From: Elyssebeth Leigh <elyssebeth.leigh@uts.edu.au>
To: XBSMTALK@LISTSERVER.SMCVT.EDU
[…]
Here's a partial list of factors that are important:
· ability to cope with uncertainty - accepting that it is possible for nothing to be as it seems (chaos theory applies).
· understanding the structure of simulations of this kind - and being alert to how the small number of key factors can be the origins of great complexity [ the key factors are:
1. sequencing:
· briefing [introducing the learning process as a simulation],
· action [all the events the players create],
· debriefing - unpacking the learning and relating it to 'real life'. This latter can be done regularly, intermittently or once - depending on the type of activity (in XB the weekly memos provide scope for this);
2. structural items - these create particular simulations in the way they interact -
· the 'roles' for all involved;
· the 'rules' by which actions are shaped;
· the 'scenario' within which the action is understood to be taking place;
· the 'recording' all items [memos, handouts posters, events, memories etc. - that occur as the activity unfolds]
· having an understanding of group dynamics (Roger and Tuck have T-group experience, I don't have any direct experience as such, but am trying to ascertain how my experiences could be seen to have given parallel insights
· acceptance that the classroom has a great deal of knowledge in it - and that not all (or even most) of it resides with the 'teacher'.
· Curiosity and adventurous spirit to sustain you through the 'storming' stage when players seek desperately for the 'safety' of 'being told' what to do
· Faith and a degree of 'comfortableness' with your own knowledge that it will sustain you in times of challenge - and not desert at just the moment when it is needed. This really means that you 'live with' your knowledge of theory and can see the applications to practice as they emerge.
Enough for now - I enjoy the challenge of XB, and it has changed everything about how I work. Regards EL