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Today it is fashionable to "do". Good teachers "do", and they promote active learning.
Facilitating function for specific cognitive process made easier through action.
PURPOSES OF DRAMATIZATION
When performed in public, to be managed sensitively with good preparation, time for
reflection and care that students take appropriate roles.
The use of all these is well established in various fields other than nursing. There is a
well-developed body of literature to support their use in the teaching environment.
Collectively these provide students with some form of imaginary or real world within
which to act out a given situation
Games:
Simulations:
Role - play:
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Roles given by our social position or are ascribed upon us by what we do.
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o Expectations of a role and behavior that flows from it are identified even if
unfamiliar.
In games & simulations, roles - prescriptive, actions are programmed & structured.
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Mime:
The art of portraying characters and acting out situations or a narrative by gestures and
body movement.
Performers physically express their adopted characters by their facial expressions and in
every body movement.
Medium for performing roles using words and focusing on conveying richness of
meaning through visual language alone.
DRAWBACKS OF DRAMATIZATION:
The tutor relinquishes a high degree of control over the learning environment.
A good and successful role-play depends upon the quality of the students involved & the
seriousness with which they embrace the exercise.
The more open or free these are the bigger the issue these become
OVERCOMING DRAWBACKS:
In assessment avoid open or free dramatization but assess through requesting a reflective
essay in which student is asked to evaluate their role and learning experience.
Identify what they feel, what they learnt from the experience and understand the
consequences.
"The web houses the virtual space for the role play, enables communication and collaboration
among students, and between the students and the lecturers. The web also enables access to "just
in time" resources by making available to students resources such as up to date news from
electronic newspapers and web sites etc., from all over the world as and when they need them.
Without this capability the content of the role play would be significantly weaker."(Linser and
Naidu, 2001)
Technology is likely to improve the learning outcomes. With online technology it is possible to
discuss issues via e- mail groups and by being on line answers to problems and issues can be
considered with greater reflection. Students will enhance their understanding of technology and
gain key transferable technology skills.
The drawbacks or weaknesses that one might anticipate from the enhanced use of technology in
role-play scenario's, are I feel largely skill based. The transfer from verbal to written
communication is a significant change. Effective face-to-face communication draws upon quite a
distinct set of communication skills. E-mail and web based communication might also fail to
create a learning community. The physical difference in cyber-space and the anonymity this
creates might diminish rather than enhance an understanding of other groups and their views. As
such maybe web-based role-play might be most effectively engaged in when used in conjunction
with rather than a replacement of the more traditional face-to-face approach of this teaching
method.
Conclusions
"Although the technique is relatively simple and one that most teachers and trainers can use
without much prior experience, the difference between the best and worst run role-plays can be
considerable. At best the exercise will be seen as relevant, essential part of learning; it will be an
enjoyable and exiting experience and the students will be left with a greater understanding of
their subject and a clear idea of how to develop it further. At worst the students will be board,
embarrassed and even angry. They may have achieved very little and even acquired erroneous
learning; they may be left with a feeling of inadequacy and not knowing what it was about." Van
Ments (1989)
The educational benefits to be gained from using role-play are immense. With careful planning
in both the construction, organization and running of the role-play, and with the added bonus of
new technology, there is no reason why many of the weaknesses in this approach might not be
overcome. In business and economics we are blessed with a series of disciplines that are rich in
role-play material. With some investment of time on our parts it is possible to extend our
repertoire of teaching talents, and hopefully, more effectively engage the student in a process of
active learning.
Bibliography
1. Alden D Experience with Scripted Role-Play in Environmental Economics (Spring 1999)
Journal of Economic Education