1. Online Simulations and Role-plays: Work in Progress Margaret Bearman and Laura Dean Health Informatics Education Monash Institute of Health Services Research

2. Why Simulations & Role- plays? Comment from evaluation of discussion forums in Graduate Diploma of Health Informatics (DipHI): –“… this was the best segment of the course … I only wish there was a way to make it more interactive …”

3. Initial Drivers Wanting more interaction between students. Wanting to teach theory in context better. Wanting to teach technical subjects better. Our postgraduate students come from different disciplines: wanting them to see the world through different eyes.

4. Cross-Faculty Involvement Contacted the course coordinator of Masters of Information Management (MIMS) within the Faculty of IT. Hoping to share teaching and for students from disciplines to work together. Interested in the concept of online role- play.

5. Online Role-Play Australia has a high focus on this type of learning. Pioneered in 1998 by Andrew Vincent – politics of the Middle-East. Highly dynamic, self-directed simulation based on ‘real-life’ scenario. Individuals take on well known political roles. Other simulations: environmental engineering; business studies; political science.

6. Benefits Collaborative, interactive, situated learning. Highly enjoyable. ‘… successful at allowing participants to integrate and communicate their existing knowledge rather than collecting in-depth knowledge specific to the scenario.’ –McLaughlin and Kirkpatrick. Learning outcomes as good as traditional means. Permits anonymity.

7. Limitations Extremely time-consuming for developers, teaching staff and students. Issues of students adjusting to the technology. Importance of moderator/controller. Issues regarding group work and interpersonal relationship within roles. Extremely intense experience. Restrictions of exclusively electronic communication.

8. Online Simulation Unknown territory. Wanting to explore ways of learning about technical problems in context. Keen to use collaborative interactive techniques. Possible to simulate systems or networks through email message passing?

9. SIF Funding Developing two (or more) templates. Educational design as template. WebCT template. Based on development and evaluation of four simulation and role-play activities in MIMS and DipHI.

10. Approach – Role-play Keen to structure to reduce time. Gilly Salmon’s five phase model as inspiration/guidance. … but still maintain the advantages of free-form interaction in role-play… Mapped to Aristotle’s five phases of dramatic narrative.

11. Approach - Simulation Restricted to a focused exercise. Again use Gilly’s model to structure. Again use narrative to anchor. Situated simulation exercise becomes integral but small part of overall learning experience.

12. Two Role-plays & a Simulation We’re currently developing two role-plays and one simulation. The subjects are: –Knowledge management in the undergraduate medical curriculum (role-play). –Staff recruitment for web-based information systems (role-play). –Decision analysis support systems in health care (simulation). One simulation still to start development.

13. KM in Medical Curriculum The Associate Dean (Teaching) in the Faculty of Medicine has invited a group of academics and general staff to form a knowledge management committee. Individuals have a range of competing agendas and attitudes towards both the medical curriculum and technology. As the role-play unfolds, the committee members must discuss potential solutions. Ultimately the group must provide three key recommendations.

14. Decision Analysis in Health Care Students are introduced to readings about decision analysis in health care. Simultaneously they complete a series of e-tivities, following Gilly Salmon’s model. As part of these, they ‘simulate’ decision analysis software in assisting a young woman make a personal health care decision. They reflect on the impact of the decision-making process and possible uses of technology. The experience aims to personalise the abstract.

15. Template Framework Each week’s activities is outlined in overview, including assessment. Additionally, each e-tivity or group interaction is clearly delimited as to: Purpose. Quantification of what is required (if possible). Expected time. Tutor input.

16. Issues – Role-play Making a role-play is an inherently difficult educational design task. Choosing an appropriate narrative is key. Integration of the exercise into the course is vital and requires on-going involvement from all players. Questions remain regarding different cultural understandings of role-play, in particular assuming character (query for evaluation).

17. Issues - Simulation Ensure exercise is pedagogically sound. Monitoring the simulation to make sure that it doesn’t ‘break down’. Cross-faculty issues – simulation has to be appropriate for two very different student groups. More powerful but specific web-based simulation tool versus generic but specific solution using Web-CT email versus individual simulations with group discussion.

18. WebCT - Positives Easy to use for IT-illiterate. Development support from CeLTS. Stable, consistent platform across the University with access via Authcate. Learning Management System tools – including tracking assessment submissions.

19. WebCT - Negatives Difficulties in supporting sophisticated interactions. For example: –Difficult to create log-ins as ‘roles’ (not Authcate). –Lack of ability to create more sophisticated interface designs. –Uploading materials is a convoluted process.

20. Evaluation Formative evaluation has begun – an on-going process. Evaluation during use will consider issues of effectiveness as well as particular queries that have arisen out of the design process. Templates should be completed by end 2003.