Altering the Roles of Learners and Tutors in a Virtual Practical Training by Means of Roleplaying
Dominic Becking, Thomas Berkel, Stefan Betermieux, Michael Clossen, Birgit Feldmann, Gerd Rademacher, Gunter Schlageter, Fernuniversität Hagen, Germany
EdMedia + Innovate Learning, in Honolulu, Hawaii, USA ISBN 978-1-880094-48-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
From the challenging prerequisites and needs of our students we developed new roles for the tutors and students in a virtual database practical training within a roleplay. We embedded our learning targets partly given by the curriculum into the roleplay and thus made them an integral part of the tasks that are connected to these roles. The traditional roles in a practical training are changed and broadened resulting in learning processes running more effectively and faster and enhanced communication and cooperation between the students. The roleplay provides us with the ideal framework to break open conventional roles of tutors and students. We are thus able to remodel these roles, broaden them in terms of a constructivist didactical concept taking into consideration the special requirements, prerequisites and needs of students and tutors in distance and further education.
Becking, D., Berkel, T., Betermieux, S., Clossen, M., Feldmann, B., Rademacher, G. & Schlageter, G. (2003). Altering the Roles of Learners and Tutors in a Virtual Practical Training by Means of Roleplaying. In D. Lassner & C. McNaught (Eds.), Proceedings of ED-MEDIA 2003--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2278-2281). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE).
© 2003 Association for the Advancement of Computing in Education (AACE)
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Stephane Allaire & Therese Laferriere, Laval University, Canada
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 800–804
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