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

3. Wollongong main campus one hour drive from Sydney airport seven smaller locations along the coast

4. UOW Dubai Campus UOW Wollongong Campus plus teaching partnerships in ten international locations

5. Enroling academics in sharing teaching ideas: building a community of practice about online role play Prof Sandra Wills, University of Wollongong

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

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

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

13. Year 2 cascade to another state of Australia

15. EnROLE Uptake Model

18. 128 role plays 158 role play designers 32 new role plays 21 new role play partnerships

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

23. 43 EnROLE events involving 816 participants in 3 Australian states

29. EnROLE Partnerships Framework *

31. Online Role Play in Middle East Politics inter-institutional & inter-national

34. Mekong Family Tree

35. Roundtable Family Tree

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.

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

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

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

44. Example 2: Role Play - Adoption of Interactive Whiteboards

48. Design Decisions Framework 77 decisions in designing online role plays

49. Design Decisions Design Decisions

50. Design Decisions