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 Will...
… our thinking about repository structure and function can be enriched by expanding our perspective from a repository-cent...
 
enRole, Research, wRite, React, Resolve, Reflect:  developing and using online role play learning designs    
 
<ul><ul><li>“ Save Wallaby Forest”  </li></ul></ul><ul><ul><li>Kristin Demetrious, Deakin University </li></ul></ul>
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...
<ul><li>Blended Approach to Community Building </li></ul><ul><li>Year 1 </li></ul><ul><li>university clusters  </li></ul><...
Year 2 cascade to another state of Australia
 
EnROLE Uptake Model
building a community of practice <ul><li>NEED </li></ul><ul><li>recognition </li></ul><ul><li>support & reward </li></ul><...
 
128  role plays 158  role play designers 32  new role plays 21  new role play partnerships
One of the key challenges is getting teachers to share design. There have been countless examples of learning object, open...
 
<ul><li>DESCRIPTION </li></ul><ul><li>As part of the Mekong e-Sim, students adopt the roles of stakeholders and respond to...
 
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
Roundtable Family Tree
 
 
 
 
build researcher discussions within Cloudworks around an existing rich collection of learning designs on online role play ...
“… there is as yet no convergence on a single protocol or even on an appropriate language, level, medium etc for represent...
Some frameworks used by teachers  to plan & document teaching  (adapted from Falconer & Littlejohn, 2009) Representation  ...
enRole, Research, wRite, React, Resolve, Reflect:  developing and using online role play learning designs    
Example 2: Role Play - Adoption of Interactive Whiteboards
 
<ul><li>DESCRIPTION </li></ul><ul><li>As part of the Mekong e-Sim, students adopt the roles of stakeholders and respond to...
 
Design Decisions Framework 77 decisions in designing online role plays
Design Decisions Design Decisions
Design Decisions
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Enroling academics in sharing teaching ideas: building a community of practice about online role play

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a presentation at the Open University, UK as part of OLnet Fellowship

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  • Definition of role play – subset of simulations – used widely in f2f mode – to experience the factors at work in real situation without potentially disastrous consequences
  • Transcript of "Enroling academics in sharing teaching ideas: building a community of practice about online role play"

    1. 3. Wollongong main campus one hour drive from Sydney airport seven smaller locations along the coast
    2. 4. UOW Dubai Campus UOW Wollongong Campus plus teaching partnerships in ten international locations
    3. 5. Enroling academics in sharing teaching ideas: building a community of practice about online role play Prof Sandra Wills, University of Wollongong
    4. 6. … 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
    5. 8. enRole, Research, wRite, React, Resolve, Reflect: developing and using online role play learning designs  
    6. 10. <ul><ul><li>“ Save Wallaby Forest” </li></ul></ul><ul><ul><li>Kristin Demetrious, Deakin University </li></ul></ul>
    7. 11. 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
    8. 12. <ul><li>Blended Approach to Community Building </li></ul><ul><li>Year 1 </li></ul><ul><li>university clusters </li></ul><ul><li>- build state network </li></ul>
    9. 13. Year 2 cascade to another state of Australia
    10. 15. EnROLE Uptake Model
    11. 16. building a community of practice <ul><li>NEED </li></ul><ul><li>recognition </li></ul><ul><li>support & reward </li></ul><ul><li>workload & sustainability </li></ul><ul><li>EnROLE STRATEGY </li></ul><ul><li>repository & peer review </li></ul><ul><li>evaluation & publication </li></ul><ul><li>partnerships </li></ul>
    12. 18. 128 role plays 158 role play designers 32 new role plays 21 new role play partnerships
    13. 19. 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
    14. 21. <ul><li>DESCRIPTION </li></ul><ul><li>As 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. </li></ul><ul><li>AUDIENCE/GROUP SIZE </li></ul><ul><li>The 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. </li></ul><ul><li>LEARNING OPPORTUNITIES </li></ul><ul><li>The learning objectives of the Mekong e-Sim include: </li></ul><ul><li>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. </li></ul><ul><li>To learn to see development projects from multiple perspectives. </li></ul><ul><li>To gain an improved understanding of the effect of development projects on the environment and society. </li></ul><ul><li>To develop communication, research, critical thinking, negotiation and decision-making skills and an appreciation of cultural differences and approaches. </li></ul>ABSTRACT Students 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 CONTACT A/Prof Holger Maier, School of Civil & Env Engineering, University of Adelaide, [email_address]
    15. 23. 43 EnROLE events involving 816 participants in 3 Australian states
    16. 29. EnROLE Partnerships Framework *
    17. 31. Online Role Play in Middle East Politics inter-institutional & inter-national
    18. 34. Mekong Family Tree
    19. 35. Roundtable Family Tree
    20. 40. 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.
    21. 41. “… 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
    22. 42. Some frameworks used by teachers to plan & document teaching (adapted from Falconer & Littlejohn, 2009) 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 Tutors Programme leaders External examiners Case study Narrative overview of a teaching & learning situation – ranging from entire module to single classroom activity Tutors Course developers Briefing document Narrative overview of a teaching & learning situation, focusing on class management issues Tutors Programme leaders External examiners Pattern overview Structured, text-based structured way of analysing a pedagogic problem & conveying best practice solution Tutors Course developers Technical developers Contents table List of contents of a module or a single class Tutors Students Concept map Mapping of concepts and/or learning activities Tutors Students Learning design sequence Sequence of learning activities, sometimes shown diagrammatically Tutors Students Technical developers Storyboard Mapping of concepts and/or learning activities Tutors Instructional designers Lesson plan Matrix mapping learning activities against a timescale - lesson plans are commonly used in Further Education Tutors
    23. 43. enRole, Research, wRite, React, Resolve, Reflect: developing and using online role play learning designs  
    24. 44. Example 2: Role Play - Adoption of Interactive Whiteboards
    25. 46. <ul><li>DESCRIPTION </li></ul><ul><li>As 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. </li></ul><ul><li>AUDIENCE/GROUP SIZE </li></ul><ul><li>The 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. </li></ul><ul><li>LEARNING OPPORTUNITIES </li></ul><ul><li>The learning objectives of the Mekong e-Sim include: </li></ul><ul><li>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. </li></ul><ul><li>To learn to see development projects from multiple perspectives. </li></ul><ul><li>To gain an improved understanding of the effect of development projects on the environment and society. </li></ul><ul><li>To develop communication, research, critical thinking, negotiation and decision-making skills and an appreciation of cultural differences and approaches. </li></ul>ABSTRACT Students 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 CONTACT A/Prof Holger Maier, School of Civil & Env Engineering, University of Adelaide, [email_address]
    26. 48. Design Decisions Framework 77 decisions in designing online role plays
    27. 49. Design Decisions Design Decisions
    28. 50. Design Decisions
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