This 2014-15 project worked with students to develop a framework for supporting students in designing their own learning activities. Focussing on role play activities in a third year PoLIS unit (PL30548) as a test bed. The project began by upskilling the project leads through engaging in knowledge exchanges (conversations and workshop) with external academic experts in role play design. Following this a schedule and outline plan for the unit was developed and refined through peer review from our external expert.<\/p>\n
During S1 (2015\/16) third year students were supported in designing and developing their own role-play activities linked to the unit themes and assessment and \u2018played out\u2019 in seminar sessions. A generic framework for supporting students in producing these game like learning activities was developed through an iterative process of participative evaluation and redesign.<\/p>\n
The student generated role play learning objects extended the course content and the evaluation shows that they were effective in leading to modalities of deeper learning. The student authored roles plays provided complex and in depth seminar tasks resulting in increased student engagement.<\/p>\n
Overall the project increased the knowledge and capacity of academic staff for leading and designing role play activities to enhance student learning.<\/p>\n
\u201cIt is the only module in 4 years that I have actually wanted to wake up for on a Monday morning! Thank you for such an innovative and engaging course! I really hope that next year\u2019s students have the same opportunity :-)\u201d<\/em> Project Team<\/strong><\/p>\n Dr. Felia Allum, Lecturer, Department of Politics, Languages & International Studies: F.S.Allum@bath.ac.uk<\/a><\/p>\n Mrs Geraldine Jones, e-Learning Officer, Faculty of Humanities and Social Sciences<\/p>\n Aims<\/strong> Rationale<\/strong> Enhancing Student Learning:<\/em> Role-play based approaches are likely to positively impact on the student learning experience by stimulating critical thinking, group communication, debate and decision making. Situating the learning in simulated real world contexts helps facilitate the application of theoretical knowledge. Salen (2007) and Buckingham, Burn, and Pelletier (2005) advocate that allowing students to design and create their own educational games (e.g. role play) encourages meta-level reflection and fosters creativity.<\/p>\n Promoting Student Engagement:<\/em> Face to face student role-play activities sometimes receive variable student engagement and participation due to students\u2019 lack of confidence and\/or a reticence to \u2018act\u2019 in front of their peers. This project will address this issue in two ways; firstly student engagement is arguably more likely if the activity has been created by peers<\/p>\n Benefits for students<\/strong><\/p>\n Benefits to the project team<\/strong><\/p>\n Staff development resources<\/strong><\/p>\n
\n<\/p>\nAims & Rationale<\/h2>\n
\nTo develop expertise in supporting students to develop role play learning activities for their peers.
\nTo assess the impact, benefits and challenges of this type of activity on student learning through a case study analysis.<\/p>\n
\nMeeting Professional Needs:<\/em> There is little experience in the University and the sector in supporting students in designing learning activities for their peers. The development of a student support framework comprising support processes and scaffolding for coherent student designed learning (role play) activities linked to learning outcomes will go some way to offering a step by step approach and help kick start staff engagement.<\/p>\nOutcomes \/ Outputs<\/h2>\n
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