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Module Outline
Summary
Key Terms
References
This module discusses the use of role-playing and simulations in teaching and learning.
Teaching continues to be teacher-centred and one of the strategies adopted by teachers to
engage students in the teaching-learning process is the use of role-playing simulation.
The module discusses the theoretical foundations of role-playing simulation and steps in
implementing the instructional strategy. There are many advantages of using the strategy
because it promoted the development of language and social skills. Learners are able to
see the application of concepts and principles in real-world situations.
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8.1 WHAT IS ROLE-PLAYING SIMULATION?
Role playing and simulation have been adopted in primary and secondary
school teaching but its usage has not be extensive even though it promises to be an
effective pedagogical strategy. It encourages thinking and creativity, lets students
develop and practice language and behavioural skills in a relatively nonthreatening
setting, and can create the motivation and involvement necessary for learning to occur
(Tompkins, 1998).
There is a lack of consensus on the terms used in the role playing and
simulation literature. Just a few of the terms which are used, often interchangeably,
are "simulation," "game," "role-play," "simulation-game," "role-play simulation," and
"role-playing game" (Crookall and Oxford, 1990). There does seem to be some
agreement, however, that simulation is a broader concept than role playing. Ladousse
(1987), for example, views simulations as complex, lengthy and relatively inflexible,
but role playing as quite simple, brief and flexible.
Simulations simulate real life situations, while in role playing the participant is
representing and experiencing some character type known in everyday life
(Scarcella and Oxford, 1992).
Simulations always include an element of role play (Ladousse, 1987).
In most role-playing and simulation exercises, each student takes the role of a
person affected by an issue and studies the impact of the issues on human life
and/or the effects of human activities on the world around from the
perspective of that person (Teed, 2008).
A simulation accurately reflects some part(s) of reality. Therefore when
students are involved in a simulation, they are manipulating a model or
playing roles which assist them to develop an understanding of, and a feeling
for, the reality being presented. (Fien, Gerber and Wilson, 1990).
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In this module, role-playing and simulation would be taken together and hence termed
role-playing simulation to incorporate elements of both instructional strategies.
Increasingly, instructors are aware of the need to use a wide range of teaching
strategies and are selecting to use role-playing and simulations to supplement
traditional methods of inquiry and investigation.
Role playing simulation promote effective interpersonal relations and social
transactions among participants. In order for a simulation to occur the
participants must accept the duties and responsibilities of their roles and
functions, and do the best they can in the situation in which they find
themselves (Jones, 1982). To fulfill their role responsibilities, students must
relate to others in the simulation, utilising effective social skills.
Role playing simulation facilitate the development of language skills. Role
playing and simulation create a safe environment which encourages genuine
communication and active involvement. Students engage in genuine
communication when playing their role and are so absorbed in the activity that
they forget about their fears about using language wrongly.
In addition to encouraging genuine communication, active involvement, and a
positive attitude, the simulated "real life" problems help students develop their
critical thinking and problem solving skills.
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8.1 ACTIVITY
a) What is role-playing or a simulation?
b) Identify the difference between the convergent and
divergent models of role-playing and simulation/
Few would disagree that learning is most efficient and effective when it is
situated in realistic settings. In such an environment, insight, perception and reflection
on the part of learners play an important role in learning besides learning facts,
concepts, principles and procedures (Bower & Hilgard, 1981).
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MAKING MISTAKES WITHOUT SERIOUS CONSEQUENCES: It is a well-
know fact that people learn from having to explain. Since the need to explain arises
only when something unexpected happens, a good learning-by-doing environment
would put students into situations where they can possibly encounter failure and
encounter these failures in a safe and protected environment. The role-play simulation
offers students exactly that opportunity, that is the benefit of making mistakes without
serious consequences. The requirement at the end of the simulation for the preparation
of "role summaries" also forces students to engage in explanation and internalization
of the learning activities.
8.2 ACTIVITY
a) Discuss the theoretical foundations of using role-playing
simulation in the classroom?
b) Propose other theories of learning underlying the use of
role-playing simulation in the classroom.
SELECTION OF ACTIVITY:
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What is the central problem theme or issue presented in the activity? Will
students identify with it?
What are the choices available to the participants? What are the different
moves or activities provided for the participants?
How is the activity to be organised in the classroom?
Does the instructors guide provide adequate advice on procedures for
conducting the activity with a class?
What summary and debriefing exercises conclude the activity?
BEFORE COMMENCING:
These suggestions are designed to focus the attention of students on the educational
dimension of role-playing and simulation.
During the activity, accept a reasonable level of noise and movement from
students as valuable.
Move around the room with them, and help the students to become fully
involved in the processes of the role-playing and simulations
FOLLOW-UP ACTIVITY:
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After the role-playing simulation, both students and the teacher may evaluate
what has been learned from the session:
o Discuss what happened during the role-play simulation.
o Students may question individual role-players to ask why they took a
particular position, made a certain statement, or undertook an action.
o What are the concepts and principles learned?
o How well have these concepts and principles been explained?
o To what extent is the role-playing simulation relevant to the topic
being learned?
It is important for all the participants to The explanation and the resulting
discussion is important for the participants to obtain a greater understanding of
the social dynamics related to a particular "real life" situation.
Sometimes a role-play session may generate strong emotions (anger, dismay,
disagreement), especially if some role-players take the play too seriously, and
take extreme positions. The follow-up discussions offer the facilitators an
opening to explain that these reactions were caused by the structure of the
situation, not by the stubbornness of the individuals playing the roles.
It is not necessary to avoid strong emotions; rather, it is an opportunity to
reveal the nature of some "real-life" situations, and to encourage participants
to be sensitive to the different assumptions, values, goals and positions that
may be taken by different persons actually in "real life". (Adapted from Role
Playing and Simulation Games: A Training Technique, by Phil Bartle).
8.3 ACTIVITY
a) Explain the steps involved when implementing role-
playing simulation.
b) Why do you need a follow-up activity when
Implementing role-playing simulation?
The following are some examples of role-playing activities that may be appropriate in
a language class: [source: TESOL.Direct]
Example 1:
Person A is selling advertising space in a magazine. Person B is interested, but
reluctant to buy space at the price suggested. However, she is interested and is
willing to negotiate.
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Example 2:
Person A is the designer of a new style of cordless iron for the home and he is
looking for a manufacturer; B is the managing director of a manufacturing
company but is sceptical about this product.
Example 3:
A is the managing director of a small company; B is the advertising director
and wants to advertise the products on television. The MD is keen on
advertising in newspapers and is unconvinced about the value of television
advertising (in terms of costs and returns) so B has to try to persuade the MD.
Example 4:
A sells clothes but doesnt like products made of fur. However, her company
is losing money. B produces products such as short jackets, stoles, gloves and
belts made of fur. B has to try to persuade A to sell his products. There are
high profit margins in fur products
Example 5:
Neighbours: may I borrow? Students practice making polite requests. They
are given picture cards showing cooking ingredients that they either need or
have a lot of. They explain what they are cooking, and must borrow
ingredients from each other.
Example 6:
Role switching: Students role play persons in a conflict. On the teacher's
signal, roles are switched. Discussion can center on how strong emotions are
expressed in different cultures.
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8.4 ACTIVITY
Design and develop three role-playing simulation activities
for the teaching of your subject area.
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local infrastructure and ongoing humanitarian needs. The first issue will involve
making choices among five options (two harbour options, two airport options, and one
rail-line option), each of which will have three levels at which to rebuild. The second
issue will involve five starting-point options. Participants are encouraged to invent
other options for both issues.
The goal of Rim Sim is to raise questions about traditional approaches to
disaster-preparedness planning and reconstruction efforts in an international setting, in
this case the Pacific Rim. Players must confront the reverberating effects of disasters
and the problems of using science and technical information in decision making, and
are introduced to a consensus-building approach emphasizing face-to-face dialog and
multinational cooperation in dealing with humanitarian concerns, as well as long-term
efforts to reconstruct local and regional infrastructure. The Rim Sim simulation raises
four key points: ripple effects of disasters, role of science, multiparty negotiation, and
building personal relationships.
[source: U.S. Geological Survey Bulletin 2212, by R.C. Barrett, S.L. Frew, D.G.
Howell, H.K.& E.B. Rudin, 2004]
The Mekong e-Sim is an online learning environment that uses simulation and
role-playing to immerse students in the complexities of authentic decision making,
helping them develop the communication, collaboration, and leadership skills they
will need to be successful practitioners in their fields of expertise. By asking students
to assume the identities of stakeholders in the Mekong River Basin of Southeast Asia
and debate the merits of a proposed development project, the Mekong e-Sim offers a
structured method of exposing students to the wide range of social, political,
economic, and scientific conflicts that affect complex engineering projects,
particularly those that may be multinational in scope. Engineering students from a
range of fields (including civil, environmental, telecommunications, software, and
mechanical) have used this learning tool to collaborate with students from different
disciplinary backgrounds on authentic problems of global importance.
Team-based learn-by-doing design: The Mekong e-Sim provides an
authentic learning and assessment environment in which students hone their
problem-solving abilities and develop communication, collaboration, and
leadership skills.
Flexible approach: Designed to run on a commonly available platform,
Mekong e-Sim is easily transferable and can accommodate geographically
distributed students from different disciplines and institutions. The e-Sim can
be adapted to emphasize different learning outcomes by modifying the
scenarios, the stakeholder groups involved, and the events that lead to student
interaction.
Learning effectiveness: Randomly administered surveys indicate that
students believe the Mekong e-Sim experience has achieved its learning goals
of developing student awareness of sustainability issues, the multidisciplinary
and multicultural dimensions of engineering issues, and the importance of
teamwork, particularly in an international environment. The e-Sim has
received several national and international awards.
[source: Innovations and Implementation, Educause Learning Initiative,
University of Adelaide, 2006)
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Example 2: Stock Market Simulation Game
Most students are curious about topics that are consistently in the news, and
would like to understand how these events relate to their lives now and in the future.
The Stock Market Game is designed to involve students in the world of finance and
investing. Teachers and students begin with a simulated $100,000 portfolio which
they manage over the course of a 10-week competition. The simulation can be used
by students in primary and secondary school. It is an online educational programme
that serves as an excellent introduction to the financial markets. This online
simulation teaches students about investments, research, and risk by using a real
time stock trading.
The game teach and reinforce the teaching of such subjects such as
mathematics, social studies, economics, technology and business. Each teacher
structures the game to fit their classroom needs. Students learn about the role
of todays market in the economy, and are placed in decision-making roles that
require research, judgment, analysis, mathematical ability and collaborative work. All
materials needed to play are available online.
To play the simulation, classes are typically divided into teams of 4-5
students. Each team receives $100,000 funds to trade common stocks on the New
York, American and NASDAQ exchanges. Each team is allowed a limited number of
transactions, over a 10-week period, and can choose to buy or sell shares based on
both quantitative and qualitative evaluations of companies and corresponding stocks
from a variety of sources. Stock trades made during market hours (9:30 am to 4:00
pm) will receive 20-minute delayed prices. Trades made after the markets close will
receive the next business days opening price. Daily portfolio results are available
online. At the end of the simulation, each team leader will be required to present a
brief overview of their teams strategy.
[source: The Center for Economic Education, Wayne State University, Dayton, Ohio.
2009].
Bos and Shami (2006) presents the following challenges when using online
role-playing simulations in teaching and learning:
1. Sustaining Engagement: One of the first and foremost challenges for online
learning environments is keeping the energy and focus of the class from
dissipating over time. When face-to-face, skilled instructors have many
techniques for capturing and holding attention and directing engagement.
However, online activities are more vulnerable, especially asynchronous
activities that are dependent on students voluntarily logging in and
contributing to an ongoing, structured activity. Studies have shown that energy
can quickly dissipate when a few members of an online group disappear,
even temporarily. Groups that succeeded were resilient enough to press
forward in the face of unequal member participation.
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difficult to get students to listen to each other and build common ground
online,
8.5 ACTIVITY
a) Surf the web and identify four online role-playing
s simulation that may be used in teaching your subject area.
Simu b) Have online role-playing simulation been widely used
in teaching your subject area? Elaborate.
SUMMARY
Role playing and simulation have been adopted in primary and secondary
school teaching but its usage has not be extensive even though it promises to
be an effective pedagogical strategy.
There is a lack of consensus on the terms used in the role playing and
simulation literature.
Simulations simulate real life situations, while in role playing the participant is
representing and experiencing some character type known in everyday life.
In this module, role-playing and simulation would be taken together and hence
termed role-playing simulation to incorporate elements of both instructional
strategies.
Increasingly, instructors are aware of the need to use a wide range of teaching
strategies and are selecting to use role-playing and simulations to supplement
traditional methods of inquiry and investigation.
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Theoretical foundations underlying role-playing simulation: situated
cognition, cognitive conflict, reflection and making mistakes.
References
Bos & Shami (2006). ETR&D, Vol. 54, No. 5, pp. 493521, 2006. Association for
Educational Communications and Technology.
Brown, M. (1998). New teacher for a new age: The myths and realities of the global
classroom. Paper presented at Flexible Learning: The Apple University Consortium
Conference at the University of Melbourne, Australia.
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Crookall, D., & Oxford, R. L. (1990). Linking language learning and
simulation/gaming. In D. Crookall & R. L. Oxford (Eds.), Simulation, gaming, and
language learning (pp. 3-24). New York: Newbury House.
Crookall, D., & Oxford, R. L. (1990). The island game. In D. Crookall & R. L.
Oxford (Eds.), Simulation, gaming, and language learning (pp. 251-259). New York:
Newbury House.
Hedberg, J., & Harper, B. (1998). Supporting flexible thinking with interactive
multimedia. Paper presented at Flexible Learnings: The Apple University Consortium
Naidu, S., Ip, A., & Linser, R. (2000). Dynamic goal-based role-play simulation on
the Web: A case study. Manuscript submitted for publication.
Seely, J., Collins, A. and Duguid, P. Educational Researcher; v18 n1, pp. 32-42, Jan-
Feb 1989.
Tompkins, P. (1998). Role Playing and Simulation. The Internet TESL Journal, 4(8).
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Sadow, S. A. (1987). Speaking and listening: imaginative activities for the language
class. In W. M. Rivers (Ed.), Interactive language teaching (pp.33-43). Cambridge:
Cambridge University Press.
Naidu, S., Ip, A., & Linser, R. (2000). Dynamic goal-based role-play simulation
on the web: a case study. Educational Technology & Society, 3(3). Retrieved
July 26, 2005, from http://ifets.ieee.org/periodical/vol_3_2000/b05.html
Schank, R. (2001). The computer isnt medium, its the message. Communications
of the ACM 44(3). Retrieved July 31, 2005, from InfoTrac OneFile database.
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