UN Studies and the Curriculum as Active Learning Tool

Haack, Kirsten

doi:10.1111/j.1528-3585.2008.00344.x

Cited by 26 publications

(21 citation statements)

References 17 publications

(19 reference statements)

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“…2 For some of their history see (Haack 2008) Haack analysed some 19 randomly selected MUN classes, which also demonstrates their pervasiveness in the US.…”

Section: Resultsmentioning

confidence: 99%

“…The subject is an upper level subject in an IR major. It is a core subject and part of a scaffolded program to help foster deep learning (Haack 2008;Hertel and Millis 2002). The majority of students are enrolled in the Bachelor of International Studies or doing a major in political science, in a Bachelor of Arts.…”

Section: Subject Designmentioning

confidence: 99%

“…Yet, as Haack (2008, 395) argued, "merely taking part in activities -'doing politics' -may not be sufficient to achieve deep learning." Haack (2008) argued for systematic scaffolded learning on the UN throughout the undergraduate or graduate curriculum as well as for a MUN curriculum that see students abstracting from their experience to bigger questions about the UN and IR. We introduced the MUN as part of a new core set of subjects in a broad IR curriculum, rather than in UN studies as Haack focuses on, and actively designed the curriculum to promote deep learning.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Model United Nations and Deep Learning: Theoretical and Professional Learning

Engel

Pallas

Lambert

2017

Journal of Political Science Education

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This article demonstrates that the purposeful subject design, incorporating a Model United Nations (MUN), facilitated deep learning and professional skills attainment in the field of International Relations. Deep learning was promoted in subject design by linking learning objectives to Anderson and Krathwohl's (2001) four levels of knowledge or cognition: factual, conceptual, procedural, and metacognitive. Students demonstrated improvement in all four areas; however, this article focuses on outcomes in the conceptual and metacognitive realms as these were where students showed the most growth. In the conceptual realm, the subject aimed to increase students' capacity to apply international relations theories. Students tended to utilize the traditional theories of realism and liberalism; however, their explanations and applications of these theories showed deep learning. In the metacognitive realm, students were able to analyze their own negotiation styles and to explain how it influenced their approach to the Model UN, thus demonstrating strong professional skills development and metacognitive growth. Learning was enhanced by the use of open access online subject materials and online communications. The subject was designed and run in a context where simulations in teaching politics and international relations are not common.

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“…2 For some of their history see (Haack 2008) Haack analysed some 19 randomly selected MUN classes, which also demonstrates their pervasiveness in the US.…”

Section: Resultsmentioning

confidence: 99%

Section: Subject Designmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Model United Nations and Deep Learning: Theoretical and Professional Learning

Engel

Pallas

Lambert

2017

Journal of Political Science Education

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“…Yet critics warn that simulation designs can oversimplify cultural complexities and, particularly if they lack careful grounding, may elicit cultural stereotypes (Kersten, Koeszegi and Vetschera ; Alexander and LeBaron ). As Haack points out, “active learning activities do not guarantee deep learning any more than lectures… if the scaffold of learning in which they are embedded is weak” (:396).…”

Section: Critical Issues For Cross‐national Educationmentioning

confidence: 99%

Active Teaching and Learning in Cross-National Perspective

2014

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Recent developments in globalization, education, and technology suggest exciting possibilities for cross-national active teaching and learning in international studies. This paper reviews scholarship on the potential for systematic and intentional cross-national pedagogical innovations in international studies. Three critical themes are identified and explored: culture and cross-national education, collaboration across contexts, and the need for systematic assessment. Each plays an important role in facilitating effective active teaching and learning cross-nationally. A broader examination of the opportunities and challenges of cross-national education in international studies suggests guidelines for a systematic, collaborative cross-national approach to an emerging active teaching and learning research agenda.The scholarship on innovative pedagogical approaches for teaching international studies has expanded significantly in recent decades, becoming more systematic, and offering new exercises with clearly articulated educational goals and procedures (Lantis, Kille, and Krain 2010). However, the majority of published works have tended to focus on discrete exercises for classes in particular settings. Efforts to evaluate the utility of active teaching and learning exercises that cut across different national and cultural contexts have been relatively rare, even though classes often analyze similar phenomena. This gap exists despite developments in globalization, education, and technology that have made cross-national active teaching and learning both increasingly relevant and possible.This review details emerging scholarship on active teaching and learning that addresses the potential for systematic cross-national pedagogical innovations in international studies. We examine apparent reasons behind the growth in a cross-national pedagogical focus and identify and review three key issue areas related to the cross-national teaching of international studies. First, where cross-national engagement has been explored, there are differing conclusions regarding whether culture represents an impediment or an opportunity for cross-national active teaching and learning. Second, the literature identifies constraints originating in different contexts that may limit cross-national

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“…Furthermore, this methodology has become a preferred way to change the traditional teacher centered classroom into the newer student centered approach to learning. Moreover, active learning instruction is considered as a device to achieve quality, it means that in the higher education the deep learning has changed into an effective form in learning and teaching (Haack, 2008).…”

Section: Active Learning Pedagogiesmentioning

confidence: 99%

Combined Teaching Method: An Experimental Study

Kolesnikova¹

2016

WJE

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The search for the best approach to business education has led educators and researchers to seek many different teaching strategies, ranging from the traditional teaching methods to various experimental approaches such as active learning techniques. The aim of this experimental study was to compare the effects of the traditional and combined (traditional plus active learning) teaching methods in the process of knowledge formation among future primary school teachers. Participants were randomly selected from available Ukrainian 5 th year students. After they were pre-tested, randomly divided into two equal groups. The participants in the experimental group were instructed through combined teaching methods, while those in the control group were only taught through traditional lecture. Following the completion of the course, both groups were received their post-test. The results of both groups were equal at the beginning of experiment. An investigation on the post-test indicated that both teaching methods increased the students' post-test scores significantly. Also, the result of post-test scores in the experimental group increased statistically significant than that the control group. This study concluded that active learning plus the traditional teaching method is a feasible alternative to the traditional teaching method only format.

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UN Studies and the Curriculum as Active Learning Tool

Cited by 26 publications

References 17 publications

Model United Nations and Deep Learning: Theoretical and Professional Learning

Model United Nations and Deep Learning: Theoretical and Professional Learning

Active Teaching and Learning in Cross-National Perspective

Combined Teaching Method: An Experimental Study

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