The E-Journal learning design comprises 6 fortnightly issues, spread over the duration of a semester. Alternate weeks comprise face-to-face tutorial and project work on case studies.

The Learning Design Sequence is illustrated as follows.

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WHAT THE STUDENTS DO
Each fortnightly E-Journal issue comprises a set of issue-specific activities. It is recommended that Article and online Tutorial activities are carried out in Week 1 of the fortnight, and Editorial and Case Studies carried out in Week 2, along with participation in the face-to-face tutorial sessions.

Fortnightly Period:

Week 1

Article: Students read article summaries on each issue front-page matrix plus full PDF articles. Students also research further information via links provided.

Tutorial: Students undertake the online tutorial to gain technical skills in the relevant technology for application in the case studies; e.g. utilising virtual reality software: Cosmo World.

Week 2

Editorial: Students research topical question posed in Editorial (in matrix on front page of issue) and contribute reflective submissions to the Editorial page of site.

Case Studies: Students work either individually or in small groups to develop their own unique case study projects, integrating theoretical knowledge from Articles/Editorial and practical skills gained from both online and face-to-face tutorials.

Works-in-progress are submitted to the Case Studies page of the relevant E-Journal issue, along with reflective comments and insights.

Face-to-face tutorials are held on a fortnightly basis, to provide one-on-one support for ongoing case study projects.

SIGNIFICANCE OF ORDER
As BNB011 is an introductory, cross-discipline unit, it has been designed with linear progression across issues, to ensure a common knowledge/skill base. It is therefore recommended to follow this linear progression within this unit, although there are choices available in how to undertake the activities within each issue.

Within the BNB011 fortnightly E-Journal issues there is choice available between timing of undertaking the week 1 activities; e.g. it is up to the student on whether to start with the theoretical component, i.e. articles or the technical component, i.e. online Tutorials. In the week 2 activities it is recommended to complete the Editorial submissions before the case studies in order to inform the case study developments with theoretical insights.

Once issues have been completed, the student is able to obtain insights about their own and colleagues' developments from both a horizontal perspective across issues, as well as indepth perspective in to each specific issue.

The E-Journal methodology can also be applied to contexts without linear progression, where each issue may be a discreet entity to be undertaken at the discretion of the student.

CRITICAL ACTIVITIES
For a student with no prior knowledge in this area, each of the activities is considered critical to allow for full integration of theory and practice. However, if a student has prior technical experience, it may be possible to circumvent the online tutorial, or the Articles in the case of prior theoretical insight. The Editorial and Case Study submissions would still be mandatory in all circumstances, to form a part of the continuous assessment process.

ACCESSIBLE RESOURCES
The online E-Journal and Virtual Reality computer labs are the two key resource components:

E-Journal - Utilised in both weeks 1 & 2 (see 'Learning Activities' above).

Virtual Reality Computer Labs - utilised in fortnightly face-to-face tutorial sessions. Offers appropriate VR software as well as one-on-one support and guidance in the process of developing VR worlds.

RESOURCES IN CONTEXT
The E-Journal resource set has been designed to impart both theoretical underpinnings as well as technical knowledge on the creation of virtual worlds - in an issue-based format - in order to encourage the application of theory into their particular contexts. It is therefore a comprehensive set of resources that guides the student towards a fully informed resolution.

VARYING THE RESOURCE SET
All resources are important components in this unit, although it could be possible to forgo the online tutorial in the event of an increase in face-to-face tutorial sessions, or in the case or prior knowledge as outlined above.

SUPPORTS SUPPLIED
Within the E-Journal: Orientational information is provided to the students via an Overview section of the site, as well as via the front-page matrix within each E-Journal. Each front-page matrix provides an introduction and guidance to each activity within the issue, as well as link to further information.

Peer support is also provided to students in a shared online environment where they are able to view their colleagues' submissions to the site for both the Editorial and Case Studies sections.

Instructions are also provided to guide students in using the submission tools to add materials to the site. The online tutorial is also a valuable resource and a support tool in the learning of technical skills.

Also during Weeks 1 and 2 of each fortnightly period, students are able to seek support via emails to the lecturer. In Week 2, students receive support via the face-to-face tutorial sessions, where they are able to receive one-on-one support.

SIGNIFICANCE OF SUPPORT STRATEGIES
The availability of both online and face-to-face support is an effective way of ensuring that all students' needs and learning styles are catered for. The Flashlight evaluation revealed that the peer support via viewing peer submissions was a valued support mechanism that revealed to students if they were "on-track".

SUPPORT STRATEGY ADAPTATION
The reduction of any of these support mechanisms would mean lessening the degree of choice and flexibility in learning modes, so would not be recommended in the case of BNB011. In future applications there is room to design the support to suit that particular learning outcome and the needs of users.