Online Role-Play

Author: jlj366

Created: 2011-10-31 09:52pm

Edited: 2011-11-29 03:17pm

Keywords: role, role play, scenario, simulation, debate, cooperative learning groups

Description:

This design is suitable for students to learn about complex issues where there may not be one right answer but instead a range of possible solutions based on the multiple perspectives and viewpoints from key stakeholders. It provides an opportunity for students to explore a range of perspectives within a decision context that is ill defined. Students work in groups, research a role, react to scenario events, negotiate and/or resolve an issue and finally reflect on their own learning. It is underpinned by the concepts of experiential and collaborative learning. Learning is embedded in a realistic and relevant context for students.

Intended Learning Outcomes:

to develop an understanding of the content of a particular domain (that is ill-defined and complex) from the perspective of different viewpoints by key stakeholders
to develop an understanding of cultural and/or disciplinary differences and approaches
to develop communication, research, critical thinking, negotiation and decision-making skills

	Resources		Tasks		Supports
	Scenario introduction Role statement template Factual information about the role-play scenario	→	Research: groups develop a role statement ↓	←	Student group collaboration
←	Role statements	←	↓
→	News events; Assigned role issues	→	React: role groups respond to scenario events and release issue response ↓	←	Private 'role' discussion; Private discussion between roles; Teacher facilitated public discussion
←	Issue responses	←	↓
→	Terms of reference for discussion	→	Negotiate: discuss and negotiate roles' issue paper positions ↓	←	Multiple teacher facilitated discussions; Role group discussion
	Sample reflection report(s); Reflection report template		Reflect: class debrief and individual reflection ↓	←	Teacher facilitated debrief
←	Reflection Report	←

Additional information

This learning design is intended for online collaboration. The online environment should include the provision for private group asynchronous discussion ‘spaces’ (so that students in a group can discuss their strategy on how to respond in role); public asynchronous discussion ‘spaces’; and role logons (so postings are labelled with role names not student names). Some aspects, for example 'position' discussions by student 'role groups' could be done face-to-face, but all interaction amongst different roles should occur in an online environment.

This learning design is suitable for a context where there is sufficient conflict to spark debate. Scenarios can involve solving a problem, creating a solution, exploring an issue – where the focus is on modelling human interactions. Examples include: Education: development of an information technology plan for a school, History: propose solutions to the related problems of starvation and thieving in a newly established colony of Port Jackson (Australian History).

The learning design is scalable to run with cohorts of 30 to several hundred. The role-play needs approximately 8 roles to be effective. All of the resources and supports needed, should be prepared prior to the beginning of the teaching session. Groups of four students should be established before implementation, or a system should be put in place to allow students to form their own groups.

Assessable items:

Task 1: Role statement
Task 2: Issue paper/document
Task 3: Role performance in public discussion forums (assessed by the quality and quantity of postings. Quantity measured by logon statistics; quality measured by peer assessment).
Task 4: Reflection report (assess the extent to which students demonstrate awareness of multiple perspectives on issues)