The learning design encompasses 4 tasks. View the Learning Design Sequence for a graphical representation of the learning design.

Students in both the Australian and international cohorts form small groups (typically 2-4 students) and apply for roles on a first-come-first-served basis....

In developing role profiles, students have access to role profiles from previous simulations...

The primary support given to students is the background to Middle East politics provided in the lectures. We also run a training session in using the online system. During the simulation, the groups provide peer support...

Students have a choice if they wish to participate in the simulation. For those that do not wish to participate, they are given a written examination worth 40% of their final grade...

Knowledge of Middle East Politics, Development of negotiating skills, teamwork and generic skills....

Is based on: the quantity of messages sent, the quality of messages, the role-profile, participation in concluding the teleconference; and the final simulation report...

A major learning problem was that students lacked opportunities to engage with the personalities involved in the Middle Eastern political situation they were studying...

Experiential learning.

In a dinner discussion between Andrew Vincent and John Shepherd at St. Hilda's College in Melbourne University...

After each simulation, we administer a questionnaire to the students to determine how effective they felt the simulation was as a learning experience and how effective was the system...

The design has repeatedly shown that it is capable of sustaining a very high level of interest among students, and of producing students who have a better understanding of the modern Middle East (as evidenced by the quality of their essay work subsequent to the simulation)...