I’m exploring what flow looks like and how it can be engineered as a therapeutic tool and ‘bucket filler’ for wellbeing as well as a mode for enhancing engagement. Here are some notes on how the state of flow can be engineered for optimal learning experiences.
These days life is so busy. We are constantly tuned in, listening, viewing, filtering and processing information at a tremendous rate. As a consequence stillness and the ability to tune in to oneself in is being lost in the mess of life. Screens, billboards, traffic, office noise, classroom noise, schedules, lists, expectations (especially at this time of year just before Christmas) make it even more important to make space for a more mindful approach to learning and working.
Flow is a state coined by Mihaly Csikszentmihalyi. He describes "flow" as a state of optimal experience where individuals are fully immersed in an activity, feeling a sense of energised focus, enjoyment, and fulfillment. In order to engineer a state of flow in a learning arena, we have to anticipate things that might break the flow and we need to design an activity that is neither too difficult nor too easy. (This tunes into Vygotsky’s Zone of Proximal Development too). On the surface, designing this kind of learning experience seems easy enough - but there are layers to it that need to carefully considered in order to engineer an optimum experience.
We need to differentiate. What might be hard for one might be too easy for another so in the anticipation phase of learning design we therefore need to predict how to extend more advanced participants and enable those who might be struggling.
We need to anticipate breaks to the flow. What might go wrong? How might learning be interrupted? How can we minimise disruption and ensure that learning stays in a state of flow?
The benefits of flow in learning design are immense. Here are a few positive outcomes of engineering flow from a triangulated filter - from a learning design perspective, from an art therapy perspective and from a mindfulness/improving wellbeing perspective.
Benefits of engineering learning design to optimise flow are:
Increased engagement
Optimised productivity
Improved sense of wellbeing
Sense of timelessness (it’s always so rewarding when people want to keep going when time is up)
Sense of connection (if designing a collaborative flow experience)
Focus and awareness of the importance of process over product (agile methodology in action)
Increased awareness of learning as an experience/journey and not an end point
Increased mastery of skills
So how did all this come into play in my Flow State workshop? I used an ‘predict/anticipate, launch, explore, discuss’ model for experiential learning and here are some notes:
Prediction/Anticipation
What might the learners need to succeed?
I knew that the students would find it hard to focus for a long period of time so I set a timer and displayed it visually. I also prepared the resources ahead of time so that learning could be entered easily in the ‘launch’ phase. In this instance, I pre-drew the circles for the [personal mandala] activity because I knew that using compasses and identifying the centre of a circle might cause confusion and put the activity into the ‘too hard basket’ before we began. I also pre-marked the centres of the circles with a cross to indicate quarters and I checked that the students understood the concept of symmetry. Jargon check, learning outcomes check, barriers check, UDL check.
What might strugglers need to be scaffolded?
In my resource kete I also had images of variations of the finished product so that participants could see what kinds of patterns might be used. I actually held these back today as the students didn’t need it. (Also, I’ve found that often when you offer an exemplar students will emulate the exemplar rather than designing and exploring their own process).
What materials might they require to support them?
The anticipation phase is also important - what actions do we expect participants to be able to perform? What do they need in terms of environment and materials? Another aspect of the anticipation phase for the flow experience activity was providing a range of media. I provided different types of coloured pencils, pencils, felt tips and ink pens for exploration. Pencil sharpeners and ways to sharpen without leaving the table were also provided (getting up to sharpen a pencil can be a really dumb way to break flow needlessly).
How might learners be extended?
I had planned to add a sensory and psychology of colour/colour theory reflection exercise. This could be adopted as a take home worksheet or I might yet adapt it to flow state workshop 2.
Launch
In the launch phase I gave a brief overview of the history of mandalas, what they are for, the magic macro/micro aspects of them with examples from the real world and how they can be used to tune in to the process of drawing. Once all of the students knew what to do I could let them go for it. The launch phase needs to be ‘what are we going to do, how are we going to do it and how will we know when we are done’ (in a nutshell).
Explore
In the explore phase it’s important not to interrupt them. There needs to be no rules and full freedom to explore. Just drawing (or making or designing or brainstorming whatever the workshop needs). Just exploring. For this phase, I also provided a soundtrack of rainforest meditation low-key soundscape so that there were no rhythmic or lyrical distractions and all of the materials were shareable and within reach. Get. Stuck. In. Gloriously.
Summarise/Discuss
At the end (indicated by a visual timer), we returned to conversation about how the activity went. What did we discover? What did we learn? How easy/hard was it to focus? What decisions did you make? How are those interesting or different to what you might have expected? (Etc.)
The work of the facilitator is to explore questions to follow up with in the explore phase too… the product or the outcome is not the focus - the reflection on the process is.
The results of true flow in action are always different. Do the students have an increased sense of wellbeing? Yes. Have they explored discovery learning as a process? Yes. Have they had an opportunity to learn on their own in a parallel play environment? Yes. Is it energising? Yes. Is it fun? Yes.
In the artistry of learning design, engineering experiences to maximise flow states can be transformative for participants and the benefits of recognising the flow state and knowing how to get there again can be exponentially advantageous.
Ready to boost wellbeing and make learning more impactful by maximising flow in your organisation? Let's make it happen! Book me for a fun and impactful workshop.
Flow-State Playground Workshop (for businesses)
Transform your leadership style through a playful and interactive experience in a Flow-State Playground Workshop. Leaders from all backgrounds will explore the principles of flow through expertly engineered activities designed to enhance decision-making, foster innovation, and strengthen team dynamics. Participants will leave equipped to inspire and guide their teams to peak performance, all while having fun exploring a variety of playful activities. Contact me for session timing and pricing. studio@katrinawardcreative.com
Flowcraft Playdate - (for teachers and parents)
Explore the pedagogy of engineering flow state learning experiences to optimise engagement, improve communication and target wellbeing. Two hour workshop or Full day workshop. Contact me for pricing. studio@katrinawardcreative.com