Subject: [IFETS-DISCUSSION:707] Roleplay - is what?
From: Marshal Anderson (marshal@marshal.co.uk)
Date: Fri 24 Nov 2000 - 21:27:07 MET
From: "Marshal Anderson" <marshal@marshal.co.uk> Subject: [IFETS-DISCUSSION:707] Roleplay - is what? Date: Fri, 24 Nov 2000 20:27:07 -0000
Muhammad Betz said:
"Impersonations are WWW-based collaborative projects in which one party
pretends to be a famous historical figure or literary character who carries
on electronic conversations with students. This is done with the intention
of elaborating on the specific learning objectives of history of
literature."
This is a fairly straight-forward use of role-play - it's bonus is that,
with students at both ends they have to get some serious research done to
support the roles they fill - it also lends itself to exploration of
'people' rather than 'actors' in history (or any situation). One of the main
uses of role-play in many sectors is to connect the learner not only with
'the facts' but also the feelings of those involved.
But, in that eternal nit-picky academic way, we might want to look at what
we mean by role-play.
It can be used to explore the motivations of others (as above) but it can
also be used to explore our own motivations - hence it's heavy use in
counselling training. Now that counselling on line is a reality, the
role-plays must naturally be on line too. I this case role-play is about
practising something potentially dangerous in a 'safe' environment.
The 'play' element is at full throttle in MUDs and MOOs - generously covered
in Sherry Turkle's book Life on the screen. She seems to suggest that it's
almost impossible /not/ to role-play in some respects (right now I'm trying
to role-play and academic).
I wonder to what extent role-play comes into 'simulation'? If you simulate
the potential meltdown of a nuclear reactor, that might superficially seem
to be about adjusting dial to achieve a particular result - but it might
also engender a role-played feeling of responsibility.
I have used role-play extensively in all my different teaching modes and
believe deeply that it gives 'ownership' of learning that few (but not no)
other methods do. In terms of the on-line environment - there are new
opportunities for exploiting it, though I think we might accept that some
forms (e.g. psychodrama) might be less suited.
Marshal
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