Conceptualizing the use of technology to foster peace via Adventure Learning

Abstract

In this paper we present and discuss the findings of a systematic literature review on the use of educational technology initiatives to foster peace outcomes, and we relate those findings to Adventure Learning. In the first section of the paper, we suggest that technology-infused peace initiatives rely predominantly on targeting antecedents to peace, such as collaboration, interaction, communication, and understanding of the "other", rather than peace itself, while at the same time employing varied pedagogies and technologies, with limited empirical support for sustainability of claimed positive outcomes beyond the end of an intervention.These findings align with numerous aspects of the Adventure Learning approach to education. In the second section of the paper therefore, we use Adventure Learning as a way to conceptualize the task of using technology to promote peace outcomes and propose important issues that need to be considered when designing peace-seeking Adventure Learning interventions.

Let'S Talk About Technology for Peace: A Systematic Assessment of Problem-Based Group Collaboration Around an Interactive Tabletop

“…A further meta-review of the participants' contribution across both scenarios (peace and immigrations) offered three larger dimensions in this arena. These themes and dimensions enrich the results of the recent systematic review by 12 Andri Ioannou et al Veletsianos and Eliadou (2009), which only emphasized the use of technology for educational tasks (learning activities) relevant to peace. More importantly, these themes and dimensions provide insights pertinent to future research in the HCI and learning communities concerning the use of technology for peace.…”

“…The most recent systematic review on the use of technology to promote peace and humanitarianism was conducted by Veletsianos and Eliadou (2009). The review revealed that a few (educational) technologies have been used in interventions associated with the promotions of peace such as: (i) learning management systems and virtual learning environments to host learning activities, (ii) Web 2.0 technologies (blogs, wikis, social networking sites and video sharing sites) as well as email and video conferencing to promote collaboration communication, diversity and international cooperation between conflicting parties and (iii) online and video (serious) games and MMORPGs to promote exposure to diverse populations and collaborative learning through social interaction (e.g.…”

“…The review revealed that a few (educational) technologies have been used in interventions associated with the promotions of peace such as: (i) learning management systems and virtual learning environments to host learning activities, (ii) Web 2.0 technologies (blogs, wikis, social networking sites and video sharing sites) as well as email and video conferencing to promote collaboration communication, diversity and international cooperation between conflicting parties and (iii) online and video (serious) games and MMORPGs to promote exposure to diverse populations and collaborative learning through social interaction (e.g. the PeaceMaker video game by Burak et al (2005), which simulates the Israeli-Palestinian conflict and engages learners in negotiating peace), among other technologies (see review by Veletsianos and Eliadou (2009)). Yet, the discussion on how to use technology to promote global peace seems to revolve mainly around internet technologies, while the use of technology in collocated settings is relatively unexplored.…”

“…Definitions of 'peace' abound (see review by Veletsianos and Eliadou, 2009). Adhering to a single definition was not intended in this work.…”

Preface: Reflections on the waves of emerging learning technologies

“…ISIS was unique but it was far from the only example of such cross-cultural educational initiatives. Many similar projects and entities, with names like ePals, iEARN (Gragert 2012 ), Seeds of Empowerment (Buckner and Kim 2012 ; Kim 2009 ), the World Forum (Bonk and Sugar 1998 ), World Savvy, Taking It Global, RoundSquare, Adventure Learning (Miller et al 2008 ; Veletsianos and Eliadou 2009 ), Learning Circles (Riel 1993 ) and Soliya, have been developed since the 1980s. Millions of learners around the world have participated in them and continue to do so.…”