Subject: [IFETS-DISCUSSION:1051] Pre-discussion paper
From: Kinshuk (Kinshuk@massey.ac.nz)
Date: Fri 09 Feb 2001 - 03:39:37 MET
From: "Kinshuk" <Kinshuk@massey.ac.nz> Subject: [IFETS-DISCUSSION:1051] Pre-discussion paper Date: Fri, 9 Feb 2001 15:39:37 +1300
Dear colleagues
Please find below the pre-discussion paper on the theme 'Ideal features of
Web-based role play generator' (moderated by Albert Ip, Digital Learning
Systems P/L, Australia, summarised by Brent Muirhead, University of Phoenix
Online, USA). The discussion will formally end on 23 February 2001.
The HTML version of the paper is available at:
http://ifets.ieee.org/discussions/discuss_february2001.html
(The HTML version contains graphic and various links)
Please send your comments on the paper to IFETS list at
ifets-discussion@catfish.valdosta.edu
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"Ideal features of Web-based role play generator"
* Role Play as a Pedagogy
Role play as a pedagogy is not new. Back in 1966, Gamson started using his
SimSoc in classes and SimSoc has been used in a large number of institutes
since. Information about how Gamson still runs his class (Spring 1998) at
Boston College can be found at http://www2.bc.edu/~gamson/. Soft skill trainers
have been using this methodology for decades. Some insights into the design of
training simulations may be found in Ten Secrets of Successful Simulations and
Ten "Mistakes" Commonly Made by Persons Designing Educational Simulations and
Games.
I believe (and many others too -I am just too lazy to find the references) that
recent advances in technology hold out great potential for role play simulation,
including:
- The web as a huge resource - thus enabling information-dense learning environment
(see e.g. http://www.dls.au.com/papers/NEF_Reuse.htm)
- The web as a communication layer to support collaborative learning
- The ubiquitous availability of web browsers as a common platform for delivery.
It is no surprise that efforts are made to make role play available via the web.
Notable examples of some recent attempts are: International Communication and
Negotiation Simulations (ICONS) Project and Politics and International Relations
in the modern Middle East at Macquarie University, Australia. The technology used
behind the "Middle East simulation" was by customizing existing generic
communication software, see http://www-jime.open.ac.uk/98/11/vincent-98-11-14.html.
A search on the web using "Role Play" as keyword reveals a large number of sites
devoted to role play as a fantasy game in which players are engaged in adventures.
These are typically "rule-based" games in which the software depends on some
algorithm to determine the "strength" of the player as s/he encounters different
fantasy creatures and engages in a fight for survival. In many cases, an element
of chance is introduced into the game. By way of contrast, the examples cited in
the last paragraph are "communication-based". The software environment does not
provide "rules" to determine the consequence of a "move" and equally important,
at the end of the exercise, there is not a game to win or lose. See a discussion
of the three related concepts: simulation, games and contest. I would like to
focus our discussion to role playing. Role playing is not a simulation in the
sense of being rule driven. It is not a game, in the sense that there is no final
winner or loser. It is also not a contest. I invite a discussion on how role
playing may be useful in a teaching and learning environment.
Related Discussion Question: Is Role Playing a pedagogy that can be applied to
disciplines beyond politics and soft skill training?
* Role Playing Simulation generator
Early 1999, a generator, based on the abstraction that interactions are
communicative events was developed to support the rapid creation of online role
playing simulation. Although it was an evolving process (the generator is
undergoing continuous development while real courses with real students were
using the system) and there were numerous late nights modifying the system to
meet new demands and needs, the simulation co-ordinator, Roni Linser admitted
that without the generator, he would not be able to deliver the level of activities
he was doing. Our pedagogical underpinning and engine experience have been
reported.
Implicit in the design of any role playing activity is the definition of roles and
starting scenario. The roles define the way a player will behave in the simulated
world and the scenario creates the goals to pursue in the activities. In another
paper, we have identified four foundations to building a learning environment for
role playing activity:
- Scaffolding (tasks that lead the players to achieve particular learning outcomes);
- Resources (information that is subject matter and content specific provide either
as reading material for the learners or to set up the scenario for the simulation);
- Interaction facilities (sim-mail, sim-conferences and private chat rooms for
communication); and
- Social structure (framework that supports the rules for playing the game).
Related Discussion Question:: Are there other important fundamentals in an ideal
simulation to support effective learning?
* Implementations
The foundations are supported by software tools such as sim-mail, sim-conferences,
private chat rooms, tasks, information provided to different roles and rights in
the sim-conferences.
Related Discussion Question: Interested readers may following this link to find
out the features available to the role play generator and comment on whether
the current feature set meets the requirement. Alternately, we can engage in an
imaginative situation. We can articulate what are the ideal features to support
the identified or additional foundations.
* Some Usage
In April 2000, Fablusi, the new name of the generator, supported a 48-role
simulation. In 3 weeks, the students generated nearly 3000 sim-mails, participated
actively in 10 sim-conferences ranging from 130 messages in the "News Agencies",
50 in the "International forums" to less than 10 in some other sim-conferences.
In May 2000, Fablusi supported another 40-role simulation. Again in 3 weeks, the
students generated over 4000 sim-mails, participated actively in 8 sim-conferences
and created over 130 private chat rooms.
Related Discussion Question: This volume of activity means that mechanisms are
needed to help the simulation coordinator run the simulation effectively. What
are the ideal features that a simulation engine should have to support this level
of teaching and learning?
* Future features
During the discussion, I shall describe some planned features that will be available
in the near future in Fablusi.
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End
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