Engaging Learning Experience Using Role Play Simulation Albert Ip Fablusi P/L [email protected]

American Literature

Success indicators:  0 drop out for all the courses using the simulation  21 out of 23 got a distinction in the last run  and ...

Scarlet Letter I enjoyed working with another person on the role of John Wilson. We were able to talk and plan what we would do, and what we would say. And, my team member was so proficient in the language and voice that it really helped inspire me.

Jordan

Scarlet Letter I felt as though I was living in Boston in part one of the simulation,

walking the streets with the Wilsons, the Hathornes, and

Mistress Hibbins.

Amanda

Scarlet Letter This was definitely a very different experience for me! I have learned

more about one book and time period than I ever have in any of my

English classes. Toni

Scarlet Letter I really do thank you for giving me the opportunity to do this. I learned a lot from this simulation and realize that I

probably did learn more from this than I would have from writing a

paper.

Jennifer

Scarlet Letter When this simulation started, everyone was shy, and the characters were a bit foggy, but, after a while, when everyone

got the hang of it and opened up, the

characters became REAL!...

Evaluation I wasn't just reading the story, I was the story and I could change the plot however I wanted to.

Stephanie

Holocaust As a military reservist, I have been waiting 5 years for my call up to the Middle East and have seriously wrestled with my anger towards Moslems over 9-11,etc; I used to think that any of them who got hurt by U.S. forces mostly deserved it and many of my shipmates think "the only good Moslem is a dead Moslem." I have been immersed in that environment and it is only through your class that I have come to realize that that attitude is a mistake, part of our American "empire" mindset. On thinking it over, my mind and eyes are much more open to what's really going on in the Middle East. It is because of

your class that I am actually trying to separate the

guilty from the innocent… Lissa

Corporate Training

Collateral Damage  Recall 3 million bars  Off the shelf for 4 months  Relaunch as an exercise of a “new brand” 

250% increase in sell after re launch

Political Science

Second Language

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What is Role Play?

a dynamic artificial environment in which human 'agents' interact by playing roles with semi-defined characteristics, objectives and relations (social rules) to one another and within a specified scenario (set of conditions).

Why Role Play?

      

Live through the experience

Fun, motivation Interaction, collaboration Problem-solving constructivist approach Dynamic goal-based learning Associative Non-threatening environment

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My Trade Secrets Reviewed Why some are more successful than others?

You can only lead a horse to the water.

Learning Objectives are NOT game goals  Ideal situation: achieving game goals require mastery of the outcome of the learning objectives

Role is not the same as stakeholder  Multiple stakeholder view points  Role has personality and character (including a name)  Provide brief descriptions - let players’ imagination fill in the gaps (ownership of role)

Scenario is not the same as kick-start episode  Scenario creates the “imaginative” environment  Kick-start episode creates a compelling reason to act, pro-act or react  “set the ball rolling”

Putting these together - step 0 Make sure  each role is played by a team  forces articulation among team members  anonymity  encourage creativity and experimentation

Putting these together - step 1  Role profile      understanding scenario, background information, historical facts, ...

understanding the stakeholders’ view embellishment of the role articulate game goals (public and private agenda) (1st learning objective)

Putting these together - step 2  Release kick-start episode   roles evaluate the impact of the new situation devise strategies and tactics  require search, research, discuss, brainstorm, … (2nd learning opportunities)

Putting these together - step 3  Interact   “The game part” - trying to advance game goal Learning Opportunity Proper  experiment, make mistakes, take risk,  validate personal view points (against roles’ and stakeholders’ view points)  develop diverse prospective  experience and have FUN

Putting these together - step 4  Role summary    Reflect on the experience Identify learning Consolidate learning

Putting these together - step 5  Debrief  de-role (by increasing the framing distance)  as the role in the game  as a player of the game  as a person looking into the game  theoretical analysis of the process and outcome of the game

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Final words  Framing distance and design    closer to the role, higher the emotional commitment of the player closer to the role, stronger the impact of the message (teachers are typically n person story teller) Great distance away is good for theoretical, framework formulation and validation

 Did you remember when you were young and how you enjoyed role playing?

 Have fun and let your students/trainees have fun too.

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Resources  www.simplay.net

 demo simulations  www.roleplaysim.org/papers/  published papers and other resources  www.fablusi.com

 Home of role play simulation platform  elearningrandomwalk.blogspot.com

 my blog

Albert Ip Fablusi P/L [email protected]