|
|
top
|
Implementation tips
Preparing learners
- The moderators main role is preparing and guiding
learners to gain maximum learning benefit from the role
play experience. See our Tips for Moderating Online Role-Play
(PDF) that were collected from Australian role play designers
during an e-mail icebreaker activity preceding our National
Summit on Online Role-Play.
Guidelines for planning
- It is likely that teachers will increasingly select or
modify an existing role play rather than designing their
own. Or in some large institutions, the task of running
an online role play may be passed on to a new teacher if
the original designer leaves. The Checklist
for teachers selecting an existing role play serves
as guidance for using a role play if you were not the original
designer. It helps teachers decide whether an existing role
play matches the needs of the course, how much modification
is needed or whether a completely new role play is a better
way to go.
- It is assumed that the original designer of the role play
has covered all issues listed in the Online Role-Play Designers Guide.
You may want to browse that document as a way of evaluating
the role play you are thinking about using.
- If you decide to design your own role play then an Online Role-Play Designer's Template
(RTF) is provided.
Guidelines for the moderator
Why Use Online Role-Play?
- Explore the video clips listed here for comments from
role-play designers and students.
Designers and teachers |
Students |
Why
do you use role-play?
Rob McLaughlan, Mekong e-sim, UTS |
Generic
skills that students learn as part of this role-play
Middle East Politics Role Play, Mq Uni |
Why
use role-play?
Elizabeth Devonshire, Environmental Management Role
Play, Mq Uni |
Online
role-play as a way of learning
Environmental Management Role Play, Mq Uni |
Why
use role-play?
Maureen Bell, Idontgoto University Role Play, UoW |
What
do you think of online role-play as a way to learn?
Internet Gambling Role Play, UoW |
Why
use online role-play?
Rohan Miller, Internet Gambling Role Play, UoW |
Tips
for other students participating in role-plays
Middle East Politics Role Play, Mq Uni |
Why
do you recommend role-play?
Mike Fardon, Political Science 102 Role Play, UWA |
More
tips for other students
Middle East Politics Role Play, Mq Uni |
Why
use role-play?
Marie Jasinski, Xmas Party From Hell Role Play &
Fashion House Role Play, DMIT |
|
|
top
|
The strategy used in this learning design is a collaborative
role-play approach that has been well developed through a
number of implemented subject designs. The first known Australian
instance was Middle Eastern Politics at The University of
Melbourne in 1990. Since then teachers at other universities
have adopted and modified the role-play learning design.
Role-plays are situations in which learners take on the role
profiles of specific characters or organization representatives
in a contrived setting.
The idea behind using role-plays as pedagogical tools is
that experience is the best teacher. If access to such experience
in real-time is impossible, a simulated environment may be
sufficient. The most important advantage of role-play is that
it provides a SAFE environment for experiential learning.
Much of the learning occurs because the learning design
requires a learner to explore and articulate viewpoints that
may not be their own. It is a similar learning experience
to that of debating except there is potential for it to be
more personal and less abstract as the student actually puts
themselves in somebody else’s shoes. Many learners find
the personal aspect more engaging than the formal aspects
of debating.
Although all of the role-play exemplars in this site lay
much stress on the academic theory and content of their university-level
discipline area, they also stress the generic learning outcomes
such as negotiation and communication skills. As participants
work towards their role’s social or political goals,
they may experience a range of emotions such as pride, frustration,
anger, rejection, acceptance or conflict, so the design allows
illustration and practice of emotional skills.
Unlike a face to face role-play, online role-play can be
anonymous which provides distinctive features to support learners
who may be intimidated, shy or otherwise unable to participate
fully in a face to face situation, especially impromptu face
to face role-play. Online role-play can provide practice leading
into face to face role-play if needed.
Examples
Learning Outcomes Summary
This learning setting will support students in: -
- Understanding the regulatory nature of securities
markets, including the process of regulation and the
various players.
- Appreciating alternative but valid research approaches
(i.e. law and finance) relevant to the regulatory
debates.
- Critically evaluating current issues of regulatory
debate and reform in securities markets, such as insider
trading and takeovers utilising legal and finance
theoretical paradigms as well as their respective
methods of research.
- Utilising the web for accessing information, evaluating
its usefulness and interacting with others in and
outside the course.
- Using communication to develop and maintain personal
and professional relationships.
- Working self-critically by themselves or as part
of a team.
- Developing an enhanced respect for other disciplinary
and cultural approaches to securities markets regulation
(including self-regulation and the role of business
ethics).
- Engaging as important Securities Markets Regulation
(SMR) players in a role-play.
- Developing communication, negotiation and decision-making
skills, particularly in relation to understanding
how meaning is conveyed via the web.
|
Learning Outcomes Summary
This learning setting will support students in: -
- Demonstrating how principles from Physical Geography
are applied in real world environmental practice and
decision-making.
- Merging scientific perspectives with social-science
perspectives in an environmental management context.
- Integrating and synthesizing a range of information
needs for water management, balancing their use of
divergent forms of information.
- Actively participating in a simulated 'real world'
process of environmental negotiation, working towards
a consensus-based output/verdict.
- Appreciating a participatory approach to resource
and environmental management.
- Applying conflict resolution techniques in environmental
decision-making.
- Recognising the importance of moves towards consensus
over compromise / majority decision-making.
|
Learning Outcomes Summary
- To identify the political, social, economic and
scientific dimensions to decision making in natural
resource management conflicts.
- To identify the responsibilities and appropriate
responses for characters in the role-play.
- To develop communication, research, critical thinking,
negotiation and decision-making skills and an appreciation
of cultural differences and approaches.
- To utilise Information Communication and Technology
skills.
|
More information about Learning Outcomes and Suitability
for Online Role-Play can be found in the Online
Role-Play Designer's Guide, sections 2 & 3.
|
top
|
Implementing assessment strategies
- The assessment in this learning design is integral to
the learning process and the assessment tasks are usually
the same tasks that are required to move the role-play forward,
for example publishing a role profile and active engagement
in e-mail discussion of the proposed resolutions.
- The assessment demonstrates their understanding and empathy
with the role the students have taken on and their ability
to outline the various stakeholders differing perspectives.
The importance of the assessment strategies
- Assessment is the factor that encourages, motivates and
drives the learners. Without assessment there can often
be a drop-off in engagement by some individuals in the discussion,
which then affects all others in the role-play.
- Assessment ensures alignment between the objectives and
learning outcomes and therefore usually is split between
a number of components progressively throughout the role
play.
- If the learning has been undertaken in a collaborative
team, the assessment needs to incorporate components that
recognise the students contributions, or else one
of the components need to be individual assessment rather
than group assessment, for example the final reflective
task.
For tips, examples and video clips on assessment from role
play designers, see Online Role-Play Designers Guide,
section 10. |
top
|
Online role play simulation contains no random elements.
The computer does not participate in the simulation. The role
of the technology (both computation and communication) is
to facilitate role play and create an environment which we
refer to as simulation. For the learner there are no computer-generated
random events that will happen unexpectedly. In contrast to
some simulation games, a role play simulation will not have
"natural disasters" generated by the computer at
random. If there is going to be a disaster, it will be by
design and controlled by the moderator.
Online role play involves collaborative conversation therefore
the ICT required is e-mail or bulletin board on a network,
either a Local Area Network or the Internet depending on the
distribution of your students. Some role plays provide access
to a synchronous chat facility in addition to an asynchronous
e-mail facility but a role play would rarely run entirely
as a chat session as chat provides little opportunity for
reflection and refinement of proposals. A more sophisticated
self-contained web-based environment enables you to provide
convenient online access to resources and a more visual metaphor
for meeting places for the different stakeholders as well
the potential to reuse your role play with other classes.
Examples from Web Based Role-Play Platforms Showing Meeting
Places Graphically Represented Within the Web environment
EXAMPLE:
Mogue Magazine
Mogue Magazine is the worlds’FAV
fashion mag. Mogue are guesting designers to “DO”
the front cover. Design houses have fought and Figwood
has won. Now they need fashion people to make it happen.
Figwood Designs have won the chance
to host the next Mogue cover. They have two weeks to
get together a fashion team to do the shoot. There are
a number of teams vying for the greatest chance in their
careers and we don’t know who they are …
Are you going to make THE team?
Sex, Money, Intrigue,
more money and ultimately, POWER
Two weeks kids,….DO IT. |
from Fashion House Role-Play
showing meeting places graphically represented
|
Simon O’Mallon, DMIT |
Pedagogical considerations when selecting a platform:
1. Anonymity - It is generally agreed
that the facility for students to take a role anonymously
is a major feature of online role play. Most platforms
support this. Only if a team of students is playing a
single role is anonymity compromised. In general, there
is no need to keep anonymity between team members, although
it is possible on some platforms, however anonymity between
groups gives added dimensions to a role play learning
design.
2. Censorship of postings - In a formal
educational environment, knowing that the moderator is
monitoring all posts is usually sufficient to prevent
students posting inappropriate messages to the role play.
The large amount of messages, the need for distributing
the messages in a timely manner and the workload of the
moderator usually means that censorship cannot be effectively
exercised even if it is supported by the platform.
3. Size of role play and grouping -
Role play is a group activity and subject to group dynamics
therefore a role play with too many roles will make moderation
difficult. A role play with too few roles will not have
sufficient messages to sustain a continual interest for
the players. A minimum of 6 to 8 roles is generally recommended
for an interesting online role play. Given the size of
a role play is usually much smaller than the class size,
a teacher can choose to group students to play a role
(team play) or run the role play in different distinct
"worlds" or a combination of both. There are
many learning opportunities in team work so consider this
option first. The optimum size of a team is 2 to 3 students.
Not many platforms easily support the notion of separate
worlds.
4. Reuse - Designing an effective role
play is a non trivial exercise. You need to supply appropriate
resources to help students making decisions during role
play. You need to have an interesting scenario with a
"kick off" episode which gives a significant
number of roles compelling and urgent reasons to take
some actions. You need to have an appropriate set of roles
so that sufficient facets of the issues are explored from
sufficient stakeholder viewpoints. Therefore the capability
of a platform to support you and/or your colleagues in
reusing the role play with other classes should be considered
if you wish to capitalize on your efforts.
Your choice of technical platform will depend on what technical
resources you have available to you, the complexity of the
online role play you are designing, the time you have available
for designing, the time your students have available for participation,
the technical sophistication of your students, and of course
your budget. You could use your university’s centrally
provided Learner Management System (WebCT, Blackboard…);
a free mail service such as Yahoo or Hotmail; a role play
engine such as UWA Simulation Builder or Fablusi; or a hosted
service such as Fablusi.
WebCT - Macquarie University
UWA Simulation Builder |
Blackboard - UTSOnline
Click any of these
sample images
for a closer view
Fablusi |
Yahoo Groups
Hotmail |
For a comparison of five different platforms being used by
university role play designers in Australia, see our Checklist:
Platforms for
online role plays (PDF).
For the platforms that are used by the various role plays
exemplars, check our Comparison Matrix (PDF). For
examples that use existing university platforms check our
QuickStart
Role Play 1 (PDF), QuickStart
Role Play 2 (PDF), or Email
Role Play Templates.
|
top
|
|
|
|
|
|
|
|
|
|
|