1. BLENDED LEARNING ANDBLENDED LEARNING AND
ROLE-PLAYINGROLE-PLAYING
BYBY
RAUDHATIRAUDHATI

2. Workshop OutlineWorkshop Outline

3. DefinitionDefinition

4. Characteristics of BlendedCharacteristics of Blended
LearningLearning
 BL isBL is a convergence of two “archetypal” learninga convergence of two “archetypal” learning
environments: face to face and fully onlineenvironments: face to face and fully online
 In blended courses human-human interaction and learner-In blended courses human-human interaction and learner-
material interaction both typically play strong roles, though tomaterial interaction both typically play strong roles, though to
different degreesdifferent degrees
 Thus, different modes of student engagement are discernible…Thus, different modes of student engagement are discernible…

5. Active learning and engagementActive learning and engagement
2. Enabling learning
1. Enhancing learning
3. Transformative learning
4. Increasing flexibility & access to
learning
5. Extending range of learning
opportunities

6. Principles for BL course designPrinciples for BL course design

7. ONLINE
Objectives:
 Encourage students to explore politics through
diverse cases
 Promote independent research skills & collaborative
learning
Activities:
 Individual reading of primary electronic sources
 Group research
 Collaborative writing of case reports

8. CLASS-BASEDCLASS-BASED
Objectives:Objectives:
 Provide students with theoretical approaches toProvide students with theoretical approaches to
understanding political issuesunderstanding political issues
 Engage students in evidence-based seminarEngage students in evidence-based seminar
discussion & debatediscussion & debate
Activities:Activities:
 Weekly lecturesWeekly lectures
 8 weekly seminars8 weekly seminars

9. DEFINITION OF ROLE-PLAYDEFINITION OF ROLE-PLAY

10. FEATURES OF ROLE-PLAY (1)FEATURES OF ROLE-PLAY (1)
 Student(s): Alone, in pairs, groups.Student(s): Alone, in pairs, groups.
 Short or long.Short or long.
 Open or tightly controlled.Open or tightly controlled.
 Defined by teacher/students.Defined by teacher/students.
 Types of roles:Types of roles:
a)a) Useful for real-world needsUseful for real-world needs
b)b) Roles from TV, newspapers, books…Roles from TV, newspapers, books…
c)c) Fictional roles.Fictional roles.

11. FEATURES OF ROLE-PLAY (2)FEATURES OF ROLE-PLAY (2)
 Language already acquired.Language already acquired.
 Language practice (rather thanLanguage practice (rather than
learning).learning).
 Fluency over accuracy.Fluency over accuracy.
 CAN be performed for other studentsCAN be performed for other students
or recorded in a video (extrovertor recorded in a video (extrovert
students).students).

12. ROLE-PLAY vs. DRAMAROLE-PLAY vs. DRAMA

13. ROLES OF THE TEACHERROLES OF THE TEACHER
 FacilitatorFacilitator
 ParticipantParticipant
 Feedback provider:Feedback provider:

14. AIMS AND ADVANTAGESAIMS AND ADVANTAGES

15. DISADVANTAGESDISADVANTAGES
 Time-consuming.Time-consuming.
 Noise, chaos.Noise, chaos.
 Use of mother tongue.Use of mother tongue.
 Difficulty of assuming somebodyDifficulty of assuming somebody
else’s personality:else’s personality:

Allowed to choose their own roles.Allowed to choose their own roles.
 Shyness.Shyness.

16. PRACTICE ACTIVITIESPRACTICE ACTIVITIES
1.1. Booking in a hotel.Booking in a hotel.
2.2. Picture role-play.Picture role-play.
3.3. The Lost Property Office.The Lost Property Office.
4.4. Igartiburu’s People.Igartiburu’s People.
5.5. Role switching.Role switching.
6.6. Simulation: Supermarket magicSimulation: Supermarket magic