The learning design comprises three tasks in which the web site serves as the main resources and the teacher/supervisor servies as the main support. The Learning Design Sequence is illustrated as follows.

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WHAT STUDENTS DO
The student works through completing three tasks by accessing resources available from the Virtual Records office. Assuming the role of a new graduate hired as a writer in the Communication Department, the student is assigned an investigative task by the Internal Communication Manager: to produce a report on the practicality and value of starting a staff newsletter. In doing so, the student needs to interview a range of “virtual staff” and over a two week “virtual time” frame, and produce a summary report of findings at the end of each week.

Simulated Environment Home Page

The tasks are structured and students are required to conduct interviews and produce two summary reports in sequence.

Example of resources accessible in a "virtual day"

They are also required at the start of Virtual Week 2 to prepare a draft version of a memo for their manager to send to Department Heads communicating a decision and explaining the benefits of an initiative.

Screen display of email functionality with the "Virtual Office"

When conducting interviews the students are encouraged to make hand-written notes, as they would in an actual interview. Resources are available via the Library.

SIGNIFICANCE OF ORDER
There is significance in the order and timing of events in the learning design. The two reports and memo address specific requirements and are time-sensitive. Certain interviews have pre-requisite activities, and virtual days in the virtual fortnight must be visited in sequence, though back-tracking is possible.

CRITICAL ACTIVITIES
The interviews are critical as they reveal the personalities that must be accommodated, thus serving to set the context in which the task is accomplished.

ACCESSIBLE RESOURCES
The “Virtual Office” website provides the scripted scenario structured on a daily basis. At the end of each simulated day, the student must collect an Entry Code used to gain entry to the office on the next day. This maintains the strict initial sequence of exposure to the office experience.

The content is deliberately structured sequentially so as to serve as a scaffold for students to guide them in what they need to do.

Scripted and prerecorded monologue by characters are viewed and heard via the browser. Inappropriate questions produce unhelpful answers. Professional scripting and acting lends veracity and characters have personality and differing, sometimes contradictory, viewpoints. Thus the interviews mirror authentic situations and students are required to make judgements as there is no ‘one right answer’.

Text books are not required, but they are not excluded. Additional resources provided include the staff Library with links to web resources such as business writing and interviewing techniques.

Example of online resources accessible within the "Virtual Office"

RESOURCES IN CONTEXT
The images and audio from the first entry establish the relationship with the manager and the office context in which the intern is to work. The well-scripted recorded interviews assist the suspension of disbelief necessary and the attendance to non-textual expression assists engagement in the experience.

VARYING THE RESOURCE SET
The audio accompanying the text of the interviews could be omitted at the cost of reduced veracity and engagement. The use of industry-based mentors could also be omitted.

SUPPORTS SUPPLIED

Chronological information structure: The chronological structure of the information in the web site provides a support mechanism as students are scaffolded in the tasks they are required to perform

Teacher support: Students can email their manager (teacher) at any time for clarification and emails are responded to on the day of sending. The teacher must be able to adopt the manager role and accept the complex virtual situation as a launch point for discussions of business English choices and conventions.

The teacher also provides formal feedback, as the lecturer, meeting with the students once a week in a tutorial plus marking all student work.

Examples: The website Virtual Library provides examples of business writing and technical writing to help students write their reports.

Industry-based mentor support: If use is made of the industry-based mentors (fundamental to the original design), the mentors are able to advise students from their own experience and add more concrete context to the choices being made.

SIGNIFICANCE OF SUPPORT STRATEGIES
The manager and mentor email links are embedded in the virtual world, assisting the illusion.

The lecturer adopts the role of manager and stays in-role in all email communication, assisting the student to stay in-role as a communication intern.

Because the only contact with the lecturer is via email, no visual discontinuity arises between the appearance of the manager and the lecturer.

SUPPORT STRATEGY ADAPTATION
The use of industry-based mentors (whilst integral in the original design) can be considered optional.