Designing Seamless Learning Using Role-Playing Experiences

2020 ◽  
pp. 392-420
Author(s):  
Sherry Jones ◽  
Kae Novak ◽  
Christopher Luchs ◽  
Farah Bennani
Keyword(s):  
Case Studies ◽  
Learning Experience ◽  
Research Question ◽  
Role Play ◽  
Role Playing ◽  
Learning Approach ◽  
Pedagogical Approach ◽  
Face To Face ◽  
Seamless Learning ◽  
Course Experience

This chapter examines seamless learning in the context of three case studies that incorporate role-play as a pedagogical approach to integrate contextually aware learning from the formal classroom to informal spaces both face-to face and online. The research question explored is whether role-playing design in seamless mobile learning can cultivate the learners' intrinsic motivation to engage with the course and collaborate with others. In all three case studies, a variety of technologies, such as web 2.0 and mobile devices, were employed to offer learners a seamless learning experience. The studies revealed that majority of the learners were more invested and engaged in the course experience by participating in technology-mediated role-playing activities. We conclude that role-playing should be part of the seamless learning approach, since role-playing can mediate learners' access to different knowledge areas through various perspectives, just as technology can serve as mediators in the seamless learning paradigm.

Designing Seamless Learning Using Role-Playing Experiences

2017 ◽  
pp. 65-92
Author(s):  
Sherry Jones ◽  
Kae Novak ◽  
Christopher Luchs ◽  
Farah Bennani
Keyword(s):  
Case Studies ◽  
Learning Experience ◽  
Research Question ◽  
Role Play ◽  
Role Playing ◽  
Learning Approach ◽  
Pedagogical Approach ◽  
Face To Face ◽  
Seamless Learning ◽  
Course Experience

This chapter examines seamless learning in the context of three case studies that incorporate role-play as a pedagogical approach to integrate contextually aware learning from the formal classroom to informal spaces both face-to face and online. The research question explored is whether role-playing design in seamless mobile learning can cultivate the learners' intrinsic motivation to engage with the course and collaborate with others. In all three case studies, a variety of technologies, such as web 2.0 and mobile devices, were employed to offer learners a seamless learning experience. The studies revealed that majority of the learners were more invested and engaged in the course experience by participating in technology-mediated role-playing activities. We conclude that role-playing should be part of the seamless learning approach, since role-playing can mediate learners' access to different knowledge areas through various perspectives, just as technology can serve as mediators in the seamless learning paradigm.

scholarly journals Using virtual worlds for role play simulation in child and adolescent psychiatry: an evaluation study

2014 ◽  
Vol 38 (5) ◽  
pp. 204-210 ◽  
Author(s):  
Aaron K. Vallance ◽  
Ashish Hemani ◽  
Victoria Fernandez ◽  
Daniel Livingstone ◽  
Kerri McCusker ◽  
...  
Keyword(s):  
Virtual Worlds ◽  
Learning Experience ◽  
Role Play ◽  
Role Playing ◽  
Evaluation Study ◽  
Child And Adolescent Psychiatry ◽  
Added Value ◽  
Nominal Group ◽  
Small Group Teaching ◽  
Role Play Simulation

Aims and methodTo develop and evaluate a novel teaching session on clinical assessment using role play simulation. Teaching and research sessions occurred sequentially in computer laboratories. Ten medical students were divided into two online small-group teaching sessions. Students role-played as clinician avatars and the teacher played a suicidal adolescent avatar. Questionnaire and focus-group methodology evaluated participants' attitudes to the learning experience. Quantitative data were analysed using SPSS, qualitative data through nominal-group and thematic analyses.ResultsParticipants reported improvements in psychiatric skills/knowledge, expressing less anxiety and more enjoyment than role-playing face to face. Data demonstrated a positive relationship between simulator fidelity and perceived utility. Some participants expressed concern about added value over other learning methods and non-verbal communication.Clinical implicationsThe study shows that virtual worlds can successfully host role play simulation, valued by students as a useful learning method. The potential for distance learning would allow delivery irrespective of geographical distance and boundaries.

Asynchronous Online Role-Plays Using a Blended Learning Design

2010 ◽  
pp. 53-71
Author(s):  
Belinda Johnson ◽  
Kathy Douglas
Keyword(s):  
Blended Learning ◽  
Role Play ◽  
Theory And Practice ◽  
University Education ◽  
Learning Approach ◽  
Learning And Teaching ◽  
Face To Face ◽  
Reflexive Practice ◽  
Face To Face Learning ◽  
Design Options

The use of online role-plays has grown in university education as an increasing number of teachers in a variety of discipline areas utilise role-play simulations in the online environment. The focus of this chapter is on design options for asynchronous online role-plays that may assist students to integrate theory and practice and develop skills in reflexive practice. The design options discussed in this chapter adopt a “blended” learning approach where online learning is used to complement face-to-face learning. Five models of online role-plays are discussed and various learning and teaching strategies canvassed to assist those teaching in the human services area to adopt and adapt these design options to meet their curriculum objectives.

scholarly journals LingoBee Mobile App

2014 ◽  
pp. 740-762
Author(s):  
Emma Procter-Legg ◽  
Sobah Abbas Petersen ◽  
Annamaria Cacchione
Keyword(s):  
Language Learning ◽  
Case Studies ◽  
Language Learners ◽  
Research Question ◽  
Mobile App ◽  
Language Teachers ◽  
European Countries ◽  
Pedagogical Approach ◽  
Learner Engagement ◽  
Formal And Informal Learning

This chapter describes case studies conducted in five European countries, where language learners were invited to use “LingoBee,” a mobile app, as a means of supporting their language learning. Assuming that today's language learners are mobile savvy and “Digital Natives” and that they should be able to engage in language learning autonomously using technology, initial studies were conducted with little or no intervention by the language teachers. However, the support and guidance provided within a teacher-led context can impact positively on learner engagement. The case studies confirm this hypothesis. This chapter addresses the research question: Does the level of the support and guidance and pedagogical approach impact on learners' engagement and the synergy between formal and informal learning? Based on the experiences from the five case studies, recommendations are provided for teachers and designers of educational technologies.

scholarly journals LEARNING EXPERIENCES USING BLENDED LEARNING ON EFL LEARNERS AT SULAWESI BARAT UNIVERSITY

JURNAL BASIS ◽  
2020 ◽  
Vol 7 (1) ◽  
pp. 121
Author(s):  
Putu Wahyu Sudewi
Keyword(s):  
Blended Learning ◽  
Case Studies ◽  
Learning Style ◽  
Learning Experience ◽  
Learning Experiences ◽  
Learning Model ◽  
Efl Learners ◽  
Face To Face ◽  
Network Connection ◽  
The University

Blended learning is a mixed learning model between conventional learning or commonly called face-to-face and e-learning. This learning model utilizes an internet connection to do one of its components, namely online learning that utilizes certain applications. Based on that, the problems examined in this study are: (1) How did students feel about their blended learning experience, (2) What difficulties/challenges did students experience during their blended learning experience? This study aims to determine learning experiences and difficulties/challenges using blended learning models in EFL learners at the University of Sulawesi Barat and the type of ethnographic research that focuses on case studies. This study focuses on case studies in order to investigate deep phenomena regarding a case. Data are described descriptively. The subjects in this study are students or learners of English as a foreign language (EFL) at the University of Sulawesi Barat. Data collection methods are observation, interviews, and questionnaires addressed to EFL students. The validity of the data technique is the technique of triangulation. The result of this study represents 5 learning experiences that faced by all subjects. There were blended learning method made them more excited because can done everywhere, less embarrassing felt, flexible, motivate to active in learning, simplify and speed up the process of nonstop communication. Furthermore, difficulties/challenges faced by all subjects using the method was network connection an Four varying categories emerged and these included: managing time, technical issues, novelty of the learning experience, and learning style.

scholarly journals Blended Learning Case Study: “New to the Leadership Role”

2019 ◽  
Vol 12 (2) ◽  
pp. 79
Author(s):  
Ruben Weiser
Keyword(s):  
Blended Learning ◽  
Learning Experience ◽  
Leadership Role ◽  
The Self ◽  
Working Environment ◽  
Learning Approach ◽  
Learning Program ◽  
Leadership Program ◽  
Face To Face ◽  
Self Learning

<p>The blended learning „Leadership Program“ is a clever combination of self-learning and face-to-face-teaching periods. Heart of the self-learning period are interactive exercises and multimedia eLearning videos. A moderator, who leads trough every section of the eLearning, ensures a strong involvement for the participants. With the help of valuable play scenes with real actors, the participants get encouraged to question their own behavior in daily business. In addition, there are graphically animated explainer videos and highly qualified interactive learning exercises.</p><p>The eLearnings contain also transfer-exercises, which empower participants to adapt new learning contents easily to their working environment and gain valuable experiences.</p><p>The blended learning “Leadership Program” contains, beside the eLearning videos, two face-to-face teaching periods. These periods are very important for the learning experience, because they put focus on self-reflection and refer to the transfer-exercises from the eLearnings. The trainer discusses with the participants their experiences, encourages them to share their findings from the self-learn period and provides feedback and advices. The face-to-face teaching is not about delivering knowledge, this happens during the self-learning period, it is about strengthen it.</p><p>In the blended learning approach, the trainer is a learning companion, who guides participants through the different learning periods. Therefore, the trainer is always available for guidance during the self-learning period. The participants can get back to them over phone or email. All trainers have a special certificate, which enables them to teach with our blended learning approach. They know all eLearnings and transfer-exercises very well. Furthermore, a trainer guideline was specially developed for every blended learning program. This is possible due to our cooperation with the training company “Pawlik”, which gives us the opportunity to work with 150 specialized and highly certified trainers.</p><p>Self-learning and face-to-face teaching periods are framed by webinars. In the first session the participants get a detailed overview about the blended learning approach and its structure. In addition, they have the opportunity to introduce their self and get to know each other. The blended learning journey ends with two coaching calls, where the trainer offers support to the participants, in case they struggle to put their learnings into practice.</p><p>Our blended learning “Leadership Program” can be booked over Pink University. There are no extra bookings required for the trainers.  It is structured in modules and can be adapted easily to customer needs.</p>

2008 APSA Teaching and Learning Track Summaries—Track Five: Simulations and Role Play I

2008 ◽  
Vol 41 (03) ◽  
pp. 617-618
Author(s):  
Chad Raymond ◽  
Denise Vaughan
Keyword(s):  
Decision Making ◽  
Student Perceptions ◽  
Teaching And Learning ◽  
Role Play ◽  
Role Playing ◽  
Intercultural Understanding ◽  
Face Model ◽  
Quality Of Instruction ◽  
Face To Face

The Simulations and Role Play I track examined a broad range of approaches to classroom simulations and role-playing exercises. The presentations covered designs that operate online and face-to-face, model decision making at local and international levels, and run from only a few minutes to an entire semester. Participants and discussants identified several elements that are common to successful simulations. These elements included establishing clear objectives for a simulation prior to its use in a course, designing simulations to actively engage students in the learning process, and using simulations to develop professional skills, empathy, and intercultural understanding among students. The track members agreed that simulations need not be time intensive in preparation or presentation, but can be flexible and made to fit unique situations. Finally, while simulations may not increase student perceptions of the quality of instruction, the simulations do seem to increase student empathy and student decision-making skills, which are worthwhile achievements.

scholarly journals OncoSim and OncoWiki: an authentic learning approach to teaching cancer genomics

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Priska Schoenborn ◽  
Richard Osborne ◽  
Nick Toms ◽  
Karen Johnstone ◽  
Chlöe Milsom ◽  
...  
Keyword(s):  
Targeted Therapy ◽  
Case Studies ◽  
Undergraduate Students ◽  
Cancer Genomics ◽  
Learning Experience ◽  
Genomic Medicine ◽  
Authentic Learning ◽  
Learning Approach ◽  
Precision Oncology ◽  
Simulated Case

Abstract Background Personalised medicine is rapidly changing the clinical environment, especially in regard to the management of cancer. However, for the large part, methods used to educate undergraduate students as future biomedical scientists and medical doctors have not reflected these changes. In order to make effective use of advances in cancer genomic knowledge, there is a need to expose students to the challenges of genomic medicine and to do so in a manner that makes this complex information accessible. Methods The teaching method developed, OncoSim, is a scaffolded ‘Personal Research’ module option for final year biomedical undergraduate students. It uses an authentic learning approach to teach cancer genomics via simulated cancer patient case studies that have identifiable potential therapeutic targets with associated drug therapies (so-called targeted therapy/precision oncology). In addition, these simulated case studies can be uploaded to a dedicated learning website (OncoWiki) where they can be freely downloaded and used to teach medical students the principles of targeted therapy. A preliminary evaluation of OncoSim was carried out using 3 research tools: (1) online questionnaires; (2) semi-structured interviews; and (3) analysis of whole cohort mark ranges. Thematic analysis was used to code and categorise interview data. Results The teaching materials for OncoSim and the OncoWiki site are freely accessible at https://www.oncowiki.co.uk. Questionnaire data and comparison of whole cohort marks showed OncoSim was at least as effective as alternative choices, and suggested OncoSim provided a valued alternative to traditional laboratory-based projects. No barriers to receptiveness were found. Interview analysis provided 5 broad themes (authentic learning experience; individual challenges; interest in cancer; positive learning experience; supportive structure) supporting the authentic learning aspect of the project, the strong scaffolding provided and the overall effectiveness of the approach. Conclusions Our preliminary, proof-of-concept, evaluation suggests that OncoSim will be effective in supporting the teaching of genomic medicine to undergraduate students. We plan and hope our study will encourage further formal evaluation in a larger cohort of students, including a control group. The OncoWiki site has the capacity to grow independently as future students create and upload simulated case studies for other students to then download and analyse.

LingoBee Mobile App

2014 ◽  
pp. 199-221 ◽  
Author(s):  
Emma Procter-Legg ◽  
Sobah Abbas Petersen ◽  
Annamaria Cacchione
Keyword(s):  
Language Learning ◽  
Case Studies ◽  
Language Learners ◽  
Research Question ◽  
Mobile App ◽  
Language Teachers ◽  
European Countries ◽  
Pedagogical Approach ◽  
Learner Engagement ◽  
Formal And Informal Learning

This chapter describes case studies conducted in five European countries, where language learners were invited to use “LingoBee,” a mobile app, as a means of supporting their language learning. Assuming that today's language learners are mobile savvy and “Digital Natives” and that they should be able to engage in language learning autonomously using technology, initial studies were conducted with little or no intervention by the language teachers. However, the support and guidance provided within a teacher-led context can impact positively on learner engagement. The case studies confirm this hypothesis. This chapter addresses the research question: Does the level of the support and guidance and pedagogical approach impact on learners’ engagement and the synergy between formal and informal learning? Based on the experiences from the five case studies, recommendations are provided for teachers and designers of educational technologies.

scholarly journals DEVELOPMENT OF A QUALITY OUTCOME MATRIX FOR MALAYSIAN SMART MANUFACTURERS

2021 ◽  
Vol 56 (5) ◽  
pp. 601-618
Author(s):  
Nur Athirah Binti Mazlan ◽  
Mohd Syaiful Rizal Abd Hamid ◽  
Nor Ratna Masrom
Keyword(s):  
Case Studies ◽  
Industrial Revolution ◽  
Research Question ◽  
Secondary Data ◽  
Primary Data ◽  
Smart Manufacturing ◽  
Face To Face ◽  
Multiple Case ◽  
Tools And Techniques ◽  
Quality Tools

The objective of this research was to develop a quality outcome matrix by exploring a systematic pattern for selecting quality tools and techniques in the Industrial Revolution 4.0, particularly in the smart manufacturing context. By conducting this analysis, the researchers found homogeneous patterns of sufficient quality case studies that can provide a basis for selecting appropriate groups of quality tools and techniques in different scenarios. Multiple case studies and an in-depth literature review were used as the research design approach. Two qualitative data collection methods were used: (1) primary data from face-to-face interviews with employees at Toyo Memory Technology and Intel Malaysia, and (2) secondary data from a previous study. Our study aimed to answer the following research question: “What are the appropriate tools and techniques concerning circumstances of quality dimensions and smart manufacturing?” Thus, our research developed a diagnostic matrix by developing an outcome matrix for selecting appropriate quality tools and techniques. The scientific novelty of this work is that this is a real-world case study describing the authors’ theoretical and practical prerequisites that can help other researchers and industrial practitioners or manufacturers in selecting the appropriate sets of quality tools and techniques for solving quality problems.

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