MOVING EDUCATIONAL ROLE-PLAY BEYOND ENTERTAINMENT MOVING EDUCATIONAL ROLE-PLAY BEYOND ENTERTAINMENT

dc.creator	Thomas Duus Henriksen
dc.date	2010-11-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:07:53Z
dc.date.available	2015-07-20T22:07:53Z
dc.identifier	1138-9737
dc.identifier	https://doaj.org/article/f248ecc0dbc744d3aab12ede7ebd765c
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/11570
dc.description	<p style="margin-bottom: 0cm;" align="JUSTIFY"><span style="font-family: Times New Roman;"><span style="font-size: small;"><span lang="en-GB">Educational role-play has long proved an effective tool for consultants trying to develop the skills that employees are using for performing certain job functions. However, while educational role-play often is presented as an entertaining means for learning, such insistence on making learning games more gamish seems to have an inhibiting effect on designing and thinking games beyond mere skill acquisition. By emphasising the role-play based process as a conflictual negotiation between distinctive categories of knowledge, this paper presents the explorative application of knowledge, while framing the facilitation of reflective processes as the key for transcending knowledge from the game’s context to that of the participants. While pointing towards the compatibility issues between current conceptions of learning games and the facilitation of reflective processes, the paper emphasises the need for thinking the learning game as a part of a didactic design, rather than something beneficial in itself.</span></span></span></p><br><p align="justify">Educational role-play has long proved an effective tool for consultants trying to develop the skills that employees are using for performing certain job functions. However, while educational role-play often is presented as an entertaining means for learning, such insistence on making learning games more gamish seems to have an inhibiting effect on designing and thinking games beyond mere skill acquisition. By emphasising the role-play based process as a conflictual negotiation between distinctive categories of knowledge, this paper presents the explorative application of knowledge, while framing the facilitation of reflective processes as the key for transcending knowledge from the game’s context to that of the participants. While pointing towards the compatibility issues between current conceptions of learning games and the facilitation of reflective processes, the paper emphasises the need for thinking the learning game as a part of a didactic design, rather than something beneficial in itself.</p>
dc.publisher	Ediciones Universidad de Salamanca
dc.relation	http://campus.usal.es/~revistas_trabajo/index.php/revistatesi/article/view/7462
dc.relation	https://doaj.org/toc/1138-9737
dc.source	Teoría de la Educación : Educación y Cultura en la Sociedad de la Información, Vol 11, Iss 3, Pp 226-262 (2010)
dc.subject	educational role-play, organisational development, learning, didactic design, facilitation
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.title	MOVING EDUCATIONAL ROLE-PLAY BEYOND ENTERTAINMENT MOVING EDUCATIONAL ROLE-PLAY BEYOND ENTERTAINMENT
dc.type	article