Students must also pursue a course of action to try to win the game.” While students are obliged to adhere to the philosophical and intellectual beliefs of the historical figures they have been assigned to play, they must devise their own means of expressing those ideas persuasively in papers, speeches, or other public presentations. Reacting promotes engagement with big ideas, and improves intellectual and academic skills.Ĭlass sessions are run by students. Instructors advise students, and grade their oral and written work. Reacting roles and games do not have a fixed script or outcome. In Reacting to the Past games, students are assigned character roles with specific goals and must communicate, collaborate, and compete effectively to advance their objectives. “Reacting to the Past is an active learning pedagogy of role-playing games designed for higher education. The project was inspired by the more formally organized historical role-playing games devised by Barnard College ( ), with some adherence to the following criteria (emphasis my own), even if the gamification/competitive element was not followed: For my first large lecture class at the University of California, Riverside (UCR)-CLA 10A: Ancient Civilization, Early Greece and the Mediterranean-I offered students the opportunity to do a “Reacting to the Past”-themed midterm project in lieu of the traditional written midterm assignment.
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