Search Results for « Role-Play »

This article compares educational role-play and role-playing games in education by examining their definition, similarities in their elements, differences current use, implication of the elements of educational role-play and role-playing games, along with phenomenon unique to role-playing activities shared by both. This article will also outline how elements of educational role-play and role-playing games can aid in implementation of transformative learning, along with precautions and special attention that must be taken to conduct a role-playing activity in education.

This paper looks at the process of role-playing that takes place in various games. Role-play is a social activity, where three elements are always present: An imaginary game world, a power structure and personified player characters. In a nutshell, all role-playing activities about imaginary people acting out in an imaginary environment; the power structure is needed to differentiate these activities from free make-believe and children’s play. After the basics, the paper moves on to discuss the various components in detail, going through how rules, goals, worlds, power, information and identity function in role-play. While the paper does not lead to a simple conclusion, it seeks to present a solid foundation for further research.

The Conversation Analytic Role-play Method (CARM) is an approach to training based on conversation analytic evidence about the problems and roadblocks that can occur in institutional interaction. Traditional training often relies on role-played interaction, which differs systematically from the actual events it is meant to mimic and prepare for. In contrast, CARM uses animated audio and video recordings of real-time, actual encounters. CARM provides a unique framework for discussing and evaluating, in slow motion, actual talk as people do their jobs. It also provides an evidence base for making decisions about effective practice and communication policy in organizations. This article describes CARM’s distinctive practices and its impact on professional development across different organizations. Data are in British English.

Role-playing games have evolved into many forms in their thirty-year history. From the traditional pen-and-paper form, that originated with Dungeons & Dragons, with a group of friends playing around a table, to large live-action role-playing game, with hundreds of people acting out their assumed roles. The first computer role-playing games appeared over twenty-five years ago and massively multi-player role-playing games, such as World of Warcraft are now one of the most popular genres of digital games. Despite this diversity players at least seem to think they know when something is a role-playing game. When players, writers and game designers say “this is a role-playing game” there are no problems, they all seem to know what each other means, what is and is not a role-playing game. Yet there is no commonly accepted definition of the form. Understandable, perhaps, given the diversity, but the implicit agreement about its use means that there may well be some common underlying features shared by the various examples. Hampering any attempt to understand what makes a game a role-playing game is the subtle divide between role-playing and role-playing game. Role-playing can take in many places, not all of them games (such as ritual, social activities, therapy, etc). This means that definitions of the role-playing activity are not that useful in separating role-playing games from other games. In this paper we start from the position that the players are correct: they know what a role-playing game is. By examining a range of role-playing games some common features of them emerge. This results in a definition that is more successful than previous ones at identifying both what is, and what is not, a role-playing game.

Role-playing games (RPGs) are the most contentious game phenomenon: the exception, the outlier, the not-quite-a-game game. In their foundational game studies text Rules of Play, Katie Salen and Eric Zimmerman acknowledge that their definition of a game considers RPGs a borderline case. When scholars, designers, and fans use the words "role-playing games", they typically do not speak about all phenomena called "role-playing games" but usually refer to one of several clusters of phenomena, which we call forms. The empirical phenomena referred to as "role-playing games" are very heterogeneous, spanning different socio-material assemblages: joint talk and paper inscriptions, joint embodiment, and single and networked computing devices. Role-playing games is a word used by multiple social groups to refer to multiple forms and styles of play activities and objects revolving around the rule-structured creation and enactment of characters in a fictional world. However, because "role-playing games" is a social category created by humans, it has no unchanging, context-independent essence.

This article draws from practitioners’ experience and from scholarship in a variety of disciplines to construct a rationale for incorporating what we call “critical roleplay” in the English-for-academic-purposes (EAP) classroom. We discuss the historical significance of role-play in TESOL and explore why this type of pedagogy has become less prominent in scholarship from recent decades. We argue for a new direction in role-play pedagogy that foregrounds critical thinking as essential to academic literacy. We describe several role-play activities that were successfully implemented in college-level EAP classes to demonstrate that academic role-play can be both cognitively challenging and linguistically relevant.

Role-play is an effective technique to animate the teaching and learning atmosphere, arouse the interests of learners, and make the language acquisition impressive. So this research will mainly focus on how to apply it successfully and take the most advantage of it in English class. The outcome shows there are four crucial factors for its success: the topic chosen should be real and relevant; the teacher need 'feed-in' the appropriate language; correct errors in a proper way; some of teachers role are facilitator, spectator or participant. Incorporating role-play into the classroom adds variety, a change of pace and opportunities for a lot of language production and also a lot of fun!

Torre A. On the role played by temporary geographical proximity in knowledge transmission, Regional Studies. This paper defends the thesis that geographical proximity remains essential for knowledge transfer, but not often implies the co-location of innovation and research activities. The need for geographical proximity now mostly affects certain stages of the process of production, research or development. Short- or medium-term visits are often sufficient for the partners to exchange the information needed for cooperation. The mobility of individuals makes it possible to implement this mechanism. Temporary geographical proximity implies a strong relation to space, but one that differs in nature from that described by the traditional approaches. Torre A. Rôle de la proximité géographique temporaire dans la transmission de la connaissance, Regional Studies. Dans cet article, nous défendons la thèse selon laquelle la proximité géographique demeure essentielle au transfert des connaissances mais qu'elle n'implique pas souvent la co-localisation d'activités d'innovation et de recherche. La nécessité de la proximité géographique affecte surtout, aujourd'hui, certaines étapes des processus de production, de recherche et de développement. Les visites à court ou moyen terme suffisent souvent aux partenaires pour échanger des informations nécessaires à leur coopération. La mobilité des individus permet de mettre en œuvre ce mécanisme. La proximité géographique temporaire induit une forte relation à l'espace mais une relation qui diffère en nature de celle qui est décrite par les approches classiques. Proximité géographique Proximité organisée Ubiquité Agrégats Torre A. Die Rolle der vorübergehenden geografischen Nähe zur Wissensübertragung, Regional Studies. In diesem Artikel verteidigen wir die These, dass eine geografische Nähe zur Wissensübertragung nach wie vor unverzichtbar ist, aber oft keinen gemeinsamen Standort der Innovations- und Forschungsarbeit voraussetzt. Die Notwendigkeit einer geografischen Nähe betrifft heute meistens bestimmte Phasen im Produktions-, Forschungs- oder Entwicklungsprozess. Oft sind kurze oder mittellange Besuche für die Partner ausreichend, um die für eine Zusammenarbeit benötigten Informationen auszutauschen. Die Mobilität der einzelnen Personen macht eine Umsetzung dieses Mechanismus möglich. Eine vorübergehende geografische Nähe setzt eine enge Verbindung zum Raum voraus, deren Beschaffenheit jedoch von den Beschreibungen der traditionellen Ansätze abweicht. Geografische Nähe Organisierte Nähe Ubiquität Cluster Torre A. El papel desempeñado por la proximidad geográfica temporal en la transmisión de conocimiento, Regional Studies. En este artículo defendemos la tesis de que la proximidad geográfica sigue siendo un factor fundamental para la transferencia de conocimientos aunque esto no suele implicar la ubicación conjunta de las actividades de innovación y las de investigación. La necesidad de proximidad geográfica ahora afecta sobre todo a ciertas fases del proceso de producción, investigación y desarrollo. Las visitas a corto o medio plazo son con frecuencia suficientes para que los socios intercambien la información que necesitan para cooperar. La movilidad de los individuos facilita la aplicación de este mecanismo. La proximidad geográfica temporal entraña una estrecha relación en el espacio pero que difiere en naturaleza de la que se describe en enfoques tradicionales. Proximidad geográfica Proximidad organizada Ubicuidad Agrupaciones