ORIGIN OF THE LEARNING DESIGN
The exercise was initially developed following participation by the lead Intellectual owner (Gary Brierley) at various Water Allocation and Monitoring Program (WAMP) workshops in Queensland in the late 1990s. These workshops were set up as initial responses to the water reform process in Australia, effectively scoping future options in water resources management. A wide divergence of opinions was conveyed, and this seemed to be the 'cutting edge' of where environmental decision-making was at (and going). A particular issue that arose was what information bases were used by differing practitioners in this process. From this perspective, the exercise was initially developed for the Fitzroy Basin WAMP. Access was granted to the www site established to serve the Fitzroy Basin WAMP process. This resource tool served as an information platform for the round-table exercise that was developed - in itself, the round table approximated the workshops attended by Gary Brierley, but cross-disciplinary themes formed the basis for the discussion that was promoted in class. Mick Hillman was one of the students in the initial running of this module. He was able to take the primary themes and used them in development of his own Honours project, which worked on equivalent issues in NSW (for the Lachlan Basin). Following findings from Mick's work, the exercise was remoulded to reflect experiences Mick had gained directly from workshops and decision-making meetings on the Lachlan. The exercise, as such, became more firmly grounded.

TIMES THE LEARNING DESIGN HAS BEEN USED
In each of the past four years - twice on the Fitzroy Basin, twice on the Lachlan.

MODIFICATIONS SINCE FIRST USE
As noted above, the exercise has evolved as it became more firmly grounded in reflecting a specific meeting on environmental flow allocations for the Lachlan.

An additional improvement in the last 2 years has been the addition of a short debrief session at the very end of the module. This came about following discussions with Liz Devonshire, who provided considerable insight into the pedagogic values of the exercise, and how they could be furthered.

DISSEMINATION
This learning design could be used across a wide range of disciplines where "round-table" decision-making is applicable.

RESEARCH CONDUCTED ON THE DESIGN
In the first two years in which this module was run, informal class audits were completed to help make the module run more smoothly.

In 2001 an evaluation using qualitative and quantitative methods was conducted. Quantitative data on student use of resources, discussion tools, and the round-table interface were collected using the tracking system of WebCT courseware. An initial 'audit' of learning needs, a final written evaluation, and a focus group was used to obtain more qualitative material.

Overall, the findings were extremely positive with student comments highlighting the achievement of many of the learning objectives and teaching aims. The most positive features of the activity were:

• the opportunity for gaining insights into the complexities of negotiating real-world REM issues;
• the integrated nature of the learning design and the assignment, which provided students with an avenue to articulate their understanding of the professional practice in REM.

Most suggestions for modifications to the activity focused around the issues students experienced with role adoption and definition.

DESIGN EFFECTIVENESS VERSUS INTENDED OUTCOMES
The learning design provides an opportunity for students to actively engage with real world REM issues, and thus adopt a deeper approach to their learning. The combination of the activity and assessment process assists students achieve the intended learning outcomes.

UNEXPECTED LEARNING OUTCOMES
The main unanticipated outcome from "before and after" audits of student learning has been a recognition of the complexity of real world resource and environmental management, together with the importance of process in environmental decision-making.

HOW LEARNER ENGAGEMENT IS SUPPORTED
The learning design supports learner engagement in a number of ways. Here are some suggestions:

• Last year, for instance, an audit of student expectations was collected during the first tutorial and then reviewed at the end of the module.
• As the learning design is integrated into the final year of an undergraduate unit of study the students are expected to draw on their past experience and previous learning from other REM units.
• As noted above the assignments provide a vehicle for supporting and engaging students in the learning process. The learning design, coupled with the formal assessment tasks, encourage students to synthesis and integrate their understanding about REM issues post role-play activity. The first task, the position paper, provides an essential component of the learning activity, without which the activity would not proceed. The debriefing session and the second assessment task (the essay) provide an avenue for student reflection on the learning process.

Comment from the Evaluation Team...

The evaluators concluded that this learning design implementation supports learner engagement very well. A sample comment included:

"Learners are encouraged to engage because the assessment tasks are based on real problems, and simply structured so they know what to do. There are also more intrinsic incentives to engage such as the fun of doing an innovative learning task, the attraction of participating in a charged environment where conflict is almost inevitable, and the opportunities for participating well don’t rely on memorising."

ACKNOWLEDGMENT OF LEARNING CONTEXT
The design acknowledges the learning context by exploring professional practice issues.
The evaluation illustrated that the students found the activity useful. They noted that it provided them with an opportunity to gain insights into the roles and practices of practitioners in this field and practical experience in negotiating real world REM issues.

The assessment tasks are closely aligned with the learning outcomes.

Comment from the Evaluation Team...

Acknowledgement of Learning Context was also rated very highly by the evaluators:

"The design acknowledges the learning context quite comprehensively in providing for a wide range of potentially real stakeholder roles and requiring students engage with real information about the context."

HOW THE LEARNING DESIGN CHALLENGES LEARNERS
The learning design uses a role-play scenario to illustrate that complex and contested situations can be resolved in practice. The process of adopting and questioning other stakeholder roles challenges students to critically review their own positioning about the REM issue and their role in facilitating community ownership of the final decision. The tutor monitors this process and channels thorny questions to each stakeholder to ensure they engage with challenging issues/debates.

The learning setting requires students to go beyond the resources provided for them - e.g. independent research for stakeholder positions.

The evaluation data indicated that given the place of this activity in curriculum and the students' prior experience of role-play in other subjects the students were very able to direct and assess their own learning. The focus group participants observed that the returns on the learning activity are directly related to the input and effort extended by each student during the activity, and the essay question provided the opportunity to integrate their understanding.

Comment from the Evaluation Team...

The evaluators concluded that this learning design challenges learners very effectively:

"The design encourages learners to step outside their comfort zone and take on roles of key stakeholders in a ‘charged’ context. Having to research and play out that role online and then F2F challenges them to think critically and consider other views and how best they can achieve a win-win outcome."

OPPORTUNITIES FOR PRACTICE
The role-play activity provides a direct opportunity for students to demonstrate their understanding about the issues and skills in negotiating a positive outcome. One of the most beneficial outcomes of the activity that the students noted in the evaluation was the opportunity to practice their negotiation and conflict-resolution skills.

The activity and the assessment process is closely aligned. For instance, the essay requires reflection on the round-table process and integration of the range of resources required.

Comment from the Evaluation Team...

The evaluation findings also highlighted that opportunities for practice seem to be well supported. The evaluators noted, however, that this is dependent on the extent to which students are encouraged to reflect on the learning experience:

"The learning design encourages and mimics the real world in many respects, and the assessment and learning tasks support the subject goals. For example, consideration of multiple and diverse views is encouraged and best practice processes are experienced. But like any simulation, compromises have to be made in terms of carrying out such exercises within the constraints of a third year university unit. It was not clear the extent to which students had the opportunity to examine and critique the simulation."