts to succeed in a common goal.

Authors:
Nicholas Monk, University of Nebraska Lincoln, United States

About the Presenter(s)
Dr Nicholas Monk is a University Professor/Principal Lecturer at University of Nebraska Lincoln, United States

See this presentation on the full schedule – Schedule

Bookmark