The learning design is based on the theory of experiential learning (Kolb, 1984), in particular role-play simulation. Role-play simulation can be a powerful learning activity in particular disciplines. Role-play simulation is built on the premise that student learning by placing themselves in a safe environment to experience the content they are studying. Students are not learning in a purely theoretical context, rather they are actively participating and experimenting with the content.

A critical benefit of role-play simulations is their motivational capacity. Simulations also promote the development of decision-making skills. Students are placed in situations where they must test their own assumptions, reflecting these against their perceived views of their role. In doing so they have a direct experience of the consequences of their actions, while in a safe-environment.

Reference:

Kolb, D.A. (1984). Experiential Learning: Experience as the Source of Learning and Development, New Jersey: Prentice-Hall Inc.

ORIGIN OF THE LEARNING DESIGN
This learning design initially formed part of a CUTSD-funded project, awarded jointly to UWA and Murdoch University, in which one of the participating groups investigated different ways of conducting Simulation Exercises. The learning design was influenced by the work of Andrew Vincent and John Shepherd (Alexander & McKenzie, 1998).

Reference:

Alexander, S. & McKenzie, J. (1998). An evaluation of Information Technology projects for university learning, CAUT, Canberra: Australian Government Publishing Service.

TIMES THE LEARNING DESIGN HAS BEEN USED
The role-play simulation was first implemented in 1998 using only face-to-face methods. For 1999 it was reconstructed to use ICT and has since been run four times.

MODIFICATIONS SINCE FIRST USE
The most significant changes to the learning design occurred after the first implementation. The introduction of ICT in 1999 was predominantly driven by the desire to provide students with a forum for interacting during the main stage of the learning design and the need for tutors to be able to monitor this interaction. It was also felt that the skills developed by students through using ICT were also important and an additional educational objective was introduced to emphasise this. These changes also led to a reflection on the role of the simulation activity in the overall unit and the importance of the various components. Changes in the assessment process followed. The overall activity was increased to 35% of the assessment, with the student participation during the interaction phase accounting for 15%.

DISSEMINATION
The success of this role-play simulation at UWA has prompted similar, yet quite different, role-play activities to be developed in other disciplines and units. Four other role-play simulations have been developed:

• two other political science role-plays (one currently in development);
• an engineering negotiation exercise; and
• a French language role-play.

The development of multiple role-plays has also lead to the modularisation of a role-play generator from the Learning Management System "Forum", called Simulation Builder. Simulation Builder is a web application designed specifically to support role-play simulations such as the learning design described here.

It is anticipated that Simulation Builder will be available for wider use during 2003.

RESEARCH CONDUCTED ON THE DESIGN
Two evaluations of the learning design have been conducted: 1999, 2002.

The 1999 evaluation focused on the comparison of the first implementation of the learning design in 1998 (using only face-to-face methods) with the second implementation in 1999 using CMC. This evaluation found that many of the short-comings of the first implementation were addressed through the use of ICT, particularly the ability to monitor student activity. Two significant issues that emerged were the workload involved with the activity, particularly for tutors, and problems with accessing the technology for a minority of students. Another important finding was that positive group dynamics was an outcome of the learning design.

The 2002 evaluation focused on the analysis of personal reflections of students participating in the learning activity in 2001. The personal reflections clearly showed that students enjoyed the activity and that they learnt a lot during the process. Some students commented that it was the best learning activity they had participated in at uni so far. The following terms were used to describe themes that emerged from the data. Student learning themes were "Power" and "Perception of politics". Process themes were "Facilitation" and "Technology".

IGN EFFECTIVENESS VERSUS INTENDED OUTCOMES
Both evaluations found strong evidence to support the use of the learning design for achieving the desired learning outcomes. Students were very aware of the learning objectives and their personal reflections clearly show that they are supportive of the learning design in achieving these objectives. Significantly, students enjoy the role-play simulation. They find that the workload is high, however they are happy to put in the effort as they clearly understand how the activity contributes to their learning.

UNEXPECTED LEARNING OUTCOMES
No unexpected learning outcomes have been apparent, although the extent to which certain learning outcomes are emphasised has been unexpected. Students' personal reflections show a very strong understanding of the issue of "Power" in international politics. In addition, students develop a high level of collegiality with their peers through the interaction process.

HOW LEARNER ENGAGEMENT IS SUPPORTED
Role-play is the critical component in this learning design for supporting learning engagement. Learners are empowered by being given the responsibility of playing the role of a member of the UN Security Council. The scenario or simulation is then also very important as this establishes a context in which the role-play is enacted. A topical simulation such as the issue of sanctions against Iraq allows students to explore their values against the values of their role.

Assigning a significant component of the assessment for the learning activity to participation during the Interaction phase is also critical. This sends a clear message to students that this is an important part of the learning process and again reinforces learning engagement.

Students must interact with their peers at most stages during the learning activity. They must attempt to form alliances with other members of the UN Security Council, they must negotiate, compromise and stand firm. In the final stage they collaborate with all members of the tutorial group to assign tasks for compiling the group report.

Comment from the Evaluation Team...

The evaluation of this exemplar concluded that the learner engagement is reasonably well supported by this learning design. Sample feedback include:

"[There is] a concern regarding the appropriateness of awarding 15% of the marks based on individual contributions... this factor may have had a significant effect on the exercise."

"The assessment is certainly an engaging activity - might depend mainly on subject-matter rather than the medium and hence the skill of the lecturer in devising it."

"Supports participation and collaboration within group activity – seems excellent alternative to face-to-face collaboration (esp. given some students’ remarks about attendance)."

ACKNOWLEDGMENT OF LEARNING CONTEXT
Role-play simulations are an important learning activity in the area of experiential learning. In role-play, students are not learning in a theoretical sense as they might in a lecture-style method of learning, rather they are actively participating in the content they are learning - they are experiencing it first hand.

In role-play simulation, the learning design naturally acknowledges the learning context. This learning experience is designed in the context of a scenario that is being played out in the current international domain. Students develop an understanding of the complexities, power, motivations and compromises involved in international politics.

Comment from the Evaluation Team...

The evaluation findings indicate that this exemplar may place large demands on the students (first-year students) in terms of understanding and dealing with the learning context. Sample comments include:

"Links to the field: Yes if the students can orient themselves within the considerable volume of instructions and background – they're first-years."

"Links to the broader context: Yes if students are sufficiently aware of the world around them, otherwise it could be a rather abstract exercise – discussions on the bulletin board suggest considerable investment by students in the exercise..."

"Considerable demands on literacy and also prior awareness of "news" and current affairs."

HOW THE LEARNING DESIGN CHALLENGES LEARNERS
Learners are challenged to reflect on their own perceptions of international politics and in particular the topic of the scenario. They must also assume the role of a state or agency and then play-act in this capacity. Analysis of the personal reflections of students has clearly shown that students are challenged by maintaining a balance between their own views and the views of their role.

During the planning and preparation phase, students are provided with a variety of role-specific and general resources for the learning activity. These resources provide both the context for the scenario and the content for understanding each role. The Internet has a wealth of resources in this area and students will often look beyond the limited resources provided.

Comment from the Evaluation Team...

The evaluators commented that students may be too challenged in terms of dealing with the volume of content:

"The majority of the background and context for the assessment is accessed via the Work Unit...Assimilating all this must be a considerable challenge to read, comprehend and organise this may be an inappropriate challenge."

OPPORTUNITIES FOR PRACTICE
The defined learning activity is based on the ideas of experiential learning. Students are asked to assume the roles of members of the UN Security Council and to experiment in the safe-environment that is provided and within the bounds of the scenario.

Students must demonstrate their understanding of the topic through the development of appropriate negotiation and decision-making activities. They must engage in critical reflection on their own views and their perceived views of their role.

Tutor monitoring and assessment of student participation and learning are integrated into the learning design throughout the interaction stage. Assessment strategies are very closely aligned with the actual learning activities.

Comment from the Evaluation Team...

The evaluation results indicate that determining the extent to which this learning design exemplar provides opportunities for practice was difficult to ascertain as it is dependent on the level and type of lecturer/tutor intervention. Comments that allude to this are:

"Feedback at key points: Depends on lecturer intervention."

"Equips students to learn appropriately: Not clear how this happens – might depend on formative activities and lecturer intervention."

"Models expected performance: No, not unless that's done via lectures. Seem to go in at the deep end."

"Encourages Learner Confidence: Only if contributions are moderated."