Introduction
Kate works in the e-Learning Design & Training area of the English Language Services
of Adelaide Institute of TAFE, South Australia. Her 2002 Flexible Learning Project explored
role-play simulations and e-tivities especially applicable to ESL students.

This article summarises the outcomes of Kate's project. You can access the full resport by
selecting the link at the top of this article. To find out what Kate is currently involved in,
select the link at the bottom of this article entitled - 'Kate's 2003 Update'.

Professional Development Goals
• To develop moderation skills for AIT ESL staff including development of
e-tivities for role-plays and other task-based learning
• To collaborate with an overseas/interstate ESL class and teacher to complete a
project in collaborative problem-based learning
• To engage AIT and other VET staff in a role-play simulation to determine if
learning outcomes can be achieved through this learning strategy
• To research, study and practise collaborative learning, simulations and facilitation
Strategies
Two action learning projects, research, formal study USQ project, Wise Circle
Facilitating Online, Conferences

Outcomes
• Engaged staff in facilitation activities in WebCT and designed ESL e-tivities
which are now resources
• Completed the first collaborative learning exchange between interstate providers
in the 54 history of the Adult Migrant English Program (AMEP), evaluated as
highly successful. This involved 2 classes in each State and 6 teachers.
• Designed, developed and moderated a role-play simulation online for participants
from 4 states and 6 TAFE Institutes.
• Achieved productive mentor/professional relationship with Marie Jasinski (FLL
2000)
• Researched constructivist, task-based, collaborative learning and simulations
• Completed USQ project based on role-play simulation - awarded higher
distinction
• Extended knowledge of facilitation
• Participated and presented at conferences, workshops and online discussions, and
contributed online articles

Learning & implications Summary of learning
Learning strategies and e-learning environments can engage learners by placing them as agents of the activity/constructors of content rather than reactors to content.

The future for games & simulations is insituated learning involving collaborative and strategic thinking, including soft skill development (with no one right programmed answer as in rule-based simulations).

Role play simulations develop from interactions, unpredictability and communication

VET learners benefit from learning designed with the task structuring all, even Discussions

Role-play simulations can
• develop and measure both subject and soft skills
• provide a mask and safe space to try out skills and roles
• use Fablusi software or WebCT Discssion forums


Implications
Design, implementation and facilitation for the ESL field is also relevant to the wider clientele of VET.

Reducing the gap between idea and actualisation in VET is vital for the future of lifelong learning, problem solving and team performance under pressure of time, costs, personalities and upskilling.  Emphasis in training is to move towards flexibility in the thinking, knowledge
management, and less emphasis on knowledge and more on skills to select and exploit knowledge.

VET must take on issue of responsible and effective moderation/debriefing in role play simulation that goes beyond moderating discussion forums.

The challenge for VET will be to develop increased expertise in the design and delivery of:
• problem-based, scenario-based learning
• computer-based simulations and goalbased role-play simulations
• assessment as feedback cycles during completion of tasks which
• collaborative tasks integrating a range of communication tools/modes

The future
• Increase the expertise in design and delivery of more engaging/immersive learning
• Explore the use of role-play simulations and f2f role-play as a learning strategy
for soft skill development
• Enable effective and responsible moderation of role-play and role-play simulation
through professional development and mentoring.
• Capture and analyse how the Y generation thinks/modes of thinking, to inform
flexible learning design and delivery. This is an imperative as these learners
demonstrate greater flexibility in moving between the modes than what we
currently deliver.
• Develop range of models for collaborative learning that incorporate the team skills
of the workplace and build on the communicative practices of the Y generation
• Initiate a wider pedagogical debate on the kinds of learning/teaching theories and
methodologies essential for developing flexible problem solvers
• Develop further strategies to up-skill a significant number of VET teachers and
administrators
• Given that the average age of the Australian teacher is 48 and going up, develop
strategies to address succession and increase the number of minds on the younger
side of the age digital divide

Kate Fannon's Update