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Students will practice…
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Content/Scenarios:
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Simple scenarios
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Design a simple (usually linear) narrative that aims at accomplishing few, learning goals.
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Complex
2 scenarios
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Design a complex narrative that aims at many inter-related goals (affective, cognitive and skills-based).
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Role/job behaviour
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Include scenarios (structured or unstructured) that focus on the need for appropriate/authentic behaviour.
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Applied scenarios
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Design a narrative with scenarios designed for students to apply familiar cognitive and skills-based knowledge.
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New (exploratory) scenarios
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Design a narrative that is meant to introduce ideas/concepts/skills/topics to students.
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Sensitive/controversial topics
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Include scenarios that create conflict or require role-players to explain or defend sensitive topics.
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The different sides of a viewpoint
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Students are required on more than one role, at different times to see both sides of a perspective.
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Ambiguous or ‘scripted’ scenarios
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Ambiguity of the information requires (or does not require) students to produce/or imagine the appropriate actions or attitudes.
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Un-aided or supportive scenarios
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Instructors/participants are asked to support role-players; step-in to help; or leave participants to their own decision-making.
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“Best practices”
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Include introduction of scenarios to practice specific best practices of discipline-based or transferable skills.
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in particular circumstances…
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Logistics:
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Static (controlled) or dynamic conditions
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Outcomes of the role-play are either static (structured, controlled) or dynamic (semi-structured to unstructured or open-ended).
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Under time constraints
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Time/pace is controlled and allotted to specific tasks (more time, or less time).
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No time constraints
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Tasks are not allotted time constraints.
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‘Stop-and-go’, or continuous conditions
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Role play occurs continuously, or is periodically interrupted in order to let players reflect or rest.
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Multi
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tasking and/or Task delegation
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Require players to be presented with several tasks at once, requiring them to multi-task or delegate the task to another player.
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Relying on oneself, or others to achieve an outcome
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Role-players are set in an independent or dependent (group) scenarios.
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Public or private scenarios
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Roles are required to play-out scenarios in a (range of) public or in private (one-on-one with instructors, tutors or in pairs).
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while playing (in)…
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Roles:
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‘Real-life’ roles
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Include roles in the simulation that values, agenda and responsibilities are realistic.
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Themselves
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Include roles that purpose is to act out personally-driven agendas, attitudes or emotions.
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‘
Real-life’ Role hierarchies
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Include roles within an organized structure that is near-real life.
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Inter-Role interactions
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Include roles and scenarios that focus on informal and formal interactions and behavior.
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