Subject: [IFETS-DISCUSSION:1218] Role-play
From: Bonnycastle, Deirdre (BONNYCASTLE@siast.sk.ca)
Date: Wed 21 Feb 2001 - 23:54:19 MET
From: "Bonnycastle, Deirdre" <BONNYCASTLE@siast.sk.ca> Subject: [IFETS-DISCUSSION:1218] Role-play Date: Thu, 22 Feb 2001 11:54:19 +1300
We seem to be losing the focus of this discussion and I would like to bring
the two threads together by talking about instructional design. My personal
preference is to always start with the student.
1."What do you want the student to leave the course knowing?" Too often I
see faculty focused on what they want to teach and learning is something
that happens out there in the nebulous world of good and bad students. That
approach tends to result in the "I talk, you listen" model. The other
mistake I see is people who start by picking the delivery method first
without looking at objectives/goals.
2. "What characteristics do my potential students have?" I'm working on a
course right now where the students are employed throughout the province in
a health profession and are working on upgrading their certification. Most
of the students are women with family responsibilities who can not travel.
Another course we are looking at is for trades people who want to upgrade
basic skills before entering apprenticeship training. All these students are
employed adult learners, motivated to take training and unable to travel.
3. "How do we move students with these characteristics from Point A in their
learning to Points B-Z?" This is where learning activities and delivery mode
should enter the picture. On-line learning meets the needs of students in my
previous example, it doesn't meet the needs of students who want to get out
of their home community, or who need real person to person interaction to
learn, or who need hands on/mentored lab work to learn. In my previous
example I can break delivery down even further. The health profession course
will be offered as a synchronous, live voice discussion course using
multimedia and role-play activities. The basic skills course will be
asynchronous, multimedia rich with built-in self checks and quiz tools.
(For academics in the crowd, I can send you a more formal, through
description if you E-mail me personally.)
Role playing is a learning activity that can be used when higher order
thinking skills are required, engineers can use it as can social workers. I
think it would be interesting to talk about why you would use role playing
in courses like engineering or computer science. I'd also like to hear how
multimedia and role-playing could work together.
Deirdre Bonnycastle
Course Designer
Virtual Campus
Saskatchewan Institute of Applied Science and Technology
(306) 933-5973
bonnycastle@siast.sk.ca
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