Online Role-play (Fishbowl)
Design Pattern Tags : Program, Graduate employability, Learning engagement/activities, WIL, Blackboard (online learning), Online Collaboration, Blackboard, Communication skills, Employability skills, Online communication, Online groupwork
Online Role-play (Fishbowl) Kathy Douglas
December 2015
Abstract/Snapshot:
Online role-play ‘Fishbowl’ method incorporates the fundamentals of role-play and student collaboration. The students are presented with a scenario and actively contribute to the conversations within the role-play as part of their specified role or character. Students then move in and out of character as part of their designated role. When students are not participating in the role-play, they have the opportunity to watch the performance of others as well as test their own skills and knowledge.
The ‘Fishbowl’ role-play approach allows for asynchronous, performance, observation and reflection. It can be combined with online discussion and collaboration using discussion boards or forums. Online ‘Fishbowl’ role-plays can be adapted to suit the technology available. It can be implemented as an asynchronous learning experience using Blackboard, Blogs or Wiki’s or can be adapted to suit synchronous collaboration using a virtual classroom model. Using an asynchronous approach provides the opportunity for students to discourse on theory and practice as the role-play is taking place. In combination with online discussion tools, students engage
Learning Context This approach was developed in the Juris Doctor program in Graduate School of Business and Law. The program is delivered to both on-campus and online students, and the student cohort is varied, with a range of educational backgrounds, age and experience.
This pattern can be implemented in a variety of contexts to enhance skills, including generic communication skills. It is particularly applicable to work integrated learning, as students participate in experiences to prepare them for industry scenarios.
Rationale Teaching negotiation, interviewing and other skills can benefit from experiential activities such as role-play. Online role-plays however, can provide the same experience as face to face roleplays while providing flexible learning options and collaboration, regardless of the physical distance between the students.
When participating in online role-plays, students take on various characters to solve a problem or create an artefact. Online role-playing provides the opportunity for asynchronous, authentic learning that enhances employability skills.
Learning Design The Online Role-play (Fishbowl) pattern has been implemented to support the Work Integrated Learning (WIL) course—Negotiation and Dispute Resolution. This course is directed at OUA students and covers negotiation and mediation techniques. Due to the role-play nature of this pattern, it also has been used to teach legal interviewing in the Civil Procedure course for OUA students.
Conditions/Critical Success Factors Successful implementation of this pattern requires the co-ordinator to ensure timely organisation of role-play materials and the moderation of student engagement throughout the role-play process.
Resources/Technology Support resources can be accessed via the Google site
They include:
Role-play Design Template
Example of role-play scenario
Case Studies/Implementation Develop and write role play scenarios for online use (if required).
Provide students with access to a discussion board via Blackboard and highlight specific articles on theory relevant to the role-play
Publish the background for each role-play scenario (generally three scenarios) in Blackboard for students to familiarise themselves with the issues and desired outcome
A discussion board or virtual environment is established and students are nominated to start the role-play
Teacher moderates and facilitates when other students jump in and out of roles
Teacher creates a concurrent discussion board where students provide feedback about choices in the role-play
Teacher reads all role-play posts and contributes where required.
Students are actively engaged in their roles and are encouraged by the teacher to continually reflect and debate, about the issues in the role-play on the discussion board.
Teacher changes students roles in the role-play so students can experience different perspectives
Students reflect upon the role-play in a journal/report
Teacher to assess students’ journal/report and give feedback.
Outcomes This pattern engages participants in both theory and reflection.
The student experience will be enhanced by:
Applying theory to the active learning opportunity in the fishbowl role-play
Debating choices made in the role-play
Gain intrinsic feedback from participating in role-play activities
Reflecting on theory and practice.
