ACTIVE LEARNING- poster

Becoming an engaged teaching practitioner

Dr. Miranda Lewis Lecturer in Enterprise and Innovation Coventry University London

THE USE OF ROLE-PLAY EXERCISES FOR RELATIONAL LEARNING AND TRANSFORMATIVE EDUCATION

CONTEXT

ROLE PLAY

Increases in student numbers and the intrinsic challenges of online engagement . This questions our ability to get to know our students more profoundly and their needs.

-pedagogical practice based on active learning principles involving the re-enactment of specific roles in a case study scenario (Baruch, 2006). -effective tool for engagement, memorable teaching experiences and deep level of learning (Nissley, 2002) but also gives us a window on the students’ experience, background and potentially the affective dimensions of their persona (Rao, Stupans, 2012),

AIMS

- to explore the use of role-play in teaching - understand how role play can be a tool towards becoming an engaged teaching practitioner

RESEARCH CONTEXT

The use of role-play exercises were embedded in the teaching of a postgraduate module in Management. The students were part of a large Term 1 cohort, which was entirely international and very diverse. Delivery took place both online and face-toface.

FINDINGS

Role play exercises not only enhance engagement but also open windows on students' experiences, values, beliefs and feelings. Such sharing creates valuable interpersonal knowledge which, when combined with reflective practice, can generate opportunities for engaged practitioner work. .

-variety of scenarios; - leaving space to imagination -voluntary basis of engagement; -two-sided reflective space

-adaptability to online and face-to-face scenarios;- peer sharing

VALUE

Role play scenarios embedded in teaching are confirmed to be powerful tools for active learning and engagement. The findings point to an additional role of relational learning if crafted appropriately and combined with reflective practice, which can enable us to become engaged teaching practitioners.

Baruch, Y. (2006). Role-play teaching: Acting in the classroom. Management Learning, 37(1), 43-61. Rao, D., & Stupans, I. (2012). Exploring the potential of role play in higher education: development of a typology and teacher guidelines. Innovations in Education and Teaching International, 49(4), 427-436.