2. Ewelina Janowiak
Katarzyna Brzozowska

4.  Involves
an activity which a student or a
group of students dramatizes his or their
real reactions to certain problematic
situations.
 The
purpose is to find out how students
will normally conduct themselves once
they are confronted with a particular kind
of conflict or difficulty.

5.  Drama:
a type play to be performed by
actors on stage, radio, or television; a
play that is highly emotional, tragic, or
turbulent.
 Role
Play: the act of imitating the
character and behaviour of someone who
is different from yourself, for example, as
a training exercise, or in language
learning.

6. 1. Identiying the Problem
- decide exactly what you want the group to
learn from the episode.
2. Establishing the Situation for Role Playing
- design the situation to fit the objectives they
want to achieve.
3. Establishing Roles and Selecting Participants
- sketch out clearly the type of people involved.

7. 4. Presenting the Act
- Talk about the objective of the role playing
during the presentation and explain the skills
and insights the activity hopes to acquire.
5. Playing the Situation
- the playthrough and is supposed to be the
most difficult step.

8. 6. Analyzing and Evaluating the Presentation
a. What happened?
b. Why did it happen that way?
c. What were the feelings and motives
involved?
d. What variations would have produced
other results?

9. “College romance has
become
a
common
phenomenon on campus.
Different people have
different opinions about
it. Some take it for
granted. They think it is
quite natural for students
at this age. Others take a
negative view about it.”

10.  Objective:
To educate students of the
negative effects of College Romance.
 Place: Campus.
 Preparation time: 5 mins
 Role-play time: 10 mins
 Each of you should play one of the roles as:
Candidate A: Female student in love with B.
Candidate B: Male student in love with A.
Candidate C: You are a professor who hates
romance inside the classroom.
Candidate D: You are the parent of A.

11. Apparently the role-playing technique
of instruction appears deceptively simple
and seems to impose minimal demands on
the teacher.
However, on closer inspection, it
requires
extraordinary
amount
of
skill, finesse, and acuity of observation
and analysis.

13. SCHOOL SUBJECTS
Science subjects
Type of a
GAMES OFTEN USED IN DYDACTIS
Example
Maths
Languages
History
Art
Geography
Biology
Chemistry
Phisics
LARP
game
+
+
+
+
+
+
+
+
+
+
+
+
+
+
Tutorial
Phisical
simulation
Procedural
Simulation
Situational
Simulation
MMORPG or
MUD
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
Based on: M.E. Green, M.N. McNesse, Using Digital Gamesand Virtual Environments to Enhance Learning [in:] Learning to Play. Exploring
the Future of Education with Video Games, M.S. Khine, New York 2001, pp. 79-89.
M. Mochocki, Teatralne gry fabularne (LARP-y) w nauczaniu szkolnym, [w:] Homo Ludens, nr 1, 2009, pp. 177-189.
P. Chen, R. Quo, M. Chang, Designing a Trading Card Game as Educational Reward System to Improve Student’s Learning Motivation,
[w:] Learning by Playing. Game Based Education System Design and Developement, New York 2009, pp.175.

14. STIMULATE:
LEARNING:

18. A group of role-playing gamers locked
themselves in an office for 50 hours
pretending to be drug addled advertising
executives, in a bizarre experiment which left
one having a breakdown.
The game, called PanoptiCorp was played by
40 men and women in Denmark and was
filmed as part of an insight into the world of
LARPS.
They gathered in a Copenhagen studio in June,
where they pretended to be colleagues at an
advertising agency for two days straight.

19. Can games like
that be used at
school?

20. The instance of the game
‘PanoptiCorp’ is a perfect example of
a game that can teach people about
the real life of other people and thus
helps us to understand others!

21. Boyle, A. (2011). Gamers solve molecular puzzle that baffled scientists
http://cosmiclog.nbcnews.com/_news/2011/09/18/7802623-gamers-solvemolecular-puzzle-that-baffled-scientists?lite
Wright, W. (2010). Games as Tools for Science and Society. GameTech.
Slides: http://www.slideshare.net/guesta79ddf9/orando2010-5
Video: http://www.youtube.com/watch?v=fulyfB0c_CQ
McGonigal (2010). Reality is Broken. http://realityisbroken.org/
McCrea, B. (2012). WoWing Language Arts. The Journal, September 2012.
http://online.qmags.com/TJL0912/default.aspx?pg=24&mode=1#pg24&mode1
Steinkuehler, C. 2010. MMOs, Learning & The New Pop Cosmopolitan
http://web.nmc.org/files/2010-nml-symposium/constance-steinkuehlerslides.pdf
NMC Horizon Report http://www.nmc.org/horizon-project/horizon-reports
Pathways for Learning Anywhere, anytime - a Network for Educators (PLANE)
http://my.plane.edu.au/

22. Merry
Christma
s!
Thank You for Your