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In the introduction to the InterAct manual we refer to the need to develop
the existing models of Internet-based problem solving role plays in order
to respond to a growing demand for training in the New Basic Skills within
a European area of lifelong learning. The concept of Web-based
collaborative learning is extremely flexible - either the scripts or the
pedagogical focus, or both, can be adapted to fit
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the requirements of a
specific workplace or classroom
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the age group of the
participants
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the participants’
level of ICT skills
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their knowledge of the
language/s to be used in the simulation
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the time available
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the platform to be
used
A working example of one such adaptation is Cybermarket.
Cybermarket
The Cybermarket concept was born several years ago as a direct
consequence of Simulab, the first of a series of European projects about
collaborative learning. Simulab was awarded the European Label for
Innovative Language Teaching and Learning in 1999 (Norway) and 2001 (Denmark).
Cybermarket is an adaptation of the original model, which was based on the
use of role plays as a tool for language learning, and presents a
commercial situation as a medium for interaction between groups of
students in different countries using a Web-based platform. The aims of
this simulation are to enable students to
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practise Business
English
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gain commercial and
administrative experience
-
improve their computer
skills
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acquire teamwork
competences through interaction with their own groups
-
acquire cross-border
negotiating skills through interaction with other groups
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increase their level
of cultural awareness and general knowledge.
The first round of Cybermarket was carried out between students in Belgium
(VDAB, the Flemish vocational training office), Finland (Lahti Polytechnic)
and Sweden (a school in Gothenburg). The next simulations took place
between Spain (ISSA, Institute for Management Assistants of the University
of Navarra), Belgium and Finland. At first, the scripts were written to
cover a 10 or 12 week period of interaction. So a typical simulation would
consist of
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Week 1: Students make
a personal presentation of themselves on PowerPoint
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Week 2: Each national
group makes a PowerPoint presentation of the area
where their fictitious company is based
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Week 3: Each group
presents “their” company, explaining their products or
services, company structure, company history and future plans, the
position each students holds in the company, et cetera
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Week 4: Exchange of
letters of enquiry
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Week 5: Exchange of
replies to enquiry
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Week 6: Letters
placing orders (with terms of payment)
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Week 7: Letters
accepting orders
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Week 8: Giving packing
instructions
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Week 9: Advice of
despatch
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Week 10: Letters of
complaint
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Week 11: Letters of
adjustment
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Week 12: Debriefing
In this way the participants firstly learn about each other and their
varying lifestyles. In Weeks 2 and 3, teamwork plays an important part as
students have to discuss their ideas and decide on the exact details of
their company and its location, although certain guidelines will have been
given in the instructions from the “supervisor”. Business knowledge of
company organisation also has to be put into practice. The location of the
company may or may not be in the home area, or even the country, of the
participants. It could be in a designated part of an English-speaking
country, which means that students have to search for information about
the area on the Internet and thus improve their geographical knowledge.
After the presentation phase the transactions begin, in the form of
letters - uploaded onto the platform - which cover the basic models of
commercial correspondence. Apart from simply practising Business English,
students find themselves obliged to negotiate terms and conditions or deal
with complaints in a more realistic way than if they were working from a
course book.
ICT skills are thoroughly reviewed and improved as participants create
imaginative presentations on PowerPoint, search the Internet, upload
images from digital cameras or from the Internet, use functions of Word
they do not work with on a daily basis and learn how to use an Internet
platform.
In the final debriefing step, the students are requested to evaluate the
Cybermarket experience. The ensuing feedback is invariably positive and
reflects achievement of the aims of the simulation. The negative aspects
which are mentioned will depend on the circumstances of each particular
round, but usually refer to technical problems which have arisen or
deadlines not being met. The teacher’s role is particularly important here.
It is essential that deadlines are met, otherwise the simulation grinds to
a halt. It is impossible for Group A to reply to an enquiry from Group B,
for example, if Group B has not sent the enquiry to Group A. The teacher
should act quickly to make sure their group catches up as soon as possible
if they fall behind. Collaborative learning teaches students about
responsibility.
After a gap of one or two years, the idea was taken up again, this time
between ISSA, VDAB and Kaunas University of Technology, in Lithuania. The
participants are all studying Business English, but whereas those at ISSA
and KTU are on full-time courses, the students at VDAB are following
shorter courses designed for jobseekers looking for quick incorporation
into the labour market. In previous rounds of Cybermarket there had been
difficulty at times in maintaining momentum if the VDAB group steadily
decreased as participants found jobs. As we also have to take into account
varying dates for holidays and exam periods, we have found it more
practical to run shorter simulations, of 8 weeks, say. The number of tasks
can be reduced by eliminating what is considered of least importance in
the circumstances. So in Cybermarket 8, for example, the area presentation
phase was cut out and the business transaction was more straightforward,
eliminating the need for a letter of complaint and the corresponding
letter of adjustment.
Cybermarket does not depend on each group being of a similar size, or
participants being of a similar age. Although the ideal number is about
six people, small groups in ISSA and VDAB have been able to work with
whole classes in KTU. Some groups have worked closely with a teacher while
others have been much more autonomous. When there has been a wide age
range among participants, this has actually added value to the experience,
as twenty-year-olds have seen that people of 40+ carry on learning.
Development of scripts for other contexts
Scripts can easily be developed for a wide range of contexts as long
as we take care to
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make instructions as
clear as possible
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ensure any specialist
knowledge required is within the reach of all students
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take into account
varying holiday and exam periods when establishing a timetable
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create working
conditions which ensure a fair sharing out of the workload.
A simulation may involve participants taking on a completely fictitious
role, which many people find liberating, and in fact several of the
scripts used so far have followed this scheme. However, employees in
certain places of work have shown a genuine interest in using the same
system of collaborative Web-based learning for presenting real-life
everyday situations that they have to deal with in order to compare how
their peers in other countries would respond to the situation and to
discuss best practice. For example, how to deal with irate patients or
their relatives and how to maintain hygiene seem to be common concerns in
the health and care sector.
The eCOLE Project tested two different scripts among students in schools
in Denmark, Norway, Sweden, Lithuania and Portugal. ACROSS is a model for
cross-curricular and cross-border problem solving. Students had to gather
information about different sources of energy in Europe and write a report
covering the situation for their designated area of study. WebSiteStory,
on the other hand, is a concept which aims to encourage creative writing
in the students’ mother tongue or other European languages. Five stories,
including a Love Story and a Detective Story, were written simultaneously
on an Internet platform and each student group was responsible for
producing one of the five chapters in each story. Both simulations were
run over a 5-week period, but could of course last longer. More
information can be found at:
www.statvoks.no/ecole
A series of complete tried-and-tested scripts, in English, French, Spanish
and German, can be downloaded from:
www.statvoks.no/simulab. The basic ideas
can be adapted for different age groups with varying levels of skills and
also for immigrants, as a means of learning the language and culture of
their adopted country.
Finally, it should be noted that simulations can be successful even when
there is a wide range of language or ICT skills within a particular group.
Participants help each other – everyone has something to contribute – and
learn from their fellow group members.
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