Wollongong

main campus one hour drive from Sydney airport

seven smaller locations along the coast

UOW Dubai Campus

UOW Wollongong Campus

plus teaching partnerships in ten international locations

Enroling academics in sharing teaching ideas:

building a community of practice about online role play

Prof Sandra Wills, University of Wollongong

…our thinking about repository structure and function can be enriched by expanding our perspective from a repository-centred view to a community-centred view…

From Repositories Supported by Communities to

Communities Supported by Repositories

Carey, ascilite 2007

 

enRole, Research, wRite, React, Resolve, Reflect: developing and using online role play learning designs

“Save Wallaby Forest” Kristin Demetrious, Deakin University

Growth 1990-4 1995-9 2000-4 2005-6 2008

EnRoLE Goal

No. role plays developed

2 7 23 43 100

No. role player designers

2 11 36 54 150

Blended Approach to Community Building

Year 1

- university clusters - build state network

Year 2

cascade to another state of Australia

EnROLE Uptake Model

building a community of practice

NEED• recognition• support & reward• workload &

sustainability

EnROLE STRATEGY• repository & peer review• evaluation & publication• partnerships

128 role plays158 role play designers32 new role plays21 new role play partnerships

One of the key challenges is getting teachers to share design. There have been countless examples of learning object, open educational resource (OER) and good practice repositories, however their impact on changing practice has been limited…

End-users rarely add resources, such sites usually require an investment in terms of someone entering resources and maintaining the repository.

Conole, 2008

ABSTRACTStudents adopt the roles of stakeholders and respond to proposed development issues in the Mekong River basin of South-East Asia in the context of a public inquiry. This enables students to develop multiple perspectives on development projects, as well as a range of generic graduate attributes.

KEYWORDS

Development, Mekong, Sustainability, Graduate Attributes, Environmental Decision Making

CONTACTA/Prof Holger Maier, School of Civil & Env Engineering, University of Adelaide, hmaier@civeng.adelaide.edu.au

DESCRIPTIONAs part of the Mekong e-Sim, students adopt the roles of stakeholders and respond to proposed development issues in the Mekong River basin of South-East Asia. Through research and interaction with other roles, participants build a case as to whether the proposed development should proceed, which they discuss during an on-line public inquiry.AUDIENCE/GROUP SIZEThe Mekong e-Sim is designed to cater for between 50 and 150 students from various institutions. As the focus of the Mekong e-Sim is the exploration of the economic, social and environmental impact of large engineering projects, such as the construction of magadams, its target audience includes students from a variety of disciplines, including engineering, environmental science, geography, anthropology, Asian studies, Media studies, law etc.LEARNING OPPORTUNITIESThe learning objectives of the Mekong e-Sim include:To gain an understanding and appreciation of the complexity of environmental systems and the implications this has for decision-making in relation to development projects.To learn to see development projects from multiple perspectives.To gain an improved understanding of the effect of development projects on the environment and society.To develop communication, research, critical thinking, negotiation and decision-making skills and an appreciation of cultural differences and approaches.

43 EnROLE events involving 816 participants in 3 Australian states

EnROLE Partnerships Framework

*

Online Role Play in Middle East Politics

inter-institutional&inter-national

Mekong Family Tree

RoundtableFamily Tree

build researcher discussions within Cloudworks around an existing rich collection of learning designs on online role play and simulation

refine frameworks for description of CSCL learning test visualisation metaphors for accessing learning design descriptions in repositories.

“…there is as yet no convergence on a single protocol or even on an appropriate language, level, medium etc for representing effective design” and discipline-specific research on learning designs or within self-identified design communities is “more likely to lead to the development of educationally meaningful dialogues”

Beetham, 2008

Representation

Description Target users

Module plan or master folder

Text based overview of the module, usually available as a Word document or in paper form

TutorsProgramme leadersExternal examiners

Case study Narrative overview of a teaching & learning situation – ranging from entire module to single classroom activity

TutorsCourse developers

Briefing document Narrative overview of a teaching & learning situation, focusing on class management issues

TutorsProgramme leadersExternal examiners

Pattern overview Structured, text-based structured way of analysing a pedagogic problem & conveying best practice solution

TutorsCourse developersTechnical developers

Contents table List of contents of a module or a single class TutorsStudents

Concept map Mapping of concepts and/or learning activities TutorsStudents

Learning design sequence

Sequence of learning activities, sometimes shown diagrammatically

TutorsStudentsTechnical developers

Storyboard Mapping of concepts and/or learning activities TutorsInstructional designers

Lesson plan Matrix mapping learning activities against a timescale - lesson plans are commonly used in Further Education

Tutors

Some frameworks used by teachers to plan & document teaching (adapted from Falconer & Littlejohn, 2009)

 

enRole, Research, wRite, React, Resolve, Reflect: developing and using online role play learning designs

Example 2: Role Play - Adoption of Interactive Whiteboards

ABSTRACTStudents adopt the roles of stakeholders and respond to proposed development issues in the Mekong River basin of South-East Asia in the context of a public inquiry. This enables students to develop multiple perspectives on development projects, as well as a range of generic graduate attributes.

KEYWORDS

Development, Mekong, Sustainability, Graduate Attributes, Environmental Decision Making

CONTACTA/Prof Holger Maier, School of Civil & Env Engineering, University of Adelaide, hmaier@civeng.adelaide.edu.au

DESCRIPTIONAs part of the Mekong e-Sim, students adopt the roles of stakeholders and respond to proposed development issues in the Mekong River basin of South-East Asia. Through research and interaction with other roles, participants build a case as to whether the proposed development should proceed, which they discuss during an on-line public inquiry.AUDIENCE/GROUP SIZEThe Mekong e-Sim is designed to cater for between 50 and 150 students from various institutions. As the focus of the Mekong e-Sim is the exploration of the economic, social and environmental impact of large engineering projects, such as the construction of magadams, its target audience includes students from a variety of disciplines, including engineering, environmental science, geography, anthropology, Asian studies, Media studies, law etc.LEARNING OPPORTUNITIESThe learning objectives of the Mekong e-Sim include:To gain an understanding and appreciation of the complexity of environmental systems and the implications this has for decision-making in relation to development projects.To learn to see development projects from multiple perspectives.To gain an improved understanding of the effect of development projects on the environment and society.To develop communication, research, critical thinking, negotiation and decision-making skills and an appreciation of cultural differences and approaches.

Design Decisions Framework77 decisions in designing online role plays

Design Decisions

Design Decisions

Design Decisions