BLENDED LEARNING AND ROLE-PLAYING by Raudhati
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Transcript of BLENDED LEARNING AND ROLE-PLAYING by Raudhati
BLENDED LEARNING AND BLENDED LEARNING AND ROLE-PLAYINGROLE-PLAYING
BYBY
RAUDHATIRAUDHATI
Workshop OutlineWorkshop Outline
DefinitionDefinition
Characteristics of Blended Characteristics of Blended LearningLearning
BL is BL is a convergence of two “archetypal” learning a convergence of two “archetypal” learning environments: face to face and fully onlineenvironments: face to face and fully online
In blended courses human-human interaction and learner-In blended courses human-human interaction and learner-material interaction both typically play strong roles, though to material interaction both typically play strong roles, though to different degreesdifferent degrees
Thus, different modes of student engagement are discernible…Thus, different modes of student engagement are discernible…
Active learning and engagementActive learning and engagement
2. Enabling learning
1. Enhancing learning
3. Transformative learning
4. Increasing flexibility & access to learning
5. Extending range of learning opportunities
Principles for BL course designPrinciples for BL course design
ONLINEObjectives:
Encourage students to explore politics through diverse cases
Promote independent research skills & collaborative learning
Activities: Individual reading of primary electronic sources Group research Collaborative writing of case reports
CLASS-BASEDCLASS-BASED
Objectives:Objectives: Provide students with theoretical approaches to Provide students with theoretical approaches to
understanding political issuesunderstanding political issues Engage students in evidence-based seminar Engage students in evidence-based seminar
discussion & debatediscussion & debate
Activities:Activities: Weekly lecturesWeekly lectures 8 weekly seminars8 weekly seminars
DEFINITION OF ROLE-PLAYDEFINITION OF ROLE-PLAY
FEATURES OF ROLE-PLAY (1)FEATURES OF ROLE-PLAY (1)
Student(s): Alone, in pairs, groups.Student(s): Alone, in pairs, groups. Short or long.Short or long. Open or tightly controlled.Open or tightly controlled. Defined by teacher/students.Defined by teacher/students. Types of roles:Types of roles:
a)a) Useful for real-world needsUseful for real-world needs
b)b) Roles from TV, newspapers, books…Roles from TV, newspapers, books…
c)c) Fictional roles.Fictional roles.
FEATURES OF ROLE-PLAY (2)FEATURES OF ROLE-PLAY (2) Language already acquired.Language already acquired. Language practice (rather than Language practice (rather than
learning).learning). Fluency over accuracy.Fluency over accuracy. CAN be performed for other students or CAN be performed for other students or
recorded in a video (extrovert recorded in a video (extrovert students).students).
ROLE-PLAY vs. DRAMAROLE-PLAY vs. DRAMA
ROLES OF THE TEACHERROLES OF THE TEACHER FacilitatorFacilitator
ParticipantParticipant
Feedback provider:Feedback provider:
AIMS AND ADVANTAGESAIMS AND ADVANTAGES
DISADVANTAGESDISADVANTAGES
Time-consuming.Time-consuming. Noise, chaos.Noise, chaos. Use of mother tongue.Use of mother tongue. Difficulty of assuming somebody Difficulty of assuming somebody
else’s personality:else’s personality: Allowed to choose their own roles.Allowed to choose their own roles.
Shyness.Shyness.
PRACTICE ACTIVITIESPRACTICE ACTIVITIES
1.1. Booking in a hotel.Booking in a hotel.
2.2. Picture role-play.Picture role-play.
3.3. The Lost Property Office.The Lost Property Office.
4.4. Igartiburu’s People.Igartiburu’s People.
5.5. Role switching.Role switching.
6.6. Simulation: Supermarket magicSimulation: Supermarket magic