Designing Play Tarot Cards to support Designing for Playful Learning in Teacher Education

Based on a number of design-based research experiments this paper explores how we can design a tool to support designing for playful learning in teacher education. A number of recent review studies show that integrating play qualities into a learning context is not always easy. We design a set of tarot cards with the aim of exploring the question focusing on actions in learning situations, and with the aim of focusing on play qualities for those specific actions. Our study shows that using the tarot cards as a way for students and teachers to reflect and come up with further playful learning designs brings in a broader diversity of play qualities, especially qualities that are not commonly seen as productive in an educational context.