This article assesses Reacting to the Past, a humanities role-immersion pedagogy that is popular at many colleges and universities in the United States. This pedagogy has been found to have many learning gains compared to traditional face-to-face teaching, but has not been adequately compared to online versions of the course. The findings of the article suggest that while learning gains can be achieved that are comparable to face-to-face versions of the course, student satisfaction was lower. The article concludes not by rejecting the online Reacting to the Past, however, but by suggesting possible ways to incorporate successful elements of it within a blended approach. These findings will be of interest to people interested in this particular pedagogy, but also to those who are interested in the general comparison between online and face-to-face learning and teaching. Reacting to the Past, a humanities role-immersion pedagogy, was studied.Online mode was compared to face-to-face mode.Learning outcomes were similar in both versions, but students preferred the face-to-face mode.The authors suggest ways to adapt elements of the online version to a blended format.The study furthers the evaluation the efficacy of different modes of teaching and learning.

Role immersion in a history course

In response to widespread calls for computer scientists to better engage with the ethical dimensions of their work, there has been a surge of interest to embed ethics across the computer science (CS) curriculum. Yet one key set of barriers to doing so can be broadly described as scaling challenges -- in the number and breadth of courses in a curriculum and in the number of students in the CS major. Our paper describes and makes available a novel activity for teaching ethics using role-play that has advantages for scaling across different courses and in different delivery modes, including synchronous and asynchronous online course offerings. We describe our design process and early findings from developing the activity in a large first year seminar course, a senior-level computing and society class, and three different online graduate level courses. Further, we describe an evaluation survey that instructors can use to assess the short-term impact of the activity. We analyze survey results and our direct observations to reflect on the strengths and challenges of the activity. Our experiences suggest that role-play as a pedagogical tool can be particularly useful to broaden student perspectives and meaningfully incorporate ethics into CS courses.

Using Role-Play to Scale the Integration of Ethics Across the Computer Science Curriculum

The play has been shown to help children adjust to the school setting and to enhance children's learning [1]. Since this theory, the current study was designed to examine the significance of mechanical effects of intra-abdominal on posture/balance control among the Algerian Childhood Primary Schools. Since our teachers emphasise the good classroom settings as a discipline pedagogical aspect of success learning. While High-quality educational programs for children in preschool and kindergarten have play at the centre of the curriculum [2]. Our interventions in this study aimed to examine Impact of Prolonged Periods Classroom Settings in Intra-abdominal fat area and its Consequence on Posture/Balance Control among Algerian Childhood Preparatory Schools. for the purpose, a total of 61 schoolboys of Slimane provinces Naama, Municipality Mecheria, Algeria male gender their average age 5Â±1.52 years distributed into two homogeneous groups, according to them, school attendance (kindergarten School (29 boys) - preschool (32 boys)). Tested by saving tests (Body Fat Percentage-Abdominal circumference - Modified Bass Test of Dynamic Balance and standing balance).
Based on the analysis statistics, we confirm:

Prolonged periods classroom settings increase Intra-Abdominal Fat which represents big risk posture/balance control.
Primary schools posture needs an interactive play method Learning classroom to improve body imbalance as health benefits physical activities.

Based on the differences acquired by the research team, we emphasise that prolonged periods classroom settings Primary Schools increase the intra-abdominal which owing to the weakness of skeletal muscle fatigue and abnormal pathological alignment. While as a recommendation pedagogy practised, we suggested to our teachers, who work with these children to know that the balanced posture requires more energy in the class, Considering that our student seat more than 6 hours a day, 30 per week, and 120 per month 1080 per year in Algerian primary schools.

http://ijaep.com/index.php/IJAE/article/download/88/96

Impact of Prolonged Periods Classroom Settings in Intra-abdominal fat area and its Consequence on Posture/Balance Control among Algerian Childhood College Preparatory School.

Experiential learning exercises have the potential to elicit emotional responses in students and instructors alike. This article takes an auto-ethnographic approach in detailing the author’s experi...

Afraid of the Deep: Reflections and Analysis of a Role-Play Exercise Gone Wrong:

The objective of this qualitative study was to explore music therapy students' learning experiences of participatory role-play in the context of the integrated music therapy master´s program at the...

Becoming a Reflexive Practitioner: Exploring Music Therapy Students’ Learning Experiences with Participatory Role-Play in a Norwegian Context

In this article we discuss how and why role-play supports students in gaining insights into complex leadership situations. We give voice to the students by illustrating their experiences in a role-playing activity involving a human resource management issue designed, performed, and evaluated as part of a management program. The results show that the role-playing supports the students by stimulating them to understand the issue from various perspectives, hence performing an overall change of perspectives. The role-playing exercise also enabled the students to create a collective understanding of the situation. The active social interactions and conversations of role-playing contributed to establishing a sense of community among the students. We argue that role-play could be a viable and forceful pedagogical method whereby teachers give their students the opportunity to prepare for practice. However, to implement role-play as an alternative method of learning requires that the method is a part of the institutional learning space.

/pdf/role-play-as-a-pedagogical-method-to-prepare-students-for-4syu23ir0c.pdf

Role-play as a pedagogical method to prepare students for practice: The students’ voice

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Role-play as a pedagogical method to prepare students for practice: The students’ voice

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