“I had to live, breathe, and write my character”: Character Selection and Student Engagement in an Online Role-Play Simulation

Rector-Aranda, Amy; Raider-Roth, Miriam; Glaser, Noah; Behrman, Matthew

doi:10.1080/15244113.2017.1378566

Cited by 3 publications

(5 citation statements)

References 12 publications

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“…The role playing in JCAT added another dual dimension for the teachers to manage: They were instructors advising their classes in the simulation and were also allowed to assume and play characters in the game unbeknownst to the students in their classes. "This position also transformed the relationships between students and teachers as they were 'in' the learning together" [15]. These teachers reflected on their positions as teachers in juggling their "sense of responsibility to curriculum and context" in classroom practice [15] as well as to the process and objectives of the game.…”

Section: Students and Classroom Teachersmentioning

confidence: 99%

“…In an action research project involving an online professional development seminar, teachers utilizing the Jewish Court of All Time (JCAT) online character simulation in their middle school classes described themselves as both teachers using the tool and students of the game in their reflections [15]. The role playing in JCAT added another dual dimension for the teachers to manage: They were instructors advising their classes in the simulation and were also allowed to assume and play characters in the game unbeknownst to the students in their classes.…”

Section: Students and Classroom Teachersmentioning

confidence: 99%

“…"This position also transformed the relationships between students and teachers as they were 'in' the learning together" [15]. These teachers reflected on their positions as teachers in juggling their "sense of responsibility to curriculum and context" in classroom practice [15] as well as to the process and objectives of the game. The authors used both synchronous and asynchronous sessions during the seminar and reported thoughtful reflections from teachers in both modalities.…”

Section: Students and Classroom Teachersmentioning

confidence: 99%

“…The authors used both synchronous and asynchronous sessions during the seminar and reported thoughtful reflections from teachers in both modalities. They revealed not only insights about themselves as teachers and learners but also as advocates for self [15]. The simulation also included graduate student mentors for the middle school students, and the teachers expressed how these teaching assistants could support their leadership of the course as well as the students in [15].…”

Section: Students and Classroom Teachersmentioning

confidence: 99%

“…They revealed not only insights about themselves as teachers and learners but also as advocates for self [15]. The simulation also included graduate student mentors for the middle school students, and the teachers expressed how these teaching assistants could support their leadership of the course as well as the students in [15]. The teachers also expressed how they had observed the students taking part in the simulation were more engaged in writing activities and discussing aspects of the course outside of classrooms (italics added for emphasis) [15].…”

Section: Students and Classroom Teachersmentioning

confidence: 99%

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Simulated or Reproduced Reality Events as the Basis of Reflective Learning

Wlodarsky¹,

Walters²,

Baughn³

2019

IJPBS

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Within the literature, the authors observe a common pattern of learner reaction to simulations. Learners engage in simulated events that is similar to that which would be encountered in the real world. There is a translation, through cognition, of the simulated experience to real-world-learning, in a way that directly situates the learners for reengagement of the real world beyond the simulation. In the current study, the authors have linked these observations to a new set of response data from a study of university professors, in an effort to understand, develop, and support personal and professional development strategies and opportunities for professors across the university. A voluntary sample comprised of 40 professors from two different universities in the Midwest, were asked in a survey to define reflection and discuss cognitive processes that facilitated reflection on their own professional development. A constant comparative procedure, a qualitative coding strategy, was used to examine the data collected and the data were coded for clusters of similar behaviors. This coding was converted to visual representation using concept mapping techniques. A preponderance of participants used the same reflective process to consider, evaluate, describe and structure their professional activities, which began with an experience-an event-of practice and was clearly a precipitating experience linked to a subsequent cognitive processing. For many participants, the event serving as the basis for reflection is not grounded in an historical, real-world or authentic experience; but rather there was a shift to use of simulated or reproduced events that is clear and significant. It seems clear from the authors' research findings and that of others cited in this paper, that simulations of experience possess the ability to transfer to real-world growth, development, and decision-making and would be preferred for vocational education uses over the reliance on authentic field and clinical experiences. Consideration of simulations as an experiential method for professional growth and development efforts seems, in this analysis, quite more complex an issue when one considers the implications of linguistics and language development to behavioral coding; the uses of cognitive tools to aid learning; and the manner in which language itself shapes, empowers or impedes the embedding of experience into human memory-and activates that memory for professional and personal action. The authors perceive that, while much progress has been made in highlighting these issues and their relationships, much work remains ahead.

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Section: Students and Classroom Teachersmentioning

confidence: 99%

Section: Students and Classroom Teachersmentioning

confidence: 99%

Section: Students and Classroom Teachersmentioning

confidence: 99%

Section: Students and Classroom Teachersmentioning

confidence: 99%

Section: Students and Classroom Teachersmentioning

confidence: 99%

See 3 more Smart Citations

Simulated or Reproduced Reality Events as the Basis of Reflective Learning

Wlodarsky¹,

Walters²,

Baughn³

2019

IJPBS

View full text Add to dashboard Cite

show abstract

Book Review Essay

Lester¹

2021

Journal of Jewish Education

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Student engagement with digital video production

Henry¹

2021

ELT Journal

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In many contexts of contemporary ELT, the L2 can be widely encountered beyond the classroom. In these settings, teachers need to maximize opportunities for meaningful participation. Digital video production (DVP) provides one such opportunity. Little, however, is known about the types of DVP common in particular contexts of ELT, the extent to which DVP functions as a motivational resource, or how engagement is generated. This mixed-methods study in a Swedish context addresses these questions. Results show that DVP takes place in genre-specific forms and has significant motivational potential. Analyses suggest that DVP can generate embodied forms of engagement. By creating appealing characters and storylines, and through the use of mobile devices and easy-to-use video-editing software, students can engage in authentic self-expression in meaningful and satisfying ways. Insights into the ways in which engagement is generated can provide teachers with valuable knowledge when designing learning activities that incorporate DVP.

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“I had to live, breathe, and write my character”: Character Selection and Student Engagement in an Online Role-Play Simulation

Cited by 3 publications

References 12 publications

Simulated or Reproduced Reality Events as the Basis of Reflective Learning

Simulated or Reproduced Reality Events as the Basis of Reflective Learning

Book Review Essay

Student engagement with digital video production

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