1. [Background & Purpose]
2. [Learning Objectives]
3. [Suitability for Online Role-Play]
4. [Scenario]
5. [Resources]
6. [Roles]
7. [Meeting Places]
8. [Events]
9. [Duration]
10. [Assessment]
11. [Evaluation]
12. [Support for the Moderator]
13. [Platform]

• "No matter how good your design is, it's the players who bring that design to life..."
  - Marie Jasinski, DMIT
  

Why we use role play...

Discussion from a selection of role play designers:

• Robert McLaughlan, UTS
  Mekong e-Sim RP (description>>)
• Elizabeth Devonshire, University of Sydney
  Environmental Decision-Making RP (description>>)
• Maureen Bell, University of Wollongong
  Idontgoto University RP ('quickstart' description>> - PDF)
• Rohan Miller, University of Wollongong
  Internet Gambling RP
• Mike Fardon, University of Western Australia
  Political Science Simulation RP (description>>)
• Marie Jasinski, DMIT
  Xmas Party from Hell and Fashion House RPs
  

• "Try and take on something in the first instance which is quite small and manageable…"
  - Mike Fardon, University of Western Australia
  from Political Science Simulation RP (...description>>)
• What advice do you have for teachers wanting to use role play?
  - Maureen Bell, University of Wollongong
  from Idontgoto University RP (...'quickstart' description>> - PDF)
• "When the initial idea of role play came up I was against it…"
  - Michael Adams, UTS
  from Securities Markets Regulation RP (...description>>)

• "One of the reasons that makes online role play non-threatening…"
  - Maureen Bell, University of Wollongong
  from Idontgoto University RP (...'quickstart' description>> - PDF)

• "There is no doubt that sharing the burden…"
  - Michael Adams and Mark Freeman, UTS
  from Securities Markets Regulation RP (...description>>)
• Collaborative design team…
  - Mick Hillman, Gary Brierley, Elizabeth Devonshire (Macquarie University x2, University of Sydney)
  from Environmental Decision-Making RP (...description>>)

EXAMPLE from Securities Markets Regulation RP (...description>>)

Knowledge outcomes

• Understand the regulatory nature of securities markets, including the process of regulation and the various players.
• Appreciate alternative but valid research approaches (ie law and finance) relevant to the regulatory debates.

Capability outcomes

• Critically evaluate current issues of regulatory debate and reform in securities markets, such as insider trading and takeovers utilising legal and finance theoretical paradigms as well as their respective methods of research.
• Be capable of utilising the web for accessing information, evaluating its usefulness and interacting with others in and outside the course.
• Be capable of all forms of communication including the development and maintenance of personal and professional relationships.

Value outcomes

• Work self-critically by yourself or as part of a team.
• Have developed an enhanced respect for other disciplinary and cultural approaches to securities markets regulation (including self-regulation and the role of business ethics).

The specific objectives of the anonymous role pay are for students to develop these by:

• engaging as important Securities Markets Regulation (SMR) players in a role play. This should encourage deeper approaches to learning of SMR concepts by 'experiencing' the interactions of the goals, aims and ambitions and interests of different securities markets player. Deeper approaches to learning are highly correlated with better quality learning. Hence you should increase the quality of your learning of the key knowledge and understanding of SMR processes (particularly the political, legal, finance as well as dimensions to decision making) during a securities markets conflict.
• developing communication, negotiation and decision making skills, particularly in relation to understanding how meaning is conveyed via the web. This should also help your understanding of the advantages and disadvantages of electronic communication in important issues.
• experiencing learning and interacting as an anonymous learner by using electronic media (ie. UTS Online private messaging plus Discussions). ie. throw off the baggage of your views and 'live' and experience those views of your character.

Mark Freeman & Michael Adams, UTS

• "There’s three key things teacher need to be aware of…"
  - Marie Jasinski, DMIT
• "The most important thing is think about the learning objectives…"
  - Albert Ip, Fablusi

EXAMPLE from Environmental Decision-Making RP (...description>>)

Context: Discipline-specific outcomes

• Demonstrate how principles from Physical Geography are applied in real world environmental practice and decision-making
• Demonstrate the relevance and use of scientific principles in water resources management
• Merge scientific perspectives with social-science perspectives in an environmental management context, demonstrating the limitations of discipline-bound attitudes and thinking
• Students question conventional positions, values and perspectives on water management issues
• Students integrate and synthesise a range of information needs for water management, balancing their use of divergent forms of information (books, journal articles, media, www resources, 'grey literature', and local knowledge)

Process objectives

• Active participation in a simulated 'real world' process of environmental negotiation, working towards a consensus-based output/verdict
• Students learn to appreciate the complexity and uncertainty of environmental decision-making processes
• Students appreciate the importance of a participatory approach to resource and environmental management
• Students apply conflict resolution techniques in environmental decision-making
• Students recognise importance of moves towards consensus over compromise / majority decision-making

In terms of core priorities, these could be summarised as:

1. use of scientific principles in water resources management
2. demonstrating relevance of what is taught through reconstructing experiential real-world practice
3. learning skills to participate in negotiation processes that work towards consensus-based outcomes.

Gary Brierley, Mick Hillman & Elizabeth Devonshire, Macquarie Uni

EXAMPLE from Mekong e-Sim RP (...description>>)

Rob McLaughlan, UTS; Denise Kirkpatrick, UNE; Holger Maier, UAdel; Phillip Hirsch, USyd

• What else do students find difficult about online role play?
  - Rob McLaughlan, UTS
• "I’ve just been involved in a role play that was spread across Australia…"
  - Marie Jasinski, DMIT

EXAMPLE from First Fleet RP (...description>>)

Governor’s Table

Following navy tradition, the Governor has the option of dining alone, but he may invite officers of the colony and others to join him. He can invite them as individuals, or as a group. He can also consult with them on a confidential basis. It is the Governor’s choice. Increasingly savage sentences have failed to deter the convicts and theft from the gardens remains a major problem. There is no point in holding back rations to pay back what has been stolen, because there is little to hold back without causing death by starvation. Your task is to ensure that rations last and productivity remains high, and that you create a decent community for the future. The officer’s and convicts cannot hear your discussions, unless you choose to speak with them as individuals.

Officers’ Mess

All marine officers belong to the mess. All ships of war carried marines. Originally their job was to fire upon the crew of opposing vessels. However they are also the ships’ police, whose role was to keep the sailors under control. They wore the scarlet tunic of a soldier. On board the officers messed with the naval officers. When ships crews were paid off, marines were returned to land barracks - unlike the sailors they retained their job. The officers have had to be ordered to attend to the supervision of building of barracks for their men. They had been concentrating on building their own huts. The marine officers are most unhappy about being asked to sit as part of the civil courts. Officers had private stocks of food, including some of the livestock. They can hunt, and employ convicts in their gardens. So the reduced rations do not affect them as much. One of the general areas of concern is that your marines are punished using a heavier whip than that used for the convicts. Your task is to improve your own circumstances. Neither the convicts nor the captain’s table can hear your discussions, however you may address a submission to anyone you choose, individually or as a group.

Convicts’ Camp

Having been in prison together for many years on the hulks and the transport ships, the convicts know their shipmates very well. In the colony friendships continue along the lines established in earlier years, either as partners in crime or as shipmates. The vast majority of convicts have been sentenced for stealing, and come from cities. There are few in the colony who can teach them how to grow crops successfully, or any other useful skill. Many of your mates are former sailors who despise marines. All ships of war carried marines. When on board they rarely took any part in sailing the ship, or keeping watch. They were the ships’ police whose job it was to keep the sailors under control. You know that some of the marines are a bad lot, causing just as much trouble to the women as some of the male convicts are doing. In fact in March 1789 six marines were hanged for stealing food. Three of those who had been hanged had also assaulted a fellow marine. Some convicts have put a lot of work into their vegetable gardens, and are seeing them raided nightly by those who know of nothing but theft. Some of the convict supervisors have worked very well, and some are petty tyrants. You remember the Governor’s address to the convicts just after the women landed. You were impressed by his reference to not working people beyond their abilities, and that all should work for the community. You know that Captain Collins is humane but tough, and that he is the governor’s secretary, handling all official correspondence. The female convicts loath Captain Meredith in particular. Marines and members of the Governor’s table cannot hear your conversations. As a result of your discussion, you may decide to raise a petition to the governor, or do it through personal contact with an individual, using mail. Your task is to protect your fellow convicts and their personal property.

Sandra Wills, UoW

• Hints for other teachers?
  - Simon O’Mallon, DMIT

EXAMPLE from Xmas Party From Hell RP

Marie Jasinski, DMIT; Roni Linser, UMelb; Albert Ip, DLS

EXAMPLE from Mekong e-Sim RP (...description>>)

READY REFERENCE TO ROLES

Rob McLaughlan, UTS; Denise Kirkpatrick, UNE; Holger Maier, UAdel; Phillip Hirsch, USyd

EXAMPLE from Environmental Decision-Making RP (...description>>)

Gary Brierley, Mick Hillman & Elizabeth Devonshire, Macquarie Uni

• "If you make the roles interesting enough…."
  - Simon O’Mallon, DMIT

EXAMPLE from First Fleet RP (...description>>)

In January 1788 the First Fleet landed at Sydney Cove with 2 years supply of provisions. It was high summer. Based on Cook's observations, made in July 1770, it had been expected that the convicts would quickly establish farms, which would produce enough to feed the colony. It is now July 1789, and there have been no ships from home. The land has proved difficult to farm, and the only grain harvest to date has had to be set aside for seed. The provisions you brought with you have deteriorated, and have had to be supplemented by the purchase of more from Cape Town, South Africa. The Sirius took over five months to complete the journey.

Individual officers and some convicts have set up vegetable gardens, but there are few in the colony who actually know how to farm. Convicts are free from public work on Saturday afternoons so they can tend their own gardens. However most of them are unused to rural life, being largely the product of city life. Some of them are people for whom theft has long been a way of life. They eat most of their rations in a day or two then steal for the remainder of the week. As the Governor promised back in February 1788, sentences for the theft of food are savage, but the convicts have not been deterred by sentences of 500 lashes. In any case many convicts and marines know there is little chance of being caught after dark.

Some of the female convicts attract some of the convicts and marines like moths to a flame. They see this as a way of securing better conditions for themselves. After all, for much of the time they have been on two thirds of the male convict ration. At the same time, despite the wishes of other female convicts, some of the soldiers and sailors view the women as being there for the convenience of the men.

There are only convict overseers for the work parties, as the marines refuse to undertake this task. Their commandant Major Ross considers his marines to be soldiers not gaolers, so there is no one to keep order amongst the convicts after hours. There are too many people about late at night and nothing to protect the more law-abiding community members, who are tired of seeing their gardens raided. How will order be maintained? How will thieves be brought to justice to deter others?

Sandra Wills, UoW

EXAMPLE from Xmas Party From Hell RP

There is subtle and ongoing sexual harassment by the Managing Director (MD) of his male Personal Assistant. The Personal Assistant is referred to by the Managing Director as "My Girlie". The Managing Director is proud to be the only senior manager in his Department with a male Personal Assistant and thinks "My Girlie" is a term of endearment. Other staff, including the PA are offended by this term, but the MD does not realise that this kind of behaviour is offensive.

Other senior staff – all male – reinforce this behaviour, think it is a hoot and don’t believe there is anything wrong with it. Josh, the PA seems to be taking it on the shoulders and seeing the funny side. Some female colleagues have mentioned that this is inappropriate behaviour, but mostly in throw away lines over Friday drinks. So up until now this issue has been dismissed as making a big fuss over nothing and taking this EO stuff too far.

The issue: how do the subordinates of the Managing Director advise him and his male ‘inner circle’ that the term "My Girlie" is unacceptable and constitutes sexual harassment and must be stopped?

There are culture differences between some lecturers.

Marie Jasinski, DMIT; Roni Linser, UMelb; Albert Ip, DLS

EXAMPLE from Xmas Party From Hell RP

IT IS TWO DAYS AFTER THE CHRISTMAS PARTY

Today, there is another event on, this time it is FAREWELL drinks FOR JOHN CROWNLEY a popular and jovial staff member going on long service leave. John is renowned for dropping clangers, but everyone likes him as he is good natured and means no harm… There's lots of functions going on this time of year and this event has a better then usual turn out and it’s probably not because of John's popularity! Something else has attracted the hoards.

Maybe it's the fact that Mick Malloy the Managing Director will be making a farewell speech. There is an air of excitement and expectation as everyone is wondering what Mick will have to say THIS time. He is a nice enough bloke and has done some great things for the Ausis Institute, but being politically correct is not one of them. He's a nightmare for Alison Davies, the recently appointed Communications Officer. Some have said it was worth her position just to put out the fires and keep the Institute out of the spotlight. Alison is emerging as a bit of a stickler for protocol when it comes to the media and already she has had a bit of a run in with Verity Strong about editorial rights for the Institute newsletter. There is a rumour she wants to take over as Editor of the Ausis newsletter, but everyone knows Verity will fight to the end to keep that position. There may be a bit of power play going on here. Verity really protects her role as Editor and she should, because she sure is a good writer. Some people including Verity think Alison sucks up to the Exec team too much - well she has got them out of a few tight corners and Mick thinks she's OK. She'll be in the Inner circle in no time.

It's well known, but not publicly talked about that Mick has an inner circle of a few people who have the power to influence him. Some call it the Round Table. Poor Josh Stillwell wouldn't know what hit him being exposed to that group. They raise a few eyebrows with the finance division with their number of Business Lunches around the Round Table. There's a BIG rumour about a fall out of some sort between Mick and Josh. Josh is an ambitious sort of bloke - he must be to take on Mick as his personal assistant. Everyone can see he's too good for that job. Noone expects Josh to be around for long - he's aiming for higher things, so is trying to keep his nose clean. Some say he only got that position as a reverse equity thing. When the EO person Anna Leska heard that, she squashed it real quick, making it clear that all processes were followed and Josh won that position on merit. She's an OK person Anna. If you HAVE to have an EO position, then someone like her is as good as any - she's from a migrant background herself - Hungarian or something like that, but she's married to a Spaniard and has twin girls. What a multicultural place this is. Something's up though as Anna has called an extraordinary meeting of the EO committee which is very unusual for her…

So mostly everyone has turned up for the farewell and the drinks and nibbles are flowing.
Finally it's speech time and everyone shuts up and listens politely. Mick gives John a bum-bag as a travel gift and says he hopes it gets pinched often!! Hardy Hardy Har!
In response there are a few titters, a groan or three, and more than one set of pursed lips!! There's a bit of tension mounting.

Then it's John's turn. He gets up, faces the crowd, sucks his gut in, gives his bum-bag a surreptitious scratch and after a few mindless words, he blurts out....

"Thanks for the kind words and the bummer of a gift Mick me boy! The one thing I like about Mick is that he never changes. He always calls a spade a spade. Whether it's Genghis Khan or Marilyn Monroe, his personal assistant will always be ‘Girlie’ to him. What you got to remember is he means well…"
The speeches are over, but the gossip is just beginning...

Marie Jasinski, DMIT; Roni Linser, UMelb; Albert Ip, DLS

EXAMPLE from Mekong e-Sim RP (...description>>)

Rob McLaughlan, UTS; Denise Kirkpatrick, UNE; Holger Maier, UAdel; Phillip Hirsch, USyd

EXAMPLE from First Fleet RP (...description>>)

Sandra Wills, UoW

EXAMPLE from First Fleet RP (...description>>)

Sandra Wills, UoW

EXAMPLE from First Fleet RP (...description>>)

Sandra Wills, UoW

• On the need for grounding the role play in reality and appropriate real resources…
  - Gary Brierley, Macquarie University
  from Environmental Decision-Making RP (...description>>)

• "Perhaps the most significant thing that came out from the students was…"
  - Mike Fardon, University of Western Australia
  from Political Science Simulation RP (...description>>)

EXAMPLE from First Fleet RP (...description>>)

34 roles can be too many so a second version of the role play has been designed for 12 roles.

Role	Description in 1789	Role	Description
Governor Arthur Philip	Navy, Governor of the Colony	John Archer/Forrester	Convict
Major Robert Ross	Marine, Lieutenant Governor, command of garrison	John Basely	Convict
Augustus Alt	Surveyor	William Bradbury	Convict
William Balmain	Third Assistant Surgeon	James Clark	Convict
Henry Brewer	Provost Marshall	Elizabeth Cole	Convict
Captain James Campbell	Marine, Second Lieutenant	John Massey Cox	Convict
Ralph Clark	Marine, First Lieutenant	John Culleyhorn	Convict
David Collins	Marine, Secretary to the Governor, Deputy Judge Advocate	John Harris	Convict
William Dawes	Marine, Lieutenant, Engineer & Surveyor	John Herbert Keeling/Kellan	Convict
Richard Johnson	Chaplain	Stephen Le Grove	Convict
James Meredith	Marine, Captain	Elizabeth Leonard	Convict
Andrew Miller	Commissary	Joseph Marshall	Convict
Watkin Tench	Marine, Captain	Susannah Mason/Gibbs	Convict
John White	Surgeon General	Thomas Oldfield	Convict
Captain John Hunter	Navy, Captain	Charles Peat	Convict
John Coen Welsh/Walsh	Convict	William Richardson	Convict
Nancy Yeates	Convict	Isabella Rosson	Convict

Sandra Wills, UoW

• "Students don’t have to play a role alone…"
  - Marie Jasinski, DMIT

EXAMPLE from Mekong e-Sim RP (...description>>)

"Forty three roles sounds like a large number however it is OK as the students decide who they want to network with. Since the role play interaction is driven by the scenario and having suitable roles, then it is independent of us as teachers. If I had to control the interaction then forty three would be too many, but if the students control it then the more the merrier. However some people like to live in small towns, others in large ones! As long as there is a variety of meeting places then students will find a suitable place to collaborate."

Rob McLaughlan, UTS; Denise Kirkpatrick, UNE; Holger Maier, UAdel; Phillip Hirsch, USyd

EXAMPLE from Political Science Simulation RP (...description>>)

Michael Fardon & Samina Yasmeen, UWA

EXAMPLE from Xmas Party From Hell RP

Compare this individual role information with the information provided to all in the scenario section.

Your role
Personal Assistant to Managing Director

Personal characteristics
A very competent and efficient PA who is an asset to Mick Malloy, but you are still finding your feet in your new position. Outwardly you are very cool and calm and are seen as unapproachable. However, you are not very assertive and tends to let things build up until you explode which surprises everyone. No-one has seen that yet, but you feel yourself building up to it.

Social status in the simulation
An AS03 is not a very highly paid position, but you see it as a stepping stone to better things. As a PA to the MD, you are aware that people tend to suck up to you. This must be a Government thing. You work with Verity Strong as Sub-Editor of AIT newspaper, but everything has to be submitted to her.

Circumstances that this role is in at the start of the simulation
You are called "My Girlie" in private email from Dr Mick Malloy, your boss. You felt very uncomfortable, but didn't challenge Dr Malloy at all. You lack the courage to confront Mick to let him know how you feel. You are reluctant to take any action as on the whole you get on with Mick. It seems like a small thing, but you feel really demeaned. You will seek advice from your friend Billy Dodds who is studying aquaculture at the Institute and is a member of the Student Association.

Public agenda in simulation
(What are the goals of this role in the simulation? This public agenda will be available to other roles.)
To work closely in a trusting relationship with the Managing Director and to carry out your duties as professionally as possible.

Private agenda in simulation
(What are the goals of this role in the simulation unknown to other roles?)
Hates being called "Girlie" by your boss and would like to make it known you feel demeaned, but thinks there is a lot at stake if you do complain. You are ambitious and afraid of losing the job. This was a big promotion and you are setting a precedent within the department and you feel you have to succeed.

Marie Jasinski, DMIT; Roni Linser, UMelb; Albert Ip, DLS

• On providing enough information about roles…
  - Gary Brierley, Macquarie University
  from Environmental Decision-Making RP (...description>>)

EXAMPLE from First Fleet RP (...description>>)

You are a 48 year old navy captain. You joined the Royal Navy as a lieutenant in 1761 having developed your sailing skills in the merchant service. After some years in the Royal Navy, you worked for the Portuguese navy from 1774 to 1778 as a captain. Your duties then included transporting Portuguese convicts to settlements in Brazil.

After you were commissioned to head the new settlement in May 1787, you spent considerable energy trying to have an advance party sent out to survey the site and construct some buildings. This idea was ignored.
You also began detailed discussions and argued about the supplies that you would be allowed to take with you. You are appalled at the poor quality of the tools with which you have been provided.

You have landed without the records of the convicts, and have no knowledge of either their skills or their background. You know that you need more skilled people to build the new settlement quickly, but you have to work with what you have got.

You found berths for both Andrew Miller and Henry Brewer on this expedition, knowing both to be good men. You know White is hot tempered but that he cares about the health of the convicts.

You value David Collins' opinions believing him to always be 'ready to exert himself for the public good'.
On the other hand you are at a complete loss to understand Major Ross. You wrote this report to Under-Secretary of State Evan Nepean about him.

'It has been said by the Lieut. Governor "that the detachment had not justice done them, in not receiving the necessaries ordered for them". He has been repeatedly called on to say what those necessaries are, and to explain himself, that an enquiry might be made, but from his answers nothing more can be drawn than that the Admiralty informed him the detachment would, on their landing, be supplied with what might be necessary to render their situation comfortable…As to those necessaries which were sent out for the use of the settlement, they have had not only the full proportion, but likewise a considerable part of those articles which were intended for the convicts only, such as shirts, frocks and shoes.'

However you know that you have to work with him. You expressed your views about the marine officers in an early despatch to Lord Sydney. As a navy captain you are used to promoting those with ability from the ranks. You call all non-officers The People. However you are no democrat in the modern sense of the word.
You convey your instructions through your secretary, as well as receiving information and opinions from officers invited to dine with you (provided they bring their own bread).

You belong to the Governor's Table. You may invite anyone you wish to dine with you using the chat room facility. That is your privilege. Frequent guests include Collins, the commissary Andrew Miller, the Chaplain Richard Johnson and his wife, and Surgeon White. You are also on good terms with Dawes.

Sandra Wills, UOW

EXAMPLE from Securities Markets Regulation RP (...description>>)

A mark is given for completing a role profile and posting it to the UTSonline (Blackboard) folder called 'Role Profile' on time. Students who wish to score the full 5% are advised to complete the task using the following headings in their role profile. Clearly this should reflect real experience.

Ambitions. Your role no doubt has personal and professional ambitions and goals. You should reflect on the tangible outcomes that your role would like to occur in securities markets. Some roles have professional or personal associations. The mission statements of these agencies, companies and other associations found on the websites and elsewhere should be used to help formulate your ambitions for your role.

Concerns. Your role no doubt has personal and professional concerns. Your profile should reflect those concerns that are based on both personal and professional issues that you believe are important from your role's perspective in securities markets.

Strategies. Your role no doubt has strategies that you expect he/she may use to achieve your ambitions and overcome your concerns. All people have ways of trying to influence the outcome of the decision making process. Where the role has a professional responsibilities then some of the tools they use in carrying out their work can be stated as part of your strategy.

How long should it take? Maximum is 500 words. We have allowed up to 7.5 hours for this step. These profiles are available to all students and staff involved in the role play.

Mark Freeman & Michael Adams, UTS

EXAMPLE from Securities Markets Regulation RP (...description>>)

Self-descriptions made available

Mark Freeman & Michael Adams, UTS

EXAMPLE from Xmas Party From Hell RP

Marie Jasinski, DMIT; Roni Linser, UMelb; Albert Ip, DLS

EXAMPLE from Fashion House RP

Mogue Magazine is the worlds’FAV fashion mag. Mogue are guesting designers to "DO" the front cover. Design houses have fought and Figwood has won. Now they need fashion people to make it happen.

Figwood Designs have won the chance to host the next Mogue cover. They have two weeks to get together a fashion team to do the shoot. There are a number of teams vying for the greatest chance in their careers and we don’t know who they are … Are you going to make THE team?

Sex, Money, Intrigue, more money and ultimately, POWER

Two weeks kids,….DO IT.

Left and below: two examples from Fashion House Role-Play showing meeting places graphically represented

Simon O’Mallon, DMIT

EXAMPLE from Political Science Simulation RP (...description>>)

Dear Students

There seems to be some confusion as to what you are meant to do in secret diplomacy. Please use the Secret Diplomacy channels as your first point of contact. Only if there are more than two actors who need to negotiate at the same time should you use digichat room. If you have problems using the secret diplomacy, please let me know.

As I said in the lectures, I will be available in the Institute of Advanced Studies. Please come and ask me if you need to get some views on your strategy and the logic of your objectives and the ideas contained in the draft resolutions which you must be working on now!

That brings me to the main point of the simulation exercise... The idea is for you to find a solution to the Kashmir issue. You must play your country's role and still see what can be done to resolve it. Surely you have all those fresh minds...they can be put to a good use for finding a solution to world problems!

Good Luck.
Samina

Samina Yasmeen & Michael Fardon, UWA

EXAMPLE from Xmas Party From Hell RP

The navigation panel at left gives an indication of the range of meeting spaces provided in the Xmas Party from Hell Role Play. The screen clipping below shows some of the action underway in one of them.

Marie Jasinski, DMIT; Roni Linser, UMelb; Albert Ip, DLS

EXAMPLE from Mekong e-Sim RP (...description>>)

Rob McLaughlan, UTS; Denise Kirkpatrick, UNE; Holger Maier, UAdel; Phillip Hirsch, USyd

EXAMPLE from Mekong e-Sim RP (...description>>)

Briefing

• Read background papers on Mekong region
• Familiarise yourself with roles
• Watch video on Mekong region and development issues in region
• Explore Mekong e-Sim website
• Allocation of 43 roles (groups of 4)
  • Government Organisations
  • Non-government Organisations
  • Development Agencies
  • Media
  • Academic and Research Institutions
  • Village Groups
  • Engineering Organisations

Interaction

• Announcement of Forums
• Objective
  • To influence Decision-maker Group in Each Public Enquiry
• Strategies
  • Find relevant factual information (papers, internet, from other groups)
    guided by Issue Paper Topic
  • Form alliances with other groups
  • Lobby via all e-mail (private) and discussion groups (public)
• Outside Influences
  • Issue Paper Topic
  • E-mails from other groups
  • Discussion board messages from other groups
  • Media Releases
    • e-Sim Times
    • CNN
    • Vientianne Times
    • Watershed
    • Development Today
    • Asia Architechture Engineering & Construction Network

Forum

• Each group makes submission(s) to appropriate forum
• Other groups comment on submissions - Online discussion
• Decision-maker groups announce decision

Rob McLaughlan, UTS; Denise Kirkpatrick, UNE; Holger Maier, UAdel;
Phillip Hirsch, USyd

• "It’s the immersion…"
  - Marie Jasinski, DMIT

EXAMPLE from Securities Markets Regulation RP (...description>>)

The simulation controller, 'Press release', announces a series of press releases each business day. The announcements relate to several types of political, financial and legal information signals and crises in the securities markets. You must respond privately as your simulated character would. (eg. Peter Costello and John Howard), or respond publicly through your own press releases into the designated discussion folder. Marks will be awarded for the quantity and quality of the responses in relation to each assigned role.

You respond in character every day. Students who make only a few and/or minor contributions will receive 1% (out 5% for quantity) and 1% (out of 5% for quality). Clearly this means private messages with the simulation only will need to be monitored. This is to enable the full grading of the interactions (eg. private deals between players). Students who wish to score the full 10% are advised to:

Try to act like your character. This role simulation is designed to draw out the needs of each character and therefore requires you to think like your character. For instance, a small time member of the public who owns a few Telstra shares probably has no concept of portfolio risk or the effects of interest rate changes. Others may be sceptical of academics, the press, politicians or bureaucrats. A fun, interesting and meaningful simulation can only be achieved if the participants become their character. This character will be created by you incorporating: the background material provided, your readings on the role and your personality. Feel free to embellish the character while still retaining their functional role in the simulation if you feel that this is possible and within their personality in response to a crisis.

Try to keep in touch regularly. Your ability to influence the scenario will require you to follow what is happening and respond quickly. Aim for checking the simulation at least several times once a day as press releases will occur each day. And the role simulation only goes for one week. But do not please talk about your role with other members of SMR for that week except as your role permits of course.

Use your influence. Every player can influence the scenario but will need to use a different set of tools. A small time investor may call for protest and letter writing while a politician may commission an inquiry.

Communicate with other players (and only within UTSonline). Communication is vital for a player to achieve their needs. These communiqués can be private to a single player (via Send Message off the home page) or can be public (via Discussion off the home page, then into 'Role Simulation', then use back of envelope icon) to all players. You can make private deals with other players for mutual support. However the deals you make should be ethical based on what you regard the ethics of the players involved. With some players this may lead to a broad range of options while other players will have little room to move. The website should be used as the only vehicle for the release of information to all the players.

Maintain confidentiality. All characters roles are confidential. Do not share the information of your designated market player role. All communication is to be via UTSonline to retain complete anonymity of your role and to gain the full learning objectives.

How long should it take? We have allowed about 15 hours for this step.

Mark Freeman & Michael Adams, UTS

EXAMPLE from Securities Markets Regulation RP (...description>>)

Media Barons Hit By Euro Scare

At 10am the European Union Central Bank announced that there was little to fear from the decline in the euro currency in the light of two major media empires having financial problems servicing their debt in Europe. Since 1st January 1999, all new long term debt for the major European news services have been expressed in the euro currency rather than the individual currency of their home exchanges. This has been relatively stable during 1999 until the recent volatile movements in the price of gold and various soft currencies. However, the US dollar and the EU euro have been upholding well until today.

Economic experts have stated that they believe there is a correlation between the uncertainty caused by last week's announcement by the IMF that the South American country of Equador has defaulted on its IMF loan and the world market volatility and impact on the euro. Technically, the IMF loan default will result in many other bank loans to Equador becoming immediately payable in US dollars and other loan in euros. However, there are billions that have no security in any currency and this may cause problems for large lenders and excessive exposure by media organisations to these financial problems.

Mark Freeman & Michael Adams, UTS

• " A lot of time with role play you debrief afterwards – we found it is necessary to debrief any time it is appropriate…"
  - Marie Jasinski, DMIT

EXAMPLE from Mekong e-Sim RP (...description>>)

Rob McLaughlan, UTS; Denise Kirkpatrick, UNE; Holger Maier, UAdel; Phillip Hirsch, USyd

Environmental Decision-Making

• Timeframe over which it is run…
  - Gary Brierley, Macquarie University
  from Environmental Decision-Making RP (...description>>)

EXAMPLE from Securities Markets Regulation RP (...description>>)

The final learning activity relating to the role simulation is a report of what and how the role simulation affected your achievement of the subject learning objectives. Word limit is 2,500.

Hint: Keep a reflective journal
It is suggested that you maintain a reflective journal throughout the role simulation. This will help you recall how your learning impacted on your understanding of the securities markets through the role simulation.

How will it be marked?
Students who wish to score 25% will follow the follow grading and feedback criteria. (A whole page is provided to students) The 25% role play report will be marked using the following feedback and grading checklist. The ticks below indicate where you stand with regard to each set of statements. A tick in the extreme left hand box means that the statement on the left is true and therefore is of distinction quality. The boxes from left to right are abbreviated by H (for High Distinction ie. 85%-100%), D (for Distinction ie. 75%-84%), C (for Credit ie. 65%-74%), P (for Pass ie. 50%-64%) and F (for Fail ie. 0%-49%) respectively. Ticks to the left within a box are better than ticks to the right.

 

Role play report	H	D	C	P	F
Clear & focussed introduction, and continues to be interesting						Uninspiring introduction, and continues to be uninteresting and boring
Grammar and spelling accurate						Many spelling and grammatical errors
Logically developed argument and well set out						Rambles, lacks continuity and difficult to follow the logical sequence
Appropriate length (2,500 words) & referencing (10)						Too long/short and minimum 5 relevant references
Effective use of figures & tables						Figures/tables add little to argument
Content
Objectives achieved						Objectives ignored
Topic covered in depth						Superficial treatment of topic
Accurate presentation of factors						Much questionable or inaccurate evidence
Rigorous critique of key concepts						Lack of demonstration of key concepts
Original and creative thought						Little evidence of originality

Presentation	%	x5%
Content	%	x20%
Total			25

Mark Freeman & Michael Adams, UTS

EXAMPLE from Mekong e-Sim RP (...description>>)

Rob McLaughlan, UTS; Denise Kirkpatrick, UNE; Holger Maier, UAdel; Phillip Hirsch, USyd

Comments on assessment from two role play designers:

• Mark Freeman, UTS
  Securities Markets Regulation RP (description>>)
• Gary Brierley, Macquarie University
  Environmental Decision-Making RP (description>>)

EXAMPLE from Securities Markets Regulation RP (...description>>)

• What was your role and how was it different to current or past work experience?
• How did you go about researching your role?
• What were your reactions to the role play – at the start, the middle and the end?
• Tell me about any changes in your understanding?
• What skills did you learn?
• What is the impact on your work/organization?
• What advice do you have for future students?

Mark Freeman & Michael Adams, UTS

EXAMPLE from Mekong e-Sim RP (...description>>)

Developed awareness of multiple perspectives	91%
Developed negotiation and communication skills	70%
Developed knowledge about organisations in region	94%
Developed knowledge about values and attitudes of roles	85%

92% of students rated Mekong e-Sim from satisfactory through to excellent

Robert McLaughlan, UTS; Denise Kirkpatrick, UNE; Holger Maier, UAdel;
Phillip Hirsch, USyd

EXAMPLE from Mekong e-Sim RP (...description>>)

"Mekong e-Sim was intended to support students in understanding multiple perspectives associated with natural resource management. The extent to which students demonstrated this was evaluated through the examination of written student assessment tasks that were designed to demonstrate student capabilities and understandings. Analysis of debriefing essays using the Biggs SOLO framework indicated that 75% produced multistructural responses to the problem, providing evidence that Mekong e-Sim is effective in supporting students in learning about alternate perspectives on problems."

Robert McLaughlan, UTS; Denise Kirkpatrick, UNE; Holger Maier, UAdel; Phillip Hirsch, USyd

EXAMPLE from Securities Markets Regulation RP (...description>>)

Whilst it had been expected that students would log in to the role simulation regularly, the number of logins was surprising, as Figure 1 shows. Many students logged in not just once or twice per day, but a number of times in an hour, to read, respond and respond again. There were short periods of almost synchronous debate when a large number of students were all logged on together. The busiest times of day were mid and late afternoon with 30 to 50 logins per hour. The number was between 10 and 20 per hour from 10pm until 1am. Half of all logins were outside of 9am - 5pm business hours. This is significant indication of student commitment, with 75% of the class being part time.

 

Figure 1: Activity level by hour of the day

The number of user sessions, averaged on a daily basis, is shown by Figure 2. The rate of both public postings (from one role character, visible to all) and private postings (from one character to another alone) increased significantly through the period - a function of both the pressure of deadlines and the growing interest in the many nuances of debate which developed. The average user session increased from 15 minutes at the beginning of the role simulation to nearly 30 minutes by its conclusion.

Figure 2: User sessions through the role simulation

Note: Final day the debate was only open until midday.

The average time spent using the medium for different web based learning tasks is shown in Figure 3. This suggests that students were more deeply immersed in the web based role simulation than is usual for other tasks.

 

 

Figure 3: Average session time for different web based learning tasks

Mark Freeman & Michael Adams, UTS