The Use of Online Role Play in Preparing for Assessment

The Use of Online Role Play in Preparing for Assessment

Steve Millard (School of Business and Management, Buckinghamshire New University, UK)
Copyright: © 2009 |Pages: 19
DOI: 10.4018/978-1-59904-814-7.ch016
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Abstract

This chapter sets out a number of ways in which effective use of the online discussion board in a virtual learning environment can contribute to the preparation of assessment tasks. In particular, it examines the specific advantages of the use of online role play as a means of effective task preparation, and reviews various examples of its application in different academic areas and contexts. The primary emphasis of this chapter is the use of the VLE in general, and the use of role play within the discussion board in particular, as a means of preparing assessment rather than undertaking assessment online using a series of automated processes.
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Introduction

The expectation that, one day, the virtual learning environment (VLE) may be able to handle all forms of assessment and be able to scan and grade essays online much as multiple-choice questions are automatically marked today is perhaps drawing attention away from the more pragmatic and effective uses of the VLE when it is combined with other forms of learning. Whilst some interesting advances have been reported in this area, the general consensus appears to be that a totally reliable online automatic marking facility is still a long way off, and may even be regarded as unhelpful in an educational context where the role of the tutor is to establish a relationship with students that might be impaired if assessment of discursive material is undertaken by a third party in the form a machine that automatically grades it.

Such limitations in the ability of the current state of technology to provide reliable summative assessment beyond the range of multiple-choice questions and similar closed interrogative methods has sharpened the focus on blended learning, which is here simply defined as combining virtual with other forms of learning and assessment.

There are a number of well-documented ways in which assessment can be assisted and prepared within a virtual learning environment. The assessment itself could be partially or even completely conducted online in the form of Web-based assignments, reflective journals, e-portfolios, and so forth, or could equally remain as the traditional essay, report, or presentation, but the means of preparing the task assigned could be more effectively assisted by a variety of uses of the tools on offer in the VLE.

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Dedication
Table of Contents
Foreword
Charles Juwah
Acknowledgment
Roisin Donnelly, Fiona McSweeney
Chapter 1
Sabine Little
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Chapter 2
Rhona Sharpe, Jillian Pawlyn
This chapter reports on an implementation of blended e-learning within three modules in the School of Health and Social Care at Oxford Brookes... Sample PDF
The Role of the Tutor in Blended E-Learning: Experiences from Interprofessional Education
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Chapter 3
Diana Kelly
This chapter makes a case for the importance of preparing e-teachers by requiring them to have an experience as an e-learner. The chapter begins... Sample PDF
Modeling Best Practices in Web-Based Academic Development
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Chapter 4
Tony Cunningham, Claire McDonnell, Barry McIntyre, Theresa McKenna
This chapter explores the insights gained by a group of teachers from their lived experience as e-learners participating in a blended module on... Sample PDF
A Reflection on Teachers' Experience as E-Learners
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Chapter 5
Catherine Manathunga, Roisin Donnelly
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Opening Online Academic Development Programmes to International Perspectives and Dialogue
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Chapter 6
Louise Adele Jakobsen
This chapter, written from experience in implementing e-learning in further education through various roles, identifies key issues relating to... Sample PDF
Embedding E-Learning in Further Education
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Chapter 7
Catherine Matheson, David Matheson
This chapter considers some of the major questions around access and accessibility, beginning with the most basic: just what is meant by access and... Sample PDF
Access and Accessibility in E-Learning
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Chapter 8
Morag Munro, Barry McMullin
This chapter examines some of the tensions that may exist between e-learning and accessibility in higher education, and aims to redress the balance... Sample PDF
E-Learning for All? Maximizing the Impact of Multimedia Resources for Learners with Disabilities
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Chapter 9
Ursula Wingate
This chapter proposes online preinduction courses as an innovative method for preparing students for learning in higher education. It is argued that... Sample PDF
Enhancing Students' Transition to University through Online Preinduction Courses
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Chapter 10
Pankaj Kamthan
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Chapter 11
Gordon Joyes, Sheena Banks
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Chapter 12
Richard Walker, Walter Baets
Blended learning occupies a prominent place within higher education teaching strategies, yet there is no clear definition for what we mean by this... Sample PDF
Instructional Design for Class-Based and Computer-Mediated Learning: Creating the Right Blend for Student-Centred Learning
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Chapter 13
Ann Donohoe, Tim McMahon, Geraldine O’Neill
The primary purpose of this chapter is to explore how online communities of inquiry can be developed to facilitate students to engage in reflective... Sample PDF
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Chapter 14
Nick Pratt
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Chapter 15
Timo Portimojärv, Pirjo Vuoskoski
This chapter will illustrate a combination of problem-based learning (PBL), information and communication technologies (ICT), and leadership in the... Sample PDF
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Chapter 16
Steve Millard
This chapter sets out a number of ways in which effective use of the online discussion board in a virtual learning environment can contribute to the... Sample PDF
The Use of Online Role Play in Preparing for Assessment
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Chapter 17
Simon Wilkinson, Heather Rai
This chapter focuses on the use of computers for online summative assessment, in particular for objectively marked items. The aim of this chapter is... Sample PDF
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About the Contributors