Interesse: Den amerikanske professor i læringsforskning, Mitchel Resnick, hævder at læring ikke længere omhandler ‘Learning by Doing’, men ‘Learning through making’. Playful Learning projektet tager sit omdrejningspunkt inden for Mitchel Resnicks teori, Lifelong kindergarten, hvorfor der tales for at bryde op med den traditionelle undervisningskultur. Gennem Playful Learning projektet stræbes der mod en ændring ved denne traditionelle undervisningskultur, hvilket betyder at læringen skal ske gennem leg og skabelsen af noget i interaktion med andre. Dette kandidatspeciale bygger på en interesse, som blev vækket ved vores 9. semesters praksisforløb ved en professionshøjskole i Nordjylland. Vi blev præsenteret for Playful Learning projektet, hvilket fangede vores interesse, da vi begge har en pædagogisk baggrund og finder det interessant at anvende andre metoder til undervisning og bryde op med de traditionelle normer inden for læring. Gennem vores praksisforløb og dertilhørende dataindsamling skabte det en øget opmærksomhed på, hvordan Playful Learning projektet benyttes, samt hvilke udfordringer dette kan skabe i henhold til samarbejdet underviserne imellem og organiseringen af projektet. Problematik: Ved vores praksisforløb og empiriindsamling rettes en opmærksomhed på, at der ved Playful Learning projektet er udfordringer ved forståelsen og meningsskabelsen af selve projektet. Dette har givet anledning til, at projektets deltagere finder det problematisk i forhold til kommunikation, samarbejde og det organisatoriske aspekt i projektet. Vi har ud fra vores interessefelt, praksisforløb og empiriindsamling udarbejdet denne problemformulering, som er omdrejningspunktet for vores kandidatspeciale: På hvilke måder kan Playful Learning projektet og LEGO Fondens medvirkning påvirke udviklingen af pædagog og læreruddannelsen?Teori: I specialet anvendes Harold Jack Leavitts organisationsmodel til analysering af Playful Learning projektet organisatoriske elementer. Til analyseringen af samarbejdet på tværs af professionshøjskolerne, samt underviserne imellem anvendes Lave og Wengers teori, Situeret Læring. Vi gør hermed også brug af Karl Weicks teori omhandlende meningsskabelse, hvilket benyttes til analyseringen af de udfordringer der opstår i Playful Learning projektet, når underviserne søger at skabe mening. Metode: Vores metodologiske tilgang tager afsæt i feltarbejde, hvor vi har lavet semistruktureret virtuelle interviews, observationer og haft uformelle samtaler med Playful Learning projektets deltagere. Til at analysere vores empiriske data, gør vi brug af en hermeneutisk tilgang, hvortil vi benytter meningskondensering og kodning. Konklusioner: Dette speciale har til formål at undersøge hvilken medvirken LEGO Fonden og Playful Learning projektet har på udviklingen af pædagog- og læreruddannelsen. Det kan konkluderes, at nogle deltagere oplever, at formidlingen af det organisatoriske og de centrale begreber ikke har været tilstrækkelig. Samtidig konkluderes det, at deltagernes autonomi gør det muligt for dem at tage del i udviklingen af uddannelserne. Der skabes praksisfællesskaber hvor det gøres muligt for deltagerne at udvikle tiltag på tværs af uddannelserne og dermed give mulighed for nedbrydelse af de siloer, der kan være opstået. Ved Playful Learning projektet konkluderes det at deltagerne skaber forståelse og mening ud fra sociale og kontinuerlige processer, identitet samt retrospektive metoder. Deltagerne oplever en anvendelse af deres karakteristika i praksisfællesskaberne. Dette sker ved udvekslingen af erfaring og viden, hvorved de inddrager aspekter fra deres identitet og deres undervisning. Nøglebegreber: Playful Learning, LEGO Foundation, undervisningskultur, leg, samarbejde, organisationsstruktur og forandring. 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.