SYMPOSIUM CALL Contribute to the writing of the international anthology “TRANSFORMING UNIVERSITY TEACHING INTO LEARNING VIA SIMULATIONS AND GAMES” to be published by Libri Publishing. Join fellow authors for an inspiring and productive symposium in Sydney, Australia. Here all authors meet from November 27-December 1, 2011 to review, edit and finalise their chapters for the anthology.ABOUT THE ANTHOLOGY This anthology reports on the experiences, successes, and student learning gained from the use of simulations and games in higher education.We seek chapters which provide insights about teaching practices that have improved students learning outcomes by including simulations or games for learning.Three framing conceptsThree aspects of the use of simulations and games for learning set the scene for this anthologyHow simulations and games function as learning toolsThe way simulations and games alter the power ratios in teaching and learning relationshipsMindsets for educators facilitating learning through simulations and games.The first will address ways in which knowledge is accumulating about how simulations and games work as learning tools and strategies. While there has been much written such understanding is not widely known or applied in contexts where educators are learning their craft. Authors of papers addressing this aspect of the topic will share their knowledge about their use of simulations and games for transforming ‘knowing about’ into ‘knowing how’ and ‘being able to’.The second factor concerns the extent to which simulations and games alter power relationships in teaching/learning situations. Students learn more by taking possession of the power of directing their own learning, and teachers learn about how to work collaboratively with students. Such shifts affect perspectives on what is important and has priority and produce innovative learning environments for all.The third factor concerns emerging understanding about differences between ‘facilitating’ and ‘teaching’. Each involves uniquely different mindsets about roles and relationships in the learning space. Addressing this factor could involve exploration of personal learning journeys from ‘teacher’ to ‘facilitator’ within an academic context. It could also explore how such a change challenges current thinking, and practices and understanding of content knowledge and how to share this awareness with students.