Engaging Learning Experience Using Role Play Simulation

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Engaging Learning ExperienceUsing Role Play
Simulation

• Albert Ip
• Fablusi P/L
• albert.ip.w.c_at_gmail.com

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American Literature
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(No Transcript)
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Success indicators

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

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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

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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

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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

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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

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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!...

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Evaluation

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

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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

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Corporate Training
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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

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Political Science
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Second Language
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Quiz time
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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).

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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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Quiz time
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My Trade Secrets Reviewed

• Why some are more successful than others?

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• You can only lead a horse to the water.

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Learning Objectives are NOT game goals

• Ideal situation achieving game goals require
  mastery of the outcome of the learning objectives

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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)

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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

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Putting these together - step 0

• Make sure
• each role is played by a team
• forces articulation among team members
• anonymity
• encourage creativity and experimentation

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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)

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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)

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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

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Putting these together - step 4

• Role summary
• Reflect on the experience
• Identify learning
• Consolidate learning

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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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Quiz time
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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

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• 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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Quiz time
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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

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• Albert Ip
• Fablusi P/L
• albert.ip.w.c_at_gmail.com