IASTED International Conference on Web Based Education, Innsbruck, Austria, Feb 16-18, 2004 A DIFFERENT LUNCH: ROLE-PLAY SIMULATIONS IN PREPARING EARLY CHILDHOOD LEADERS Ron Linser, (Fablusi P/L), Manjula Waniganayake, & Susan Wilkes University of Melbourne Melbourne Australia Abstract This paper is based on a project where an on-line role- play simulation facilitated the creation of an interactive social environment containing leadership challenges from diverse perspectives. By stepping into the roles of key stakeholders, students were required to respond to an incident at a child-care centre. Insights gained from the evaluation of simulations conducted with two groups of final year Bachelor of Early Childhood Studies students, highlighted the benefits and challenges of E-learning as a tool to promote critical thinking in relation to decision- making as early childhood leaders. These findings also evoke debate about long-term implications of using on- line technology in teacher education. Key Words Role-Play, Simulations, E-learning, Teaching, Leadership. Introduction This paper describes and analyses a computer mediated role-play on leadership issues in the preparation of early childhood leaders. Leadership literature rarely examines the nexus between leadership growth and leadership training. Definitions of leadership do not usually refer to the training of leaders (M. Waniganayake, 2002). Early childhood research suggests that the positions of leadership in the field tend to be held by accidental leaders with little or no training (M. Ebbeck & M. Waniganayake, 2003; Hayden, 1996; and J. Rodd, 1998). This paper however shows one way in which leadership training can be achieved using an on-line role-play and presents some of the feedback by the future leaders who experienced it. Leadership issues are inextricably linked with decision- making and working with others. The on-line role-play simulation allowed us to gain access to an appropriate social space for students to engage their critical thinking and decision-making skills necessary to become leaders in early childhood. Through the on-line role-play a "community of inquiry" (M. Lipman in S. Wilks 1995) was created where participants began to think and respond in a reflective manner, respectful of diverse perspectives and the need to consider alternative points of view. By stepping into the roles of key stakeholders (n=10), participants (n=120) experienced the full impact of exercising the rights and responsibilities that are aligned with specific roles. In response to the evolving story line, the 'game' provided an authentic context for more reflective dialogue between participants on issues of concern. Insights gained from the evaluation of this simulation conducted with final year undergraduate students at the University of Melbourne, Australia, highlight the benefits and challenges of e-learning that combines 'playing' (in the tri-fold senses of having fun, play acting and playing with possibilities) with critical thinking, particularly in relation to ethical responsibilities of today's early childhood leaders. The Creating Thinking Professionals Project Funded by a research grant from the Faculty of Education at the University of Melbourne, the primary purpose of the Creating Thinking Professionals (CTP) Project was the development of an interactive Web environment to support the teaching and learning of early childhood education students. Specific aims and educational objectives included: • ·To enable students to engage in critical thinking when relating to professional issues/concerns within everyday contexts; • ·To enhance teaching and learning of key professional concepts through problem based learning strategies which allow students access to meaningful contexts as if they themselves were direct participants in the ongoing dialogue; • ·To facilitate better access and understanding about critical debates in education though real-.life scenarios encountered by early educators.