(Ending) Civil War in the Classroom: A Peacebuilding Simulation

Brynen, Rex

doi:10.1017/s1049096510990719

Cited by 16 publications

(13 citation statements)

References 3 publications

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“…These include mock conventions, assemblies, debates, and other collaborative activities when students take on roles and make decisions accordingly. Simulations and role plays are the most common active learning activities in introductory courses (Archer and Miller 2011), and these are also used in upper-level, graduate, and online courses (e.g., Baylouny 2009; Brynen 2010; Parmentier 2013). Since 2006, simulations and role plays have been featured in one or two tracks at the annual APSA Teaching and Learning Conference; a recent issue of The Journal of Political Science Education focused exclusively on simulations (Asal et al 2013); and many articles show faculty how to integrate these activities into their classes (e.g., Auerbach 2012; Wedig 2010).…”

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confidence: 99%

“…Studies show that students learn from the role plays in their political science courses. Students report greater engagement, insight, and learning after participating in simulations (e.g., Brynen 2010; Oros 2007). More important, studies using control groups show that students perform better on quizzes if they have participated in a simulation or discussion (Powner and Allendoerfer 2008), better comprehend, apply, and evaluate complex concepts when taught through debate (Omelicheva and Avdeyeva 2008), have better knowledge of the material and perform better on exams after participating in brief simulations or collaborative activities (Baranowski 2006; Centellas and Love 2012; Lay and Smarick 2006), and remember more information over the long term after taking part in simulations (Bernstein and Meizlish 2003).…”

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confidence: 99%

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Active Learning Strategies for Diverse Learning Styles: Simulations Are Only One Method

Bromley

2013

APSC

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Although political science instructors increasingly recognize the advantages of incorporating active learning activities into their teaching, simulations remain the discipline's most commonly used active learning method. While certainly a useful strategy, simulations are not the only way to bring active learning into classrooms. Indeed, because students have diverse learning styles-comprised of their discrete learning preferencesengaging them in a variety of ways is important. This article explores six active learning techniques: simulations, case studies, enhanced lectures, large group discussion, small group work, and in-class writing. Incorporating these activities into an introductory, writingintensive seminar on globalization and surveying students about their engagement with course activities, I find that different activities appeal to students with different learning preferences and that simulations are not students most preferred activity. Bringing a broader range of active learning strategies into courses can improve teaching for all students, no matter their learning style. P olitical science lends itself to a wide range of active learning activities. Unlike traditional teaching methods, where students more passively take in information through at-home readings and professor-delivered lectures, active learning demands more-and more engaged-student participation. Active learning helps students not only learn content but also develop critical thinking and writing skills (Bonwell and Eison 1991). These activities require instructors to offer opportunities "for students to meaningfully talk and listen, write, read, and reflect on the content, ideas, issues, and concerns of an academic subject" (Meyers and Jones 1993, 6; emphasis in original ). Indeed, the annual National Survey of Student Engagement includes increasing active and collaborative learning as one of only five benchmarks of effective educational practice (NSSE 2012). In the United States, millennials (the generation born after 1980) account for more than 75% of all undergraduates and more than 85% of full-time undergraduates (US Department of Education 2012); because this generation is more likely to attend college, more ethnically and racially diverse, and more likely to embrace technology than previous generations (Taylor and Keeter 2010), engaging them in more interactive ways is critical. Because students have diverse learning preferences, a broad range of active learning activities can help engage them in their learning.In political science, often we focus on a single active learning activity: simulations. These include mock conventions, assemblies, debates, and other collaborative activities when students take on roles and make decisions accordingly. Simulations and role plays are the most common active learning activities in introductory courses (Archer and Miller 2011), and these are also used in upper-level, graduate, and online courses (e.

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Active Learning Strategies for Diverse Learning Styles: Simulations Are Only One Method

Bromley

2013

APSC

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“…Brynen (2010) discusses the use of a simulation game type activity to help students learn about the challenges of the multinational peace process after a war. The necessary negotiation and problem solving skills are complemented by the complex scenario of the simulation given in his examples.…”

Section: Learning Via Simulationmentioning

confidence: 99%

A Simulation-Based Model for Teaching Business English: An Application in the Tourism and Hospitality Industries

Szanajda¹,

Ou²

2018

International Journal on Studies in English Language and Litera

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“…Many variations are described, from abstract tabletop games (Asal, 2005), online diplomatic role play (Hardy & Totman, 2012) and live "model UN" events. However, whether describing online or face-to-face methods, the literature covering IR/PS simulations has a focus on case studies that describe specific examples, often in terms of what was done or how the mechanics of the exercise worked (for example see (Brynen, 2010;Chasek, 2005;Dougherty, 2003)). There may also be some discussion of learning outcomes or student reaction and some reporting on qualitative or quantitative data on feedback or grade performance (Blum & Scherer, 2007;Raymond, 2010;Stover, 2005).…”

Section: Introduction and Research Questionmentioning

confidence: 99%

Teaching an old game new tricks: Long‐term feedback on a re‐designed online role play

Hardy¹,

Totman²

2016

Brit J Educational Tech

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Despite an extensive history of use in teaching Political Science subjects, long‐term scholarly studies of online role plays are uncommon. This paper redresses that balance by presenting five years of data on the Middle East Politics Simulation. This online role play has been run since the 1990s and underwent significant technical upgrade in 2013–14. The data presented here covers student feedback to this upgrade process and the factors that can influence their response. Key indications are that students tend to recognise when something is fit (or not) for its purpose and will forgo attractive and well‐appointed online environments if the underlying learning exercise is valued. However, there are limits to this minimalism and whilst designers do not need to replicate every Internet trend, attention needs to be paid to broader changes in technology, such as access platform and changing avenues of political communication. The study demonstrates that long‐term monitoring of online role play exercises is important to allow informed changes to be implemented and their impacts properly assessed.

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(Ending) Civil War in the Classroom: A Peacebuilding Simulation

Cited by 16 publications

References 3 publications

Active Learning Strategies for Diverse Learning Styles: Simulations Are Only One Method

Active Learning Strategies for Diverse Learning Styles: Simulations Are Only One Method

A Simulation-Based Model for Teaching Business English: An Application in the Tourism and Hospitality Industries

Teaching an old game new tricks: Long‐term feedback on a re‐designed online role play

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