Subject: [IFETS-DISCUSSION:773] Third & final summary: Personal Journeys
From: Cathy Burke (cathy@windses.free-online.co.uk)
Date: Sun 03 Dec 2000 - 19:11:30 MET
Date: Sun, 03 Dec 2000 18:11:30 +0000 From: Cathy Burke <cathy@windses.free-online.co.uk> Subject: [IFETS-DISCUSSION:773] Third & final summary: Personal Journeys
Eric Flescher in his remarks about students using simulations seemed to
suggest that a strongly led and instructive moderation was necessary if
the student was not to 'wander about' as a 'high technology passive
engagement explorer'. There is a need to 'force' students to use such
programmes in the 'right' way. This seems to suggest that we are a long
way from establishing a rule based model which will support autonomous
and efficient learning through role play.
The dramatic attraction for the learner of 'immersive' worlds created by
software was suggested as advantageous in that the emotions were
engaged. Barry Kort, in further outlining what he understands as
'immersive learning environments' such as games and simulations proposed
that the 'natural drama ' of the activity was essentially 'intriguing
and enthralling'. But one of the means by which one could assess the
learning taking place was through participant collaboration as
participants discussed among themselves 'their insights and solutions'.
The discussion - as was intended - allowed for many different
interpretations of computer supported learning via 'role play' to be
outlined. Michael Cenker outlined his intent on structuring activities
which while being open ended, contain an approximation to the
limitations imposed on 'players' in reality, 'close ended in the sense
that certain proposed solutions don't fit the allowed ranges (as in real
life) '. This limitation - in that it is quantifiable - is important in
enabling some quantification of the learning taking place to occur. And
in amplification of this theme, Michael went on to suggest that given
there have to be rules in any game, the rules which suggest a community
of learners and which are grounded in a philosophy of community rather
than one of individualism should secure more support in terms of
funding.
In responding to the question of how exactly are the emotions involved
in learning and can computer supported role play enhance usefully this
aspect, Simon Heppenstall provided an example for the list to consider
which illustrated how intensely children can identify with characters
and scenarios in role play. This led to a further consideration of what
we actually mean by the term role play. Albert suggested that the term
'role play simulation' is useful in distinguishing from 'role play'
'because simulation includes the sense of unreal, imaginative
environment and provides the learner with a clear distinction between
reality and simulation.'. Coming out of role for a 'reality check' as
well as 'reflective learning' is suggested as an important element.
Reflexivity in the learning process was considered to be at least an
interesting - if not essential - aspect of the 'continuum' of pedagogic
approaches identified within the discussion, from Cathy's explorative
model to rule or model based simulation. Reflection can be enhanced
certainly by asynchronous computer supported environments. But learning,
it was suggested, does not always need length of time to occur. Albert
suggested that sometimes it is important to test for learning within
time limitation and as such a the spontaneous response with little time
to reflect is a scenario we should not reject.
Cathy
--Catherine Burke 7 The Windses Grindleford Hope Valley S 32 2HY Tel: 01433 631907
Dr. Catherine Burke Lecturer in Education: Child & Family Studies, Bretton Hall College West Bretton WF4 4LG 01924 830261
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