Rapid Creation of Innovative Online Role Play Two Case Studies

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Rapid Creation of Innovative Online Role PlayTwo
Case Studies

• Albert Ip - Fablusi P/L
• Melbourne, Australia
• Mary Noggle - Caldwell Community College
• North Carolina, USA

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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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Case One The Scarlet Letter
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Edward TaylorMichael WigglesworthCotton
MatherJonathan Edwards
William BradfordThomas MortonJohn
WinthropRoger Williams
Bay Psalm BookThe New England PrimerThe Scarlet
LetterAnn Bradstreet
week
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Simulation begins
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(No Transcript)
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Letters
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Letters from Pearl and John Hathorne
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Chat
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Task Write Profile
If thou hast inquiries towards my nature, I plead
with you not to place blame against the scarlet
bosom of my mother, but rather to stare into mine
eyes to gaze into a world beyond your own pure
ideals.
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The literature studied in class proved very
useful in characterization and understanding the
motives of Puritan America.
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Collaboration

• Working with a partner was helpfulIt was good
  to have somebody to say, "hey, what do you
  think," instead of having all this pressure of
  developing this character on your own.
• Tiffany

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Collaboration

• we made a specific meeting time nightly on AIM
  and tried to share the responsibility more by
  assigning a particular person to posts for the
  night. For the most part, no one posted without
  having the posts proofed by at least one other
  group member.
• Amanda

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Collaboration

• 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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Evaluation

• 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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Evaluation

• 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
• 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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Evaluation

• 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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Quiz Time
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Case Two The Holocaust
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Setting and iSpaces

1. Prewar (1933-1939) Katowice, Poland, and Berlin,
   Germany
2. Beginning of the war (1939-1941)
3. Train to Auschwitz(Sept 26, 1942)
4. First day at Auschwitz (Sept 27, 1942)
5. Spring in Auschwitz (1943)
6. Winter in Auschwitz (1944)
7. Liberation (1945)

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Holocaust Sim Characters

• German Family
• Julius Streicher-Newsman
• Franz Streicher-Doctor
• Elsa Streicher-Wife, Artist
• Neighbors
• Andriy Petrenko- Ukrainian Guard
• Bruns Shulmann-German Shopkeeper
• Jerzy Levine-Jewish Butcher
• Robert Johnson-British Salesman

• Polish Family
• Adrianna Dankowski-Sister
• Anka Dankowski-Grandmother
• Marek Dankowski-Brother
• Pawel Dankowski-Brother
• Jewish Family
• Yosef Cohen-Father, Brushmaker
• Rachel Cohen-Mother
• Jacob Cohen-Brother
• Miriam Cohen-Sister
• Renana Yadinovik-Aunt

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(No Transcript)
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Letters
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Changing StationeryChanging Role
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Elsa and Bruns at the shop
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Elsa and Franz at the Streicher Home
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Letter from a student

• 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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Quiz Time
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Indications of Successquality and quantity

• Understanding of course material evident in
  transcript
• Immersed in imagination apparent in quality of
  postings (value-add, in character)
• Engagement with peers observed through behavior
  and continuity of role

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The Scarlet Letter
TheHolocaust

• Collaboration with 2-3 students per role
• 10 characters
• Established developed characters
• Encouragement from moderator

• Some students worked in isolation of 1 student
  per role
• 16 characters
• Newly developed characters
• Little contact with moderator

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The Scarlet Letter
TheHolocaust

• Static location
• 2 episodes in a 5 week period
• Inherently communicative setting/atmosphere
  (communal)

• Dynamic location with changing scenes
• 7 episodes in a 5 week period
• Inherentlynon-communicative with limited
  accessto discussion

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Holocaust Improvement

• more background for role to encourage deeper
  character building
• More news feeds
• diary during concentration camp
• Eliminate some characters
• Real characters or representations of real people
• Increase the time allocated for simulation

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Quiz Time
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Suggested Use of Role Play

• ?

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Quiz Time
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