Chloride penetration and carbonation in blended OPC-GGBS, alkali activated slag, and fly ash-based geopolymer concrete

Engaging students through online role-plays has been demonstrated as a beneficial learning process, particularly in developing students¿ employability skills. Questions remain regarding how to effectively assess active online participatory learning, and particularly how to use online assessment to promote reflective practice. This paper explores the learning and teaching strategy of promoting participatory and reflective learning through student design and conduct of role-plays online. As the case studies presented in this paper show, one of the central questions is how to de-role and debrief role-play participants in the online environment to ensure that student self-assessment of their learning is truly reflective. The case studies have been compiled as part of the Learning and Teaching Investment Fund project funded by RMIT to explore the contribution of online role-play as a form of authentic learning to develop student employability skills in negotiation. The paper compiles the reflections of three RMIT academics from a cross section of disciplines (International Studies, Management and Law), who have used a blended (face-to-face and online) learning and teaching approaches in the teaching of negotiation. Their reflections on their experiences are `lessons learned¿ that may assist the process of improved use of technology to assess active student engagement in online role-play design and performance. The paper reviews the e-journals, discussion boards, wikis and blogs that were utilised as tools to de-role and debrief students who had engaged in the design and performance of role-plays. Given the increased availability of online tools to assist students to develop eportfolios, the contribution of online role-plays to students¿ e-portfolios is also emphasised.