Workshop Practice: Simulation and Role-Play from the Open Space Learning Project

There are many purposes for traditional role-play and vocational simulation tasks across the disciplines but it is important to note the following guidelines when working with non-acting students. Firstly, the simulation or role-play should have clear ‘given circumstances’ and any risks should be taken in a pre-defined space (working in role has tremendous value as a ‘ formative’ learning experience). Secondly, the role work will be improved by preparation of some kind; you could either distribute prompt cards in advance or you could work practically with students before the simulation begins (this will ‘scaffold’ the learning). Thirdly, you should be clear with students about any assessment outcomes of the activity and the specific relevance of enactive work to their studies. Fourthly, there will normally be a clear distinction between role-work and the usual learning environment; this could be a time-limit, a change of location or a reversal of established hierarchies. Finally, if you want to ‘throw’ students into a challenging environment, you should address them outside of the space about the basic encounter they will experience and the specific pedagogic purpose of this encounter. This will ensure levels of engagement by framing the event as ‘imaginary’ or ‘ experiential’ while supporting the ethical relationship between teacher and student.

Added By:	Mr Robert O'Toole
Date Added:	02 Feb 2012 14:10
Creators:	Nick Monk Jonny Heron Jonothan Neelands
Languages:	English
Viewing permissions:	World
URL:	http://humbox.edshare.ac.uk/id/eprint/3198
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• Workshop practice guides from the Open Space Learning in Real World Contexts Project