Subject: [IFETS-DISCUSSION:1103] Re: role-play methodology
From: Albert Ip (albert@dls.au.com)
Date: Tue 13 Feb 2001 - 14:08:10 MET
From: "Albert Ip" <albert@dls.au.com> Subject: [IFETS-DISCUSSION:1103] Re: role-play methodology Date: Wed, 14 Feb 2001 00:08:10 +1100
"Michael Cenkner" <michael-cenkner@home.com> Tuesday, 13 February 2001
18:04 wrote:
> This page is only a one-page overview, comments
> welcome.
> http://www.ualberta.ca/~mcenkner/michaelCenkner2/solocombo.htm
thanks for sharing the template.
> It has its problems though:
> 1. Usually ad-hoc preparation of students.
> 2. Difficulty of sourcing material.
> 3. Difficulty of evaluation.
Michael, I believe the problems you identified came out of your valuable
experience which we may like to ponder a bit more.
1. Preparation of students. You template has identified several phases of
the development of role play simulation. I would separate them,
conceptually, into the simulation creation and the running of simulation and
start thinking how one feeds into the other. Your configuration phase is,
to me, the creation of the simulation. The learning phase itself may have
several stages - including the familiarisation of the roles by the students.
More on evaluation later.
Of course, you can involve the learners in the configuration phase to
identify likely stakeholders and issues, and then proceed from there as
well. I believe this would demand a higher level from the learner. I would
suggest this creation process be the responsibility of the simulation
creator including the creation of scenario and "game plan". If this is the
case, the participation of role play simulation is actually quite similar to
"group process". There is the beginning inducing phase of the group
process. There are learning opportunities in this stage and hence I would
suggest we do not treat this as "ad-hoc preparation", rather a valuable
opportunity to mastering some facts, doing research and ....
2. I agree. It seems to me there is a lot of writers focusing on creating
"case studies" for teaching and learning. There is not enough people
interested in creating re-usable role play simulation. I hope things will
change if we can work out an incentive system. :-) Any suggestion?
3. Interestingly, the political science role play simulation I cited in the
pre-discussion paper is a "formal assessment" itself. The role play
simulation IS the evaluation. Of course, we also evaluate the "evaluation
process". :-)
The notion of role play simulation has an added advantage. Role play
simulation requires participation by the role on regular basis. It is
difficult to move a simulation along (computer does not participate in our
role play simulation) when some key roles are not responding to the input of
other roles. Being a formal assessment, the students have the incentive to
"show off" during the role play. We found that once the learners get
involved into the simulation, it is quite "sticky". But all learners need
the initial push to get started. Do you, or anybody else, have found the
same situation? What was your solution?
cheers
Albert
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