Subject: [IFETS-DISCUSSION:1132] Ist Discussion Summary
From: Brent Muirhead (bmuirhead@email.uophx.edu)
Date: Thu 15 Feb 2001 - 06:10:10 MET
From: "Brent Muirhead" <bmuirhead@email.uophx.edu> Subject: [IFETS-DISCUSSION:1132] Ist Discussion Summary Date: Thu, 15 Feb 2001 00:10:10 -0500
Greetings Colleagues!
I am writing to share a summary of our responses to Albert Ip's discussion
on "Ideal features of Web-based role play generator."
As I read over the responses I was struck by the important role that
teachers have in effectively utilizing role-playing and helping students
become comfortable with new learning techniques.
Tuesday Feb.13
Jane E. Golding relates about her public school situation where "teachers
can take university courses for professional development and if, upon
successful completion, and they have been approved by the superintendent,
the district reimburses the teacher for the cost. Historically, this has
been easy because we are all familiar with our local universities, thus know
the quality of the courses." Jane closes with a relevant question "what
criteria would you suggest be used to judge the quality of online university
courses?"
Michael Cenkner highlights three problems with role-playing:
1. Usually ad-hoc preparation of students.
2. Difficulty of sourcing material.
3. Difficulty of evaluation.
Michael relates that "he has been developing a data-base, interface and
e-mail system to make this kind of activity more systematic. At the same
time, it does promise to be deliverable at a distance." He shares a web site
with an abridged version of his methodology for role-play.
http://www.ualberta.ca/~mcenkner/michaelCenkner2/solocombo.htm
Dennis Nelson focused his discussion on the four questions raised by Albert
Ip:
I. In which discipline area (or just general discussion) your users use VTC
conference? II. Any experience you can share with us? III. Is your role play
structured? IV. Is it played in real time?
Dennis offers a detailed response to the four questions.
"I. Just general discussion. My principle point was that role play can be
used for what we traditionally have labled hard disciplines and skills as
well as those listed.
II. Several dozen of our officers associated with military training needed
1) an upbrief on numerous training issues, and 2) a chance to brainstorm
topics for the next statewide training meeting. The sessions are very
structured with planned facilitation to ensure the fullest participation
possible. Resources permitting, a technical support person and facilitator
would be at each site (five sites the last time). Typically an individual or
individuals who would be at the session as participants are asked to fill
the support roles.
III. The role play is structured only to the degree necessary to ensure
competency at the end of the session. Each role player is allowed to
exercise their own personality and is given the support necessary to become
competent and confident enough to reassume the role at a future date.
IV. They are played in real time 1) to ensure learning as well as
instruction takes place, 2) the individuals are in their comfort zones for
maximum learning, 3) we can estimate the degree of reinforcement needed and
time needed to prepare for the actual future event, and 4) we can estimate
times needed for future role plays and the required limitations on the
expected outcomes given the time available for the play."
Dennis relates that he can "foresee the day when universal access will make
skill and ability sets available everywhere 24/7. People can't be pushed
into this, they must be helped to discover the joy of it." This is an
important point because people must be given time to adjust to changes in
their learning experiences.
Deirdre Bonnycastle commented on Albert Ip's comments on the difficulty in
creating role-plays if students couldn't get together in private groups for
real time simulation or discussion. Dierdre highlights the importance of
instructors selecting students for specific "breakout groups." She stresses
that instructors can provide vital management functions by using "the two
systems we use allows the instructor to pick who goes into which groups and
for how long. The instructor can pop into a group at any time or stay out.
Dierdre observes that "Goal-Based Scenarios that allow an individual to take
on the role of someone else but don't require interaction with real people
(very expensive to develop but inexpensive to deliver).
2. Group Role Plays that allow a group of people to interact in the same
scenario (moderately/inexpensive to develop and expensive to deliver."
Currently, Dierdre is planning to use role-plays in an on-line health
profession course that she is developing.
Brent Muirhead D.Min; Ph.D.
Faculty, University of Phoenix Online
bmuirhead@email.uophx.edu
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