Information Technology Reference
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putting the activity into action'
students can refer back to the online role-play
and thus allow for the greater blending of the
two approaches. This is made easier by the fact
that the online role-play is in written format and
can generate an instant transcript. Additionally,
other learning activities can be based on these
transcripts, for example groups can analyse each
other's role-plays. Transcripts of the role-plays can
also be used as teaching tools for future groups
of students if permission is received from the
students who generated them.
The final option of undertaking the online
fishbowl role-play after an intensive class provides
students with an opportunity for engaging with
theoretical issues after completing skills focussed
face-to-face classes. This approach does not allow
for the opportunity for the students to refer to the
online role-play in class discussion. However,
the students can discuss the experiences of the
face-to-face class activities in their discussion
board threads.
Online role-plays generate their own unique
set of learning and teaching considerations. The
number of role-plays utilised and the number of
students involved will depend upon the model
used, which in turn is based upon the needs and
strengths of a particular group. In the online en-
vironment it is possible for multiple role-plays
to run concurrently. The number of students
involved in each role-play can also vary. Where
a traditional approach to the online role-play is
taken and students each take one specified role,
a greater number of students are engaged in the
role-play itself for a sustained period of time.
Alternatively, an interactive fishbowl role-play
approach can be used where a large number of
students jump in and out of role. The choice of
approach is important as this will impact upon
teacher workload. The interactive fishbowl role-
play may mean increased work for the teacher as
role moderation is required and on occasion the
demonstration of best practice.
It is also important for online role-plays to have a
sense of authenticity to them so that students are
able to imagine that they are involved in a genuine
scenario. Utilisation of industry representatives, to
assist in the design of the role-plays, is an option
to consider in order to ensure the authenticity of
the role-play storylines. On occasion some student
groups will benefit from seeing how other groups'
role-plays are played out. If a number of online
role-play groups are run concurrently it may be
helpful to students to have the opportunity to view
each others role-plays.Additionally, groups could
develop scenarios for other groups, exchanging
role-plays and then playing out the scenario online
with the option of viewing each other's efforts.
Strategies can be combined to create the most
appropriate model to meet the learning needs of
a specific group of students. When designing an
online role-play several factors should be taken
into consideration when selecting strategies. One
crucial pedagogical concern is the standard that the
student group already has reached in their reflexive
practice skills. A group that is just beginning to
learn about reflexive practice may benefit from
a demonstration fishbowl online or an interactive
fish bowl online where best practice is modelled
by the teacher. A more experienced group may
benefit from a comparative role-play online that
leads to a critical comparison of different theories,
or a possibly a role-play online with a reference
group which adds the expertise of industry to the
online discussion board. Other factors that need
to be considered are more practical. A group with
good access to and comfort with online technol-
ogy is well suited to incorporating wikis into the
activity to develop scenarios and characters before
a role-play or to summarise a theoretical approach,
and may enjoy the opportunity provided in using
blogs for individual reflection following the role-
play experience. A group with less access to or
familiarity with the online environment may find
these tools increase stress and create technological
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