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