Subject: [IFETS-DISCUSSION:696] online role play
From: Albert Ip (albert@dls.au.com)
Date: Fri 24 Nov 2000 - 05:47:13 MET
From: "Albert Ip" <albert@dls.au.com> Subject: [IFETS-DISCUSSION:696] online role play Date: Fri, 24 Nov 2000 15:47:13 +1100
On, Thu, 23 Nov 2000 14:56:16 +0000 "Catherine BURKE"
<CBURKE@bretton.ac.uk> wrote:
> Thanks for the contributions so far, but....
> I wonder, is this such a small area of interest ? I feel a little like my
students when they >post online messages and get very few replies.
Yes, I am wondering why there is so little response too.
> >From those who have explored the possibilities of introducing computer
supported role play, I would like to hear about why you do it ? What
motivates you in view of the kind of learning you hope to generate ?
> Are the results worthwhile ? Is there benefit to the learner apart from
having fun ?
Being fun is a great motivator for using online role play. My observation
is that the moderator has more fun than the students (although more hard
work). :-) I say "observation" rather than "experience" because I have not
run any online role play myself, but I have been watching Roni Linser
(Political Science, the University of Melbourne) and his students playing
political online role plays many times. For instance, over three weeks in
May this year, Roni and his students generated over 3000 messages in the
sim-mail plus hundreds of messages in each of the 10 conference areas. I
saw messages logged onto the system at 2:00am. I also noted that Roni was
online most of the time. The messages definitely showed a high level of
excitement and fun. Roni definitely enjoyed playing the role of "god" in
the role play simulation as he could read *all* messages, change roles right
and did all sort of things in "creating" the simulation.
Most people will agree (???) that experience created by role play is only
part of the learning process. Language learning excluded (???), role play
provides a common context for reflection during the de-briefing stage. Roni
and I have identified other opportunities in learning during the life cycle
of a role play simulation. For instance, at the beginning phase of the
simulation, players need to get acquainted with the characters. This is
good opportunity for meaningful research. During the development of the
role play, moderator can put in different kind of "what-if" scenario to try
the operation of different theories. This is the experiential part. Of
course, reflection can continuously occur as the students need to take into
account the development of the role play. We found that the "game" element
is not necessarily important. We found that students were attracted to the
role play not because of winning (or lossing) because our design did not
have that anywhere. What's your experience, Cathy, in this regard?
cheers
Albert
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