There are three themes that underpin this learning design:

• Firstly, a desire to use a deep approach to learning as associated with high quality learning outcomes (Marton & Saljo).
• Secondly, a desire for students to actively construct their own knowledge.
• Thirdly, the need to critically align assessment methodologies with learning outcomes resources and support (Biggs 1999).

ORIGIN OF THE LEARNING DESIGN
Mark Freeman had seen and read the work of other academics (Andrew Vincent of Macquarie University) on role-plays and it fitted into the hierarchy players format that we had been teaching since 1989. Originally the subject was a fulltime face-to-face class where student did presentations based on these ideas. This format enabled flexible delivery and use of the anonymous roles.

TIMES THE LEARNING DESIGN HAS BEEN USED
This learning design has been implemented three times.

MODIFICATIONS SINCE FIRST USE
The learning design has been modified in accordance with different ICT software packages used by the university, and to provide more detailed instructions. The first time we ran the role-play UTS used a software called Topclass, which was easy to use to create fictitious accounts. The second time we ran the role-play UTS had move to Blackboard (called “UTSOnline”) and this required creating fictitious email accounts with Yahoo. The level of written instructions was refined and developed each semester. Students liked all the details and this included the video of previous students.

DISSEMINATION
For the only known example of dissemination, see the journal article by Freeman and Capper accessible below.

DESIGN EFFECTIVENESS VERSUS INTENDED OUTCOMES
There is no doubt that this was a very effective method of providing the students with a deeper understanding of conflicting areas of law, finance and politics. However, there was a high cost in terms of time (both preparation and during the role-play) on academic staff members. It had been Mark’s idea to integrate the role-play into the subject and Michael was reluctant, but they worked as a team to make it happen. By the third semester it was running more smoothly, so the set-up and preparation time was quicker- but still a very intensive two weeks.

UNEXPECTED LEARNING OUTCOMES
Students did seem to change their perspective or position on issues, and did not jump to obvious conclusions. Some students have adopted a different approach at work and have even tried to use their own role-plays in their work environment.

HOW LEARNER ENGAGEMENT IS SUPPORTED
Learners' expectations are identified and built upon through the various stages as depicted in the Learning Design Sequence. There are multiple concepts and plenty of opportunity for feedback. We can confidently say that the students' learning experience engaged them affectively.

ACKNOWLEDGMENT OF LEARNING CONTEXT
There is a strong connection between the outlined activity and the content area of study, arising from the integration of law and finance. The assessments are broken up into components to link to the different tasks as required. There are cultural assumptions that are carefully explained and also placed in context to help all students.

HOW THE LEARNING DESIGN CHALLENGES LEARNERS
Students get to research their role and explore different communication styles to what they normally would apply (they get the opportunity to be subrogated to another person’s position). The students are encouraged to use a wide variety of resources including the web, written materials and family , friends andwork colleagues to gather information and points of view for their real characters.

OPPORTUNITIES FOR PRACTICE
Students are encouraged to articulate their views at the face-to-face debriefing session, and through their reflective essay. Ten working days over two weeks is about the right length of time of intensity although some students would prefer it to be shorter. We believe that the correct learning occurs from post-role-play assessment and student consultation and research/feedback. There is very clear guidance provided between the activities and the assessment requirements. These are explained in Week 1 and again before the role-play.