Volume Two - Academic Conferences

Using a Learning Management System for Executing Role
Play Simulations
Tone Vold
Hedmark University College, Faculty of Business Administration, Institute of
Social Sciences, Norway
tone.vold@hihm.no
Abstract: Learning Management Systems (LMS’s) are generally used for storing and deploying learning
material. In this experiment, however, it is used to keep track of, and store, a role play simulation. The script and
roles for the role play simulation were invented and developed by the participants, building on what the
participants found relevant to test in a simulation. The LMS was used to capture and store the conversation to
see if this could be used for evaluation purposes. However, unexpected problems required changes to the
running of the experiment. Instead of using a chat-function (which was the original plan), the participants had to
use a discussion forum. The participants found the approach interesting and reported on a minor learning
outcome from the development workshop. They reported a lack of learning outcome from the role play due to the
fragmented dialogue and technical problems. They also indicated a preference towards shorter scenarios and
repeated plays, incorporating the information gathered from the debriefing following each play session.
Keywords: learning management systems, role play simulation, experiential learning
1. Introduction
At Hedmark University College(HUC), the Learning Management System (LMS) in use is the
Norwegian developed LMS Fronter (Fronter 2011), and was introduced in 2000.An LMS is, according
to Ryann Ellis (2009), a system that should:
Centralize and automate administration
Use self-service and self-guided services
Assemble and deliver learning content rapidly
Consolidate training initiatives on a scalable web-based platform
Support portability and standards
Personalize content and enable knowledge reuse (Ellis 2009)
The usage at HUC has generally been to deploy learning material such as links to other web pages,
articles and files that are a part of the curriculum. The students can also upload material they find
relevant, as well as handing in their assignments. For students that have enrolled for distance
education courses, the chat is also used for synchronous communication between lecturers and
students.
Among the variety of features that are available in Fronter are the Fronter chat-function and the
Fronter discussion forum. When embarking on a research project using role play simulation that
needed dialogues between the roles saved for evaluation purposes, the choice fell on using Fronter’s
chat-function. This meant that there was no need to construct a new platform for the project.
The experiment involving the role play simulation was a part of the investigations that is included in
the author’s PhD work. The research question for this paper is: “What is the evidence of enhanced
experiential learning utilizing user involvement, with special focus on simulation and gaming”. A part
of the experiment took place at Tretorget. Tretorget is a “regional innovation actor in the forestry and
wood industry in the Glåmdalen area” (Aasen 2005). As part of their continuing education program,
they organize courses for the industry in the Glåmdalen area. It was at one of these courses that the
experiment took place. The objective of the experiment was to include the users in the development
of the scenario and roles, then have them to play the scenario and record their feedback on the
different experiences. The dialogues from the role play were also a subject of the evaluation. The
dialogue would indicate if they were able to handle the situation depicted in the scenario. The ideas
for the roles and the scenario were brought forward by the participants. The course the participants
were attending was on Health, Security and Environment (HSE) issues.
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