P R E S E N T E D

B Y

K H A I R U R R A H M I

BLENDED LEARNING AND ROLE PLAYING

WHAT IS BLENDED LEARNING?

“Blended learning is any time a student learns at least in part at a supervised brick-and-mortar location away from home and at least in part through online delivery with some element of student control over time, place, path, and/or pace.” Innosight- Rise of Blended Learning

BLENDED LEARNING CAN BE….

• Email Communication

• Videos/Simulations

• Web 2.0 Resources

• Google Docs, Google Chat, E-portfolios

• Podcasts/Screencasts

• Discussion Boards, Class Wiki’s

• Any use of technology

Depends on your needs in and out of

the classroom…

**Using a Learning Management System (LMS) to store and manipulate

content may help

ADVANTAGES OF BLENDED LEARNING

• Individualized Learning

• Personalized Learning Support

• Independent and Collaborative Learning

• Increase in Student Engagement

• Accommodates Several Learning Styles

Adapted from Debra Marsh- Cambridge

University

TEACHERS ROLE IN BLENDED CLASSROOM

• Help to guide

students

• Manage their

activities

• Direct their learning

• Help develop their

skillsTeachers are essential in the

success of the classroom

WHAT IS ROLE PLAY?

“a method in which key ideas and skills are

illustrated or practiced by learners assuming

roles and contexts in which the ideas and skills

would typically be applied”

(Reigeluth and Keller, 2009, p.37)

KEY FEATURES

• students participate in a hypothetical

situation, take on a different role and look at a

situation from different perspectives

• tasks can include:

- practicing a dialogue

- performing a skit

- being given a position to defend in a debate

LEARNING GOALS

• learners are:

- actively participating in their learning

experience

- making meaningful connections to real world

situations

- practicing real-life scenarios in a safe

environment

- building confidence through peer feedback

and improving themselves before applying

their learning to the real world

- learning to appreciate one another’s differences

through asking questions and taking on a role

other than theirs to understand a concept or

situation and looking at it through a different

perspective

THE PROCEDURE

1. The learning outcome of the role playing activity must be made clear.

2. The roles and responsibilities of the learners must also be outlined clearly.

3. The rules and expectations of the class must be reviewed to prevent any possible conflicts.

4. Immediate feedback must be given to students so that they can correct any behaviours or techniques.

5. A debriefing session must be held after the activity to consolidate ideas on what was learned.

CRITERIA FOR SUCCESSFUL IMPLEMENTATION

• The expectations and instructions must be made

clear to avoid confusion.

• There must be an open and comfortable learning

community so students do not feel embarrassed

and uncomfortable in front of one another.

• Constructive feedback must be encouraged and

given respectfully.

SITUATIONAL CONSTRAINTS

• Some students may not feel comfortable

engaging in the activity

• Role play will not be effective in large groups as

it might be challenging for the facilitator to

thoroughly monitor and provide feedback to

everyone

• The activities can take a long time to set up and

practice

• There might not be enough time to thoroughly

practice and learn from the activity

• The instructions might be too lengthy, making the

activity complex and difficult to adapt to

RELEVANCE TO ADULT LEARNING CONTEXT

• Role playing:

- provides the learner an opportunity to simulate

a real life scenario in the classroom

- encourages empathy among the learners and

helps them look at situations from different

perspectives

- allows students to discuss personal experiences

and learn from one another

THANK YOU