Book+Chapter

 // Centre for Education Excellence, Canberra Institute of Technology, Canberra, Australia // Choosing to develop scenario-based role plays using a virtual world environment as the stage for the performance requires a paradigm shift in thinking. The structure and roles to make the scenario-based role plays an effective teaching and learning tool need careful planning and consideration. Pedagogically sound scenario-based role plays are activities with a specific learning outcome designed to create a realistic learning experience for participants. Scenario-based role plays are a effective and socially dynamic learning strategy in the vocational education sector (Fannon,2002) extending these activities into the virtual world environment has added another layer of learning for participants that is arguably more immersive and authentic (Freitas, 2008). Avatars, a digital representation of people in a virtual world environment, enhance the rich and immersive nature of the 3D environment and allow teachers and trainers to develop authentic and highly realistic workplace related scenarios, limited only by their imagination. The adaptability, easy of use and low costs associated with customizing a virtual world environment appeals to the teachers and education managers. This chapter will be of value to teachers, trainers and academics who consider themselves to be virtual world novices and wish to explore using scenario role play activities in virtual world environments to enhance professional teaching and learning. The framework presented in this chapter is a direct result of the research and trialling undertaken as part of the “Virtual Worlds in Health Education” project, a Council of Australian Governments (COAG) funded by the Targeting Skill Needs in the Region Initiative managed by the Canberra Institute of Technology, Australia. In this chapter we will look at three pedagogical approaches used to build virtual world scenarios, support the learners ‘in world’ and ‘in role’, and develop a design framework for teachers and trainers. The pedagogical approaches used are; constructivist scaffolding (Davasi, 2008; Wilson, 2008), situated learning (Herrington & Oliver, 1995; Lave & Wenger, 1991) and debriefing (metacognition) (Brookfield, 1995; Norton, Owens & Clarke, 2004). Scenario role plays are structured learning activities whereby the underpinning knowledge can be scaffolded and delivered either face-to-face, online or via distance or blended learning modes. The framework that has been developed consists of four stages (see figure 1);  1)    Development   2)     Preparation brief 3)    The performance   4)     Debriefing  [R011]    <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">There is a gap in skills and language between teacher/ trainers and 3D developers. There can also be a gap between the brilliant ideas and concept that a teacher/trainer has for the virtual world and the capability of the virtual environment they are planning to use. <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">To overcome this gap a questionnaire has been developed to start to develop ideas and concepts from the teacher/trainer, the responses from these questions will help the designers with the 3D develop and virtual world develop design. Responses to the question include pictures of legitimate objects and workplaces that they would like modelled in the virtual environment. <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Working at the cutting edge of technological advancement is exciting, working along side educators, educational designers, 3D object and virtual world developers. Choosing a virtual environment that already has the features required is a solution to this issue. Regardless of the virtual environment (platform) the benefits for using them for scenario-based role plays are universal. <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">General benefits include the flexibility of being accessible 24 hours a day; it is recordable and can be used as a resource or for the debriefing session and environmental friendly, reducing travel time and costs. Virtual worlds also allow for easy collaboration, persistence (capacity for immediacy and synchronous activity), inclusion of sharable and user generated digital content and they are immersive and interactive (Freitas, 2008). <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">The benefits directly related to scenarios are the options for anonymity of the participants, allowing students to practice and make mistakes without the risk of loosing face and the immersive nature of virtual environments, it is now well documented that when people think about their avatars the brain activity on an MRI is the same as when they think about them selves (Caudle, 2009). <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Scaffolding in the construction industry is used to support a structure as it is being built and is taken away when the building is completed. This is the perfect metaphor for scaffolding in education. Scaffolding provides support when an idea or concept is new. As the learner develops greater understanding and hones their skills, this support is gradually removed. The objective of using a scaffolding model is to develop the participant into a self-reliant learner and demonstrate the achievement of competency (Pahl, 2002). <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">The virtual world scenarios are designed using a constructivist model (Darvasi, 2008) whereby <span style="font-family: Symbol; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">·    <span style="font-family: 'Arial','sans-serif';">the scenarios are authentic and the learning goal encourages “ownership” by the learner, <span style="font-family: Symbol; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">·    <span style="font-family: 'Arial','sans-serif';">understanding is developed through interactive experiences in an authentic learning environment, <span style="font-family: Symbol; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">·    <span style="font-family: 'Arial','sans-serif';">knowledge evolves through social negotiation interaction and collaborative learning, and <span style="font-family: Symbol; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">·    <span style="font-family: 'Arial','sans-serif';">learners are aided by scaffolding and “just in time” information. <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Wilson (2008) expands on this model with the addition of: <span style="font-family: Symbol; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">·    <span style="font-family: 'Arial','sans-serif';">extending student understanding – teachers sequence activities, provide individualized support and guidance, and allow students necessary time to process learning and the benefit from the support, <span style="font-family: Symbol; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">·    <span style="font-family: 'Arial','sans-serif';">temporary support – scaffolds will decrease in level and intensity as students construct their own connections and understanding, and <span style="font-family: Symbol; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">·    <span style="font-family: 'Arial','sans-serif';">focus – tasks must satisfy curriculum requirements but they must also be designed to meet the needs of a variety of learners at different levels. <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">By starting the virtual world scenarios at a basic level and building to an advanced level we have been able to incorporate all of the effective scaffolding criteria (Wilson, 2008). <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">1. <span style="font-family: 'Arial','sans-serif';">Intentionality: The task has a clear overall purpose to the learner requiring individual contribution to the whole <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">2. <span style="font-family: 'Arial','sans-serif';">Appropriateness: Instructional tasks should build upon prior knowledge and should be appropriately challenging to the student <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">3. <span style="font-family: 'Arial','sans-serif';">Structure: The learning environment is structured to present appropriate approaches to the task and lead to a natural sequence of thought and language <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">4. <span style="font-family: 'Arial','sans-serif';">Collaboration: The teacher’s primary role is collaborative rather than evaluative as tasks are solved jointly in the course of instructional interaction <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">5. <span style="font-family: 'Arial','sans-serif';">Internalization: As students internalize new procedures, external scaffolding for the activity is gradually withdrawn. <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Two types of scaffolding have been used to develop virtual world scenarios so as to assist the teacher/trainer (Wilson, 2008). The first, // Designed In Scaffolding //, allow us to sequence our activities activities to connect previous knowledge to new knowledge. The second, // Point of Need Scaffolding, //means that our scenarios and interactions are designed that they can be paused if a teacher recognises a “// teacher moment //”, this allows questions to be answered, concepts to be pointed out and assistance given if needed. <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">In keeping with the // Designed In Scaffolding // model we have three scaffolding layers: <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">1. <span style="font-family: 'Arial','sans-serif';">The first layer is for support with learning scenarios, teaching the participants how to move and function in a virtual environment. <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">2. <span style="font-family: 'Arial','sans-serif';">The second layer starts with simple one-to-one scenarios. These can occur with or without teacher participation to help the participants to become immersed in the roles and be able to develop their role playing skills in a safe, non judgemental environment. <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">3. <span style="font-family: 'Arial','sans-serif';">The third level of scaffolding is where the support starts to be removed and the participant gets the opportunity to “show off” these skills and knowledge in more complex multiplayer scenarios. <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Teacher assisted scaffolding is also embedded within this framework. Teachers can support participants in multiple ways including, playing one of the roles, being invisible and assisting as required, delivering the first session in a computer lab (“hand holding” or inducting participants as required), and conducting the debriefing sessions at the end of the scenario to help participants break out of character and critically reflect on the experience. Scenarios can be multipurpose; they can develop skills, test procedures, challenge values, and assist with the conduct of assessment or recognition of prior learning. <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">In the scaffolded model, all layers can be used to help with the development of skills. While all scenarios can be used for assessment purposes, the first two levels can be used to assess elements of a competency. The more complex multiplayer scenarios can be used for whole competency assessment or for recognition of prior learning. <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Teacher training to facilitate and train in a virtual world environment also has a scaffolding component. This process starts with the teacher participating in simple scenarios with lots of instructor support, and then moves to them designing and delivering multiplayer scenarios. <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">By design, a virtual world environment can be set up mimic a legitimate workplace (e.g. hospitals, offices, crime scenes, classrooms, and so on). It exhibits situated learning characteristics such as those described by Herrington and Oliver (1995). These include: <span style="font-family: Symbol; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">·    <span style="font-family: 'Arial','sans-serif';">authentic context that reflect the way the knowledge will be used in real-life, <span style="font-family: Symbol; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">·    <span style="font-family: 'Arial','sans-serif';">authentic activities, <span style="font-family: Symbol; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">·    <span style="font-family: 'Arial','sans-serif';">multiple roles and perspectives, <span style="font-family: Symbol; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">·    <span style="font-family: 'Arial','sans-serif';">collaborative support for the construction of knowledge, <span style="font-family: Symbol; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">·    <span style="font-family: 'Arial','sans-serif';">coaching and scaffolding at critical times, <span style="font-family: Symbol; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">·    <span style="font-family: 'Arial','sans-serif';">debriefing (reflection) to enable abstractions to be formed, <span style="font-family: Symbol; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">·    <span style="font-family: 'Arial','sans-serif';">articulation to enable tacit knowledge to be made explicit, and <span style="font-family: Symbol; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">·    <span style="font-family: 'Arial','sans-serif';">integrated assessment of learning within the tasks. <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">By designing scenarios for virtual world environment to capitalise on these characteristics, participants will become involved in a “community of practice” (Wenger, 1991). A “community of practice” has three crucial characteristics: <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">1. <span style="font-family: 'Arial','sans-serif';">The domain: in the environment the participants all have a shared goal, to develop knowledge and skills for a set outcome. All participants come to the domain or the virtual environment with their own sets of skills and knowledge (ranging from beginners to professionals) and as a collective they have the range of skills and knowledge to achieve and outcome. <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">2. <span style="font-family: 'Arial','sans-serif';">The community: via scenarios participants engage in joint activities and discussion to help each other. These activities encourage participants to build relationships that enable them to learn from each other. <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">3. <span style="font-family: 'Arial','sans-serif';">The practice: groups of practitioners are brought together to share their ideas and their resources (who are at different stages in their development, skill and knowledge). Their professional practice becomes increasingly evident through their experiences, stories and tools that are used to help achieve an outcome ergo a shared practice. <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">This is not a new theory. Lave & Wenger (1991) called the process “legitimate peripheral participation”. Fundamentally, legitimate peripheral participation means that when you put professionals and beginners together, the beginner will learn by watching and working alongside the professional. <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">This situated, or experiential, learning in a virtual world environment also encourages serendipitous learning, meaning that while the participants are in world playing in a scenario they will learn and develop skills without knowing it. This is where the debriefing stage is important to highlight these skills and bring them to the participants’ attention. <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">In the “Virtual Worlds in Health Education project, the virtual world component of learning uses a blended delivery model. This means that the underpinning knowledge is delivered either in a classroom setting, online or by a distance model and the skill development and assessment is delivered in a virtual environment. Briefing is an essential part of the process of using scenario-based role plays in a virtual world; it has two distinct parts, the briefing and the debriefing. The briefing prior to in world activities, is the building of the underpinning knowledge; this can happen in a classroom situation, online or by distance. The ‘in brief’ is where the participants are given their role in the scenarios and are required to research the characteristics of their role so they can act appropriately in accordance with their assigned role. <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">The post scenario debrief is the most important part of the learning. This is where critical reflection (Brookfield, 1995, p4) is employed. Brookfield’s model of critical reflection focuses on three interrelated processes; <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">1. <span style="font-family: 'Arial','sans-serif';">The process by which adults question and then replace or reframe an assumption that up to this point has been uncritically accepted as representing commonsense wisdom <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">2. <span style="font-family: 'Arial','sans-serif';">The process through which adults take alternative perspective on previously taken for granted ides, actions, forms of reasoning and ideologies, and <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">3. <span style="font-family: 'Arial','sans-serif';">The process by which adults come to recognise the hegemonic aspects of dominant cultural values and understand how self-evident renderings of the ‘natural’ state of the world actually bolster the power and self-interest of unrepresentative minorities.(Brookfield, 1995, p4) <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">This debriefing process will allow the teacher to guide the participants through the experiences by focusing the discussion on their actions, thoughts, values and beliefs and then moving to how this experience and the skills they have developed will change their behaviour and beliefs when dealing with similar situations in the future, in real life. These debriefing sessions can be structured using a scaffolded process such as question starters and protocols (Sanders & McKeown, 2007); teachers can tap into a wider pool of experience in order to question values and beliefs, practices and understandings as well as the new content presented in the scenario role play itself. This is a metacognitive activity (Norton, Owens & Clarke, 2004) that will allow participants to relate new information or skills to prior knowledge, building connections between theory and practice, validating ideas and feelings, and personalising knowledge gained. <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">The nature of the scenarios that have been developed for the “Virtual Worlds in Health Education” project, range from basic workplace behaviour to risky or volatile situations that call on all of their skills and knowledge developed so far. Debriefing for basic workplace scenarios can be quite quick while more complex and complicated scenarios can take longer and may need to be conducted over a few sessions or several weeks. Recording in world activity can help with the debriefing session and then be used as a teaching resource or case study either for debriefing or as an example prior to future activities. <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">From research at the Canberra Institute of Technology and the “Virtual Worlds in Health Education” project, it has been observed that if the role information provided to participants is brief (i.e. background, task and attitude) that participants are more likely to more fully act out and improvise with the role information as a loose guide. When participants were presented with heavily scripted roles, they were more likely to read off the role information rather than act it out and the spontaneity and realism was subsequently lost (Neuendorf, 2010). <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">In order to increase the immersive effects of running the scenario in world, it is recommended that teachers use audio communication tools rather than text tools to improve communication, allowing for smoother, more realistic interactions. Text tools can be awkward for participants with low literacy levels and low levels of typing skills and create long pauses between interactions. Audio tools, while they can discriminate against low levels of conversational language skills, allow for quicker responses, more extensive answers and provide a more natural flow to the interaction. <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Developing an authentic learning activity in a virtual world environment needs the following key aspects to be effective: <span style="font-family: Symbol; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">·    <span style="font-family: 'Arial','sans-serif';">Authentic and scaffolded tasks <span style="font-family: Symbol; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">·    <span style="font-family: 'Arial','sans-serif';">Structured scenario format (introduction, middle, conclusion) <span style="font-family: Symbol; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">·    <span style="font-family: 'Arial','sans-serif';">Student ownership <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;"> **//<span style="font-style: italic; font-weight: bold; mso-bidi-font-style: normal; mso-bidi-font-weight: normal;">Authentic and Scaffolded Tasks //** <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Commence your authentic and scaffolded task development by looking at the curriculum or competency to see which element or learning task the scenario will be fulfilling. When selecting a task think about what the participant will be required to do in the workplace. Start a process and begin with simple work place interactions, between two people and build to more complicated multiplayer scenarios. For example, a simple scenario could take place in a hospital; perhaps depicting a nursing staff handover of a patient, or an administrator receiving an incoming telephone enquiry. An example of a more complicated task within a hospital environment could be that of a patient conference involving doctors, registered nurses, enrolled nurses and occupational therapists to discuss continued care of a patient, or an office situation involving a disgruntled customer, reception staff, sales staff and the manager. All of the above situations would revolve around communication skills and would focus on the development of active listening, negotiation, ethics, and conflict resolution skills, as well as ‘softer’ skills such as emotional intelligence and professionalism. <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">The following points need to be considered when developing scenarios for virtual world environments and are adapted from Benedetti (1986). <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">A. <span style="font-family: 'Arial','sans-serif';">Begin by deciding what the inciting incident is. What happens, or what has happened that causes the scene to begin? <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">B. <span style="font-family: 'Arial','sans-serif';">What is the main conflict of the scenario you are writing? Who and what is the scenario about? <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">C. <span style="font-family: 'Arial','sans-serif';">Who are the characters in the scenario? Why are they there? Are the participants going to be using their own avatar or can they adopt another pre-defined avatar? <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">D. <span style="font-family: 'Arial','sans-serif';">What happens in the scenario, or this scene, moment to moment? What changes as each avatar enters or leaves? What new information is revealed by each avatar? <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">E. <span style="font-family: 'Arial','sans-serif';">What is the crisis, the moment after which the conflict – is this unfinished?? <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">F. <span style="font-family: 'Arial','sans-serif';">What is the climax of this scenario? How does the scenario end? <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">An example of a scenario developed and trialled in the “Virtual Worlds for Health Education” study is outlined below. It highlights the required development aspects outlined above. <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">This scene is part of a scenario designed for community services students. It is an interaction between a community centre receptionist and an angry client. // <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-style: italic; line-height: 115%; mso-bidi-font-style: normal;">Objectives: opportunity to demonstrate a range of techniques suitable to de-escalate potential violent or difficult behaviour. The opportunity to demonstrate a common sense approach that helps to ensure safety of self and others and the opportunity to participate in debriefing and articulation of your experience // // <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-style: italic; line-height: 115%; mso-bidi-font-style: normal;">Background: This role play will revolve around a male client who is demanding to see a case worker NOW. Unfortunately the case worker is no longer working at refuge. This role play is about the interaction with the angry client and a receptionist, who will need to schedule an emergency appointment with the client and another case worker. // // <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-style: italic; line-height: 115%; mso-bidi-font-style: normal;">Sequence: Receptionist is working, angry client enters and approaches receptionist. Receptionist starts conversation angry clients’ starts issues and problems. Angry client reacts to receptionist words picking up on de-escalating or escalating acting appropriately. Eventually the issue is either resolved with client booked in to see someone else or the client leaves in a huff. The outcome is decided on the communication skills of the receptionist. // <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Once these points have been considered, individual characters can be developed. Thinking about the workplace and typical personalities and behaviours will help to develop the characters. Think about the characters’ social background, needs and desires, ethical values, external factors influencing choices, physical characterises and specific and immediate circumstances. <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">An example of character development is as follows. // <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-style: italic; line-height: 115%; mso-bidi-font-style: normal;">This charter is from a community service subject (interpersonal communication). It is for an interview about the services provided at a community centre. // // <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-style: italic; line-height: 115%; mso-bidi-font-style: normal;">You are 22 year old female, you are unhappy in your relationship; your husband is verbally abusive and is very controlling. You are pregnant with your first child and would like to resolve some of your relationship problems before the baby is born (in 3 months). // // <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-style: italic; line-height: 115%; mso-bidi-font-style: normal;">Nothing you do is good enough for your husband from making dinner to making the bed; he is very unhappy if he doesn’t know where you are every second of the day, and he doesn’t know you are seeking help. You don’t want to involve him in this process yet! // // <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-style: italic; line-height: 115%; mso-bidi-font-style: normal;">You are very upset and embarrassed, you body language is closed and you look around the room a lot and have trouble making and maintaining eye contact with the interviewer // <span style="font-family: 'Arial','sans-serif';">. <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Developing scenario-based role plays for teaching and learning is a time consuming yet rewarding process. The framework discussed in this chapter will help to guide teachers through the development of scenario-based role plays in world. Constructing scenario-based role plays using a sound pedagogical approach will support teachers and learners along the road to discovery and adventure that is the immersive nature of virtual worlds. By developing authentic tasks within realistic environments and remembering the importance of debriefing post role play helps to integrate the theory into professional practice. <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">This chapter aimed to provide a practical approach to developing scenario-based role plays and has been developed from current research, primarily the “Virtual Worlds in Health Education” project. Using a pedagogical approach to shape the experience makes more sense rather than fitting a “tool” to the teaching and learning. This practical guide bridges the gap between teaching and learning design and demystifying the use of virtual world environments in education. Teachers are encouraged to trust their teaching and learning experience and skills to develop and orchestrate scenario-based role plays in virtual world environments, rather than foregoing their experience in favour of learning how to use the technology itself. Experience in the “Virtual Worlds for Health Education” project has shown this to be the case. <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Avatar – a digital representation of a person or character used by a participant in the virtual world environment to move, talk or interact within the environment <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">In world – activities undertaken by participants using an avatar that take place in a virtual world environment <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Ownership – participants have the opportunity to input into the scenario-based role plays gain control over and adlib so that they feel like they have actively contributed to the activity and the outcome of their own volition <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Competency – A term used in the vocational education and training sector to denote a demonstrable skill or skill set required for certification <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Recognition of prior learning – a phrase used in the vocational education and training sector to denote those skills or skill sets that a learner already competently demonstrates <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Benedetti, R.L., (1986) // The Actor at Work //. Englewood Cliffs, New Jersey, Prentice-Hall, Inc. <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Brookfield, S. (1995) Adult Learning: An Overview. In A. Tuinjman (ed.) (1995). // International Encyclopaedia of Education, //Oxford Pergamon Press. <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;"> <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Caudle, K. (2009), Me, myself and my avatar. // New Scientist Weekly, //14 November, 2009, P19. <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Wenger, E. (1991)// “Communities of practice //” Retrieved February, 2009, from [] <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Darvasi, P. (2008). 3D Virtual Learning Environments. Retrieved March 2, 2009, from []   <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Fannon, K. (2002) A Role-play Simulation – Transformative learning in complex dynamic social systems, University of Southern Queensland, Retrieved January 2010, from [] <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Freitas, S. (2008) Serious Virtual Worlds – A scoping study, Serious Games Institute, Retrieved March 2, 2009, from [] <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Herrington, J & Oliver, R. (1995) Critical Characteristics of situated learning: Implications for the Instructional Design of Multimedia, Retrieved December 15, 2009, from [] <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Neuendorf, P. (2010). // Does tailoring scenarios to learners needs work in a virtual environment? // Unpublished Masters report, University of Southern Queensland, Australia <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Norton, L.S, Owens, T. & Clarke, l. (2004) Analysing metalearning in first year undergraduates through their reflective discussions and writing,” Innovations in Education and Teaching International, 41 (4), pp. 423 – 441 Retrieved December 15, 2009 from [] <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Pahl,C. (2002). // An Evaluation of Scaffolding for Virtual Interactive Tutorials //. In G. Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2002 (pp. 740 – 746). Chesapeake, VA:AACE <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Sanders, R.L & McKeown, L. (2007) Promoting Reflection through Action Learning in a 3D Virtual World, International Journal of Social Sciences 2:1 2007, p50 – 55 Retrieved December 15 2009, from [] <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Wilson, S. (2008). Components of Cognitive Apprenticeship: Scaffolding. Retrieved March 2, 2009, from [] <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-bidi-font-size: 11.0pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 18pt; font-weight: bold; line-height: 115%; mso-bidi-font-size: 11.0pt; mso-bidi-font-weight: normal;">Making learning choices using scenarios in virtual world environments **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-weight: bold; line-height: 115%; mso-bidi-font-weight: normal;">Penny Neuendorf **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-weight: bold; line-height: 115%; mso-bidi-font-weight: normal;">ABSTRACT **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-weight: bold; line-height: 115%; mso-bidi-font-weight: normal;">INTRODUCTION **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-weight: bold; line-height: 115%; mso-bidi-font-weight: normal;">FIGURE 1 – Framework for scenario-based role plays in a virtual world environment. Reprinted with permission, Neuendorf (2010). **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">1. Development stage || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">2. Preparation Brief  || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">3. The performance  || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">4. Debriefing  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">A. Select element or learning outcome || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">A. Deliver underpinning knowledge required  || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">A. Teacher/trainer arrive in world early to welcome participants  || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">A. Start discussion with a summary of the scenario  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">B. Develop scenario objective based on element || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">B. Train participants in virtual world platform  || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">B. Once all character have arrived a quick briefing with guidelines and rules  || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">B. Opportunity for participants to discuss their thoughts and feelings  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">C. Select workplace or setting for the scenario || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">C. Train participants in role playing  || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">C. Commence scenario  || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">C. Teacher to highlight learning (positive and where improvement is needed)  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">D. Develop scenario (beginning, middle, conclusion) and/or characters for development || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">D. Distribute parts (Background, character and intent)  || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">D. Monitor and guide participants, helping when needed  || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">D. Brainstorm with participants for how to apply this learning into similar situations in the future  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">E. Break scenario into roles || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">E. Support participants in role research  || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">E. Close and conclude scenario role play  || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">E. Final check with all participants for closure  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">F. Develop assessment and/or evaluation criteria || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">F. Set, time, date and URL for the session  || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">F. Commence debrief  || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">F. Evaluate scenario and seek participants feedback to assist with continuous improvement  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-weight: bold; line-height: 115%; mso-bidi-font-weight: normal;">Background to the research **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-weight: bold; line-height: 115%; mso-bidi-font-weight: normal;">Bridging the gaps (Talking the same language) **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-weight: bold; line-height: 115%; mso-bidi-font-weight: normal;">Benefits of virtual environments for scenario-based role plays **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-weight: bold; line-height: 115%; mso-bidi-font-weight: normal;">Applying the pedagogy ‘in world’? ** <span style="font-family: 'Arial','sans-serif';">Three theoretical approaches can be applied to the development, the implementation and evaluation of scenario role play learning activities in a virtual environment; scaffolding (constructivism), situated learning (legitimate peripheral participation) and critically reflective debriefing (metacognition).
 * // <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-style: italic; font-weight: bold; line-height: 115%; mso-bidi-font-style: normal; mso-bidi-font-weight: normal;">Scaffolding //**
 * // <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-style: italic; font-weight: bold; line-height: 115%; mso-bidi-font-style: normal; mso-bidi-font-weight: normal;">Situated Learning //**
 * // <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-style: italic; font-weight: bold; line-height: 115%; mso-bidi-font-style: normal; mso-bidi-font-weight: normal;">Debriefing (Metacognition) //**
 * <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-weight: bold; line-height: 115%; mso-bidi-font-weight: normal;">Brief role information versus scripted role information **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-weight: bold; line-height: 115%; mso-bidi-font-weight: normal;">Communication tools **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-weight: bold; line-height: 115%; mso-bidi-font-weight: normal;">Framework for Teachers **
 * // <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-style: italic; font-weight: bold; line-height: 115%; mso-bidi-font-style: normal; mso-bidi-font-weight: normal;">Structured scenario format //**
 * <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-weight: bold; line-height: 115%; mso-bidi-font-weight: normal;">Conclusion **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-weight: bold; line-height: 115%; mso-bidi-font-weight: normal;">Interpretations of terms used in this chapter **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-weight: bold; line-height: 115%; mso-bidi-font-weight: normal;">REFERENCES **

 <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt; line-height: 115%; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt; msospecialcharacter: comment;">[R011] AS per the suggested section heading above, this para confuses the flow of the chapter for me. You’ve already outlined what the chapter will cover above. This reads more like a brief background to the issues the VWHE project seeks to address – why not say just that?