Learning and teaching as communicative actions: Improving historical knowledge and cognition through Second Life avatar role play

dc.creator	Jenny S. Wakefield
dc.creator	Scott J. Warren
dc.creator	Monica A. Rankin
dc.creator	Leila A. Mills
dc.creator	Jonathan S. Gratch
dc.date	2012-09-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:05:51Z
dc.date.available	2015-07-20T22:05:51Z
dc.identifier	2073-7904
dc.identifier	https://doaj.org/article/fbefc9ab8b0746b999ef0b09078d3018
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/10088
dc.identifier.uri	https://doaj.org/article/fbefc9ab8b0746b999ef0b09078d3018
dc.description	We examined a higher education history course where virtual role play was implemented as an assignment. The course was designed to help students gain an overall understanding of the causes, trajectory, and aftermath of the Cuban Revolution. Assignments included readings and discussions of historical essays and primary sources that were intended to prompt students to think critically about political, cultural, and scholarly debates surrounding the revolution but also inquiry and role play. In particular, students were encouraged to set aside pre-existing opinions in favor of or opposed to the revolutionary regime of Fidel Castro and U.S. Cold War diplomatic policy toward Cuba. The theoretical framework learning and teaching as communicative actions, in which communication and discourse, and the interplay among the four communicative actions proposed as the basis of human understanding, guided the course. Active learning through role-playing in a constructivism learning environment and classroom discourse helped students develop a higher level understanding of the complex events by perspective taking both for and against the Castro regime.
dc.language	English
dc.publisher	Hong Kong Bao Long Accounting & Secretarial Limited
dc.relation	http://www.kmel-journal.org/ojs/index.php/online-publication/article/view/199/151
dc.relation	https://doaj.org/toc/2073-7904
dc.rights	CC BY
dc.source	Knowledge Management & E-Learning : an International Journal, Vol 4, Iss 3, Pp 258-278 (2012)
dc.subject	Role play
dc.subject	History
dc.subject	Cuban revolution
dc.subject	Learning and teaching as communicative actions theory (LTCA)
dc.subject	Second Life
dc.subject	Virtual worlds
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Learning and teaching as communicative actions: Improving historical knowledge and cognition through Second Life avatar role play
dc.type	Article