Virtual Situated Learning Environments - Information Communication Technologies for Human Services Education and Delivery - page 81

lies within the humanities. However, the VSLE
is able to provide opportunities for students to
both soft and hard and concrete reflective as well
as abstract active issues. Accordingly students
require professionals with skills to operate at the
intersection of a number of professions.
I have developed and used a number of VSLEs
designed as organisations in which work occurs. In
all cases, in addition to the background company
environment provided by the VSLE, students are
provided with a Scenario, a general brief of the
issue, Roles or characteristics they are to adopt,
and various Theories they are asked to explore
in practice.
While using the common VSLE, each on-line
learning activity is held over an intensive week
period (in some cases a longer period of up to a
month) followed as close as possible by a face-to-
face de-briefing sessions. In all cases, assessment
of the skills developed by students includes a
combination of lecturer assessment of knowledge
and skills demonstrated against theories; peer
assessment; self reflection through journals and
group reflection through group journals.

• Development and implementation of glob-

al Business Ethics Policy;
Negotiations with individuals and collec- •

tives of individuals (including unions);
and
Development of strategies to network •

knowledge sharing between professions
and disciplines.

Activities in which participant-learners engage
are designed to develop their abilities to analyse
the scenario and contribute suggestions to assist
with problem resolution. They then reflect upon
their own actions and those of others in terms of
the “lessons learnt” from the various contributions
and the agreed outcome.

an australian-based restaurant
complex (Delicate Dining)

The second VSLE is designed as a restaurant chain
with a number of (locally based) outlets in which
each participant- learner is either a manager/lessee
or employee in a particular outlet (chef, kitchen
hand, waiting staff, bar staff). Learners are pre-
sented with an outline of the company including
strategic plan and vision and cost structure.
Scenarios of inter-professional challenges in
which learners engage have included negotia-
tions of:

an australian owned, globally
located manufacturing company
(renovators Dream)

The first VSLE is designed as a manufacturing
organisation (Renovators Dream Pty Ltd) in which
each participant-learner is identified as either a
process worker, a manager, or a representative of
a specialist department. Learners are presented
with an outline of the company: what it produces,
strategic plan and vision; cost structure and or-
ganisational structure.
Scenarios of inter-professional challenges
in which learners engage have included the fol-
lowing:

• Pay and conditions of employment (includ-

ing relative rates of pay between roles);
Negotiation of resolutions of occupational •

health and safety issues;
Identification of legal and ethical employ- •

ment issues; and
Resolution of individual disputes between •

participant roles.

Activities in which participant-learners engage
are designed to develop their abilities to analyse
the effectiveness of different negotiation theories,
styles and tactics used in resolving disputes. These

• Effects of globalisation and offshore out-

sourcing on issues of social justice, pro-
duction efficiency and employee voice;