The learning design encompasses 4 tasks. The Learning Design Sequence is illustrated as follows.

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WHAT THE STUDENTS DO
The activities conducted in sequence are stated as follows:

1. 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. The roles are chosen by the academics in charge of the courses, with the number of roles being adjusted to fit the number of students involved. The division of roles between the Australian and international cohorts is also arranged by the academics, and based on various criteria (e.g. to make American students play non-American roles).
   
2. Each group studies their character or organisation and publishes a role profile on the subject web site for use by the other groups. Approximately 2 weeks is dedicated to the task of producing the profile and reviewing other groups' profiles. The students are told that profiles should contain details of the role's history and current goals and motivations. They are not restricted on where they can obtain this information (most use the Web, but some have even gone so far as to contact relevant embassies for information). The students are assessed primarily on the thoroughness and accuracy of their profile, but their ingenuity and creativity in obtaining and presenting the material is also considered.
   
3. A "scenario" is then released detailing a set of hypothetical events which may occur in the Middle East. Students interact online both asynchronously and synchronously in character to play out the discussion and negotiation evolving from the events/issues in the initial scenario. The group playing a particular role will also typically interact offline to discuss how their assigned character should respond. An alternative strategy adopted by some groups is for individuals to take turns in playing the role (shift-work, if you like), but even in such teams there are typically occasional meetings or online discussions within the group to plan the overall strategy for the role.
   
   The online communication is monitored and censored by "game controllers" (there are typically 2-4 controllers at each institution, not including the academics in charge of each course). Controllers generally do no more than monitor the mail messages and chat sessions to make sure that no role is playing wildly out of character. If roles wish to take significant actions in the simulation (e.g. an invasion or terrorist attack), they are required to submit a proposal to controllers who assess the likely outcome and either disallow the action altogether (if it perceived to be ludicrous) or allow the action and send details of what actually occurred to the players concerned and to the media (if relevant). The controllers also occasionally take a more active role in the game by "leaking" sensitive information between the roles.
   
4. The final aspect of the role-play is a synchronous teleconference where all the characters "meet" to discuss the issues that have developed in the role-play. The teleconference is organised as an international forum with a number of "panels" to deal with specific issues (e.g. the Palestinian-Israeli conflict). The agenda is arranged by the students in the days before the teleconference. Not all roles are involved in each panel, but the panels are chosen so that each role will be involved in at least two different panels. Physically, the teleconference takes place at Macquarie University over a period of 3-4 hours. Students generally dress in costume for their appearance at the teleconference.
   
5. Each group is also required to prepare a brief written report of their experiences in doing the simulation. This acts as the "de-briefing" phase.

SIGNIFICANCE OF ORDER
The role profiles must be done first to establish each role's goals and motivations. The simulation needs some focus to start, which is provided by the Scenario. The teleconference must be last, since it acts as a "debriefing" session.

CRITICAL ACTIVITIES
All of the activities described above are critical.

ACCESSIBLE RESOURCES
The role profiles are hosted on the course web site. Profiles are uploaded onto the site by students.

In developing role profiles, students have access to role profiles from previous simulations. The web site also provides a small set of links to useful online resources which groups can use as a starting point in searching for role information.

RESOURCES IN CONTEXT
For each group, their own role profile is their most important resource (their performance is determined with respect to how closely they follow it). The role profiles of other players are also important, as is the information produced by the media roles during the course of the simulation.

VARYING THE RESOURCE SET
It would probably be possible nowadays to remove the links to useful online resources, since most students currently have sufficient background in finding information via the web.

SUPPORTS SUPPLIED
Collaborative teams, competing universities and the role of controllers.

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.

The primary role of controllers is to monitor the simulation, rule on proposed major actions, leak information, and provide feedback to the lecturers for assessment. There is no official "controller manual", but Raphael Veit has a document that he gives to new controllers. Controllers also discuss their role as a group before the simulation begins.

SIGNIFICANCE OF SUPPORT STRATEGIES
The training session is probably not important nowadays, since most students are already familiar with web-based interfaces, and the system has been designed to be easy to use.

SUPPORT STRATEGY ADAPTATION
The in-group peer support is important; however, it would be possible to run the simulation with a single player playing each role, although probably not quite as effectively and certainly not for as long a duration as with teams.