Design your Own Role Play Simulations!

Role play simulation is experiential learning for disciplines that cannot ethically or practically have practicum: simulated elections in political science, simulated radio broadcasts in communications.

It is possible to cover the same sort of topics as a lecture course -- political parties, election systems, leadership, major issues, say – yet have student learn actively. Teams of students represent political parties, and choose among themselves a candidate, a campaign manager, a speechwriter. Over several classes, the set pieces of elections, like campaign speeches or leaders debates, can occur. In other words, the multi-layer role play simulation mimics the computer games that are now so popular, with students generating the content.

Certain principles should be kept in mind when designing a role play simulation. First, it is important to break down into tasks the situation you want to simulate. Second it is important to provide students with written descriptions of tasks and responsabilities that are as detailed as possible, as well as with a schedule. It is important to structure the tasks so that the content you want is covered, as close to reality as possible. The cooperative-competitive model usually produces the most learning in students, and it is really useful to provide students with examples of work produced by students in previous courses. Whatever rules are built into the simulation must be enforced for it to work. And give students a second chance: this way of working may be foreign to them, and knowing they can try again will ease a lot of their anxiety.

The main advantage is the in-depth long-term learning that occurs in a simulation, as well as a much wider range of generally applicable skills (writing for a range of uses, leadership, coordination, targeted research) than can be the case otherwise. An important second advantage is how inclusive these exercises are, for the disabled, for the minorities, for people working in English as a second language.

I have some tips for successful implementation.
(1) This method of teaching is much more work than lecturing, so introduce it gradually, starting with the area in which you have the most background.
(2) Learn to say you don’t know and will get back to them, because even if you don’t admit it, the students will know. You need to accept this in advance.
(3) Start with a small class and move up to more students once you are experienced.
(4) Make sure the teams are small enough that everyone participates and spot check to see that everyone actually does what they are supposed to.
(5) Take into account that some types of personalities or some cultures of origin may not allow for participation.
(6) Start with a role play simulation that imitates a well-known situation, allow some class time for teamwork, allow for students to talk to each other online without the competitors able to see what they’re thinking.
(7) Build in spare classes for easing workload and check with students where to put those classes.

And there’s another advantage – it’s always fun, it’s always different, it’s always gratifying to see students work very hard without even noticing it.