Simulating conflict resolution dynamics and fostering negotiation skills
El artículo analiza el uso de simulaciones como una herramienta de aprendizaje activo y explora su idoneidad en los estudios de Relaciones Internacionales (RR. II.), que involucran a diferentes poblaciones de estudiantes. Las experiencias de negociación anteriores se utilizan para describir Game of Peace, un modelo de negociación, desarrollado por el autor, para abarcar a los estudiantes en el papel de varias facciones involucradas en una guerra civil. Al evaluar los comentarios de los estudiantes, aquí se sostiene que las simulaciones son extremadamente funcionales para los cursos de RR. II., para mejorar las habilidades de aprendizaje, fomentar las habilidades y capacidades relacionales, y para llevar las teorías y conceptos... Ver más
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Daniela Irrera - 2020
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Simulating conflict resolution dynamics and fostering negotiation skills Irrera, D. (2016). The use of simulations as a teaching tool, www.e.ir-info, https://www.e-ir.info/2016/05/26/the-use-of-simulations-as-a-teaching-tool/ Raines, S. (2003). ‘The Potential Perils of Slack (not Pack) Pedagogy: A Response to J. Martin Rochester’s Remarks about Active Learning Strategies. International Studies Perspectives 4: 432–435. Pepinsky T.B. (2005). From Agents to Outcomes: Simulation in International Relations, in European Journal of International Relations, 11(3): 367-394. Newmann, W. W. & Twigg, J. L. (2000). Active engagement of the intro IR student: A simulation approach. PS: Political Science & Politics, 33(4), 835-842. McIntosh, D. (2001). The uses and limits of the model United Nations in an international relations classroom. International Studies Perspectives, 2(3), 269-280. Lantis, J. S. (1998). Simulations and experiential learning in the international relations classroom. International Negotiation, 3(1), 39-57. Lantis, J. S.; Kuzma, L. M. & Boehrer, J. (Eds.) (2000). The new international studies classroom: Active teaching, active learning. Boulder, CO: Lynne Rienner. Giovanello, S. P.; Kirk, J. A. & Kromer, M. K. (2013). Student perceptions of a role-playing simulation in an introductory international relations course. Journal of Political Science Education, 9(2), 197-208. Raymond, C. & Usherwood, S. (2013). Assessment in simulations. Journal of Political Science Education, 9(2), 157-167. Klabbers, J. H. (2009). The magic circle: Principles of gaming & simulation. Brill Sense. Fowler, M. R. (2009). Culture and negotiation: The pedagogical dispute regarding cross-cultural simulations. International Studies Perspectives, 10(3), 341-359. Cusimano, M. (2000). Case Teaching Without Cases. In J. S. Lantis, L. M. Kuzma and J. Boehrer (edited), The New International Studies Classroom: Active Teaching, Active Learning, Boulder, CO: Lynne Rienner Publishers. Bridge, D., & Radford, S. (2014). Teaching diplomacy by other means: Using an outside-of-class simulation to teach international relations theory. International Studies Perspectives, 15 (4), 423-437. Blake E. L. and Starkey B. A. (2001), Simulation in international relations education, Simulation & Gaming, 32(4: 537-551. Brynen, R. (2010). (Ending) civil war in the classroom: A peacebuilding simulation. PS: Political Science & Politics, 43 (1), 145-149. Ben-Yehuda, H.; Levin-Banchik, L. & Naveh, C. (2015). World politics simulations in a global information age, Michigan: University of Michigan Press. Raymond, C. and Sorensen, K. (2008). The use of a Middle East crisis simulation in an international relations course. PS: Political Science & Politics 41.1: 179-182. Rothman, S. B. (2012). Developing and adapting simulations through six points of variance: An example of teaching applied game theory through international negotiations. International Studies Perspectives, 13(4), 437-457. Asal, V.; Miller, I. & Willis, C. N. (2020). System, State, or Individual: Gaming Levels of Analysis in International Relations. International Studies Perspectives, 21 (1), 97-107. info:eu-repo/semantics/article Text http://purl.org/coar/access_right/c_abf2 info:eu-repo/semantics/openAccess http://purl.org/coar/version/c_970fb48d4fbd8a85 info:eu-repo/semantics/publishedVersion http://purl.org/redcol/resource_type/ARTREF http://purl.org/coar/resource_type/c_6501 Weir, K. & Baranowski, M. (2011). Simulating history to understand international politics. Simulation & Gaming, 42(4), 441-461. Shellman, S. and Turan, K. (2006). Do simulations enhance student learning? An empirical evaluation of an IR Simulation, Journal of Political Science Education 2(1): 1-14. Torney-Purta, J. (1998). Evaluating programs designed to teach international content and negotiation skills. International Negotiation: A Journal of Theory and Practice, 3(1), 77-97. Tessman, B. F. (2007). International relations in action: A world politics simulation. Boulder, CO: Lynne Rienner Publishers. Taylor, K. (2013). Simulations inside and outside the IR classroom: A comparative analysis. International Studies Perspectives, 14(2), 134-149. Strand, J. R. & Rapkin, D. P. (2011). Weighted Voting in the United Nations Security Council: A Simulation. Simulation & Gaming, 42(6), 772-802. Stover, W. J. (2005). Teaching and learning empathy: An interactive, online diplomatic simulation of Middle East conflict. Journal of Political Science Education, 1(2), 207-219. Stoll, R. J. (2011). Civil Engineering: Does a Realist World Influence the Onset of Civil Wars? Simulation & Gaming, 42(6), 748-771. Simpson A., W. and Kaussler, B. (2009). IR Teaching Reloaded: Using Films and Simulations in the Teaching of International Relations, International Studies Perspectives, 10, 413–427. Ben-Yehuda, H. and Zohar, G. (2018). Fanaticism Through the Looking Glass of Simulations, Journal of Political Science Education, 14(2): 1-25. Asal V. (2005). ‘Playing Games with International Relations. International Studies Perspectives 6: 359–373. Ayhan, K. J. (2019). Transferring Knowledge to Narrative Worlds: Applying Power Taxonomy to Science Fiction Films. International Studies Perspectives. text/html El artículo analiza el uso de simulaciones como una herramienta de aprendizaje activo y explora su idoneidad en los estudios de Relaciones Internacionales (RR. II.), que involucran a diferentes poblaciones de estudiantes. Las experiencias de negociación anteriores se utilizan para describir Game of Peace, un modelo de negociación, desarrollado por el autor, para abarcar a los estudiantes en el papel de varias facciones involucradas en una guerra civil. Al evaluar los comentarios de los estudiantes, aquí se sostiene que las simulaciones son extremadamente funcionales para los cursos de RR. II., para mejorar las habilidades de aprendizaje, fomentar las habilidades y capacidades relacionales, y para llevar las teorías y conceptos a la vida real. El artículo consta de tres partes. En primer lugar, se evalúa la literatura más reciente sobre simulaciones para reflexionar sobre la idoneidad de las simulaciones; en segundo lugar, la experiencia del Game of Peace se presenta en sus principales pasos, roles y características de interacción. Por último, sus principales resultados se utilizan para evaluar su impacto pedagógico y prever más investigaciones. Irrera, Daniela simulación; conflicto; paz; negociación; habilidades 33 Núm. 33 , Año 2021 : Enero-Junio Artículo de revista application/pdf text/xml Publication Facultad de Finanzas, Gobierno y Relaciones Internacionales https://revistas.uexternado.edu.co/index.php/oasis/article/view/6861 Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0. Oasis http://creativecommons.org/licenses/by-nc-sa/4.0 Español Daniela Irrera - 2020 Journal article Simulating conflict resolution dynamics and fostering negotiation skills The article discusses the use of simulations as an active learning tool and explores their suitability in International Relations (IR) studies, involving different student populations. Previous negotiation experiences are used to describe Game of Peace, a negotiation model, developed by the author, for encompassing students in taking on the role of several factions involved in a civil war. By assessing students’ feedbacks, it is here sustained that simulations are extremely functional to IR courses, in improving learning abilities, encouraging skills and relational capacities, and in bringing theories and concepts to real life. The article consists of three parts. Firstly, the most recent literature on simulations is assessed in order to reflect on the suitability of simulations; secondly, the Game of Peace experience is presented in its major steps, roles and interactional features. Lastly, its main outcomes are used for assessing its pedagogical impact and envisaging further research. simulation; conflict; peace; negotiation; skills 28 13 2346-2132 https://revistas.uexternado.edu.co/index.php/oasis/article/download/6861/11058 https://revistas.uexternado.edu.co/index.php/oasis/article/download/6861/11056 1657-7558 2020-10-23 2020-10-23T17:16:24Z 2020-10-23T17:16:24Z https://doi.org/10.18601/16577558.n33.03 10.18601/16577558.n33.03 https://revistas.uexternado.edu.co/index.php/oasis/article/download/6861/11057 |
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Simulating conflict resolution dynamics and fostering negotiation skills |
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Simulating conflict resolution dynamics and fostering negotiation skills Irrera, Daniela simulación; conflicto; paz; negociación; habilidades simulation; conflict; peace; negotiation; skills |
| title_short |
Simulating conflict resolution dynamics and fostering negotiation skills |
| title_full |
Simulating conflict resolution dynamics and fostering negotiation skills |
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Simulating conflict resolution dynamics and fostering negotiation skills |
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Simulating conflict resolution dynamics and fostering negotiation skills |
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simulating conflict resolution dynamics and fostering negotiation skills |
| title_eng |
Simulating conflict resolution dynamics and fostering negotiation skills |
| description |
El artículo analiza el uso de simulaciones como una herramienta de aprendizaje activo y explora su idoneidad en los estudios de Relaciones Internacionales (RR. II.), que involucran a diferentes poblaciones de estudiantes. Las experiencias de negociación anteriores se utilizan para describir Game of Peace, un modelo de negociación, desarrollado por el autor, para abarcar a los estudiantes en el papel de varias facciones involucradas en una guerra civil. Al evaluar los comentarios de los estudiantes, aquí se sostiene que las simulaciones son extremadamente funcionales para los cursos de RR. II., para mejorar las habilidades de aprendizaje, fomentar las habilidades y capacidades relacionales, y para llevar las teorías y conceptos a la vida real. El artículo consta de tres partes. En primer lugar, se evalúa la literatura más reciente sobre simulaciones para reflexionar sobre la idoneidad de las simulaciones; en segundo lugar, la experiencia del Game of Peace se presenta en sus principales pasos, roles y características de interacción. Por último, sus principales resultados se utilizan para evaluar su impacto pedagógico y prever más investigaciones.
|
| description_eng |
The article discusses the use of simulations as an active learning tool and explores their suitability in International Relations (IR) studies, involving different student populations. Previous negotiation experiences are used to describe Game of Peace, a negotiation model, developed by the author, for encompassing students in taking on the role of several factions involved in a civil war. By assessing students’ feedbacks, it is here sustained that simulations are extremely functional to IR courses, in improving learning abilities, encouraging skills and relational capacities, and in bringing theories and concepts to real life. The article consists of three parts. Firstly, the most recent literature on simulations is assessed in order to reflect on the suitability of simulations; secondly, the Game of Peace experience is presented in its major steps, roles and interactional features. Lastly, its main outcomes are used for assessing its pedagogical impact and envisaging further research.
|
| author |
Irrera, Daniela |
| author_facet |
Irrera, Daniela |
| topicspa_str_mv |
simulación; conflicto; paz; negociación; habilidades |
| topic |
simulación; conflicto; paz; negociación; habilidades simulation; conflict; peace; negotiation; skills |
| topic_facet |
simulación; conflicto; paz; negociación; habilidades simulation; conflict; peace; negotiation; skills |
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33 |
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Núm. 33 , Año 2021 : Enero-Junio |
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Facultad de Finanzas, Gobierno y Relaciones Internacionales |
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Oasis |
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https://revistas.uexternado.edu.co/index.php/oasis/article/view/6861 |
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Español |
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Article |
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http://purl.org/coar/access_right/c_abf2 info:eu-repo/semantics/openAccess Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0. http://creativecommons.org/licenses/by-nc-sa/4.0 Daniela Irrera - 2020 |
| references |
Irrera, D. (2016). The use of simulations as a teaching tool, www.e.ir-info, https://www.e-ir.info/2016/05/26/the-use-of-simulations-as-a-teaching-tool/ Raines, S. (2003). ‘The Potential Perils of Slack (not Pack) Pedagogy: A Response to J. Martin Rochester’s Remarks about Active Learning Strategies. International Studies Perspectives 4: 432–435. Pepinsky T.B. (2005). From Agents to Outcomes: Simulation in International Relations, in European Journal of International Relations, 11(3): 367-394. Newmann, W. W. & Twigg, J. L. (2000). Active engagement of the intro IR student: A simulation approach. PS: Political Science & Politics, 33(4), 835-842. McIntosh, D. (2001). The uses and limits of the model United Nations in an international relations classroom. International Studies Perspectives, 2(3), 269-280. Lantis, J. S. (1998). Simulations and experiential learning in the international relations classroom. International Negotiation, 3(1), 39-57. Lantis, J. S.; Kuzma, L. M. & Boehrer, J. (Eds.) (2000). The new international studies classroom: Active teaching, active learning. Boulder, CO: Lynne Rienner. Giovanello, S. P.; Kirk, J. A. & Kromer, M. K. (2013). Student perceptions of a role-playing simulation in an introductory international relations course. Journal of Political Science Education, 9(2), 197-208. Raymond, C. & Usherwood, S. (2013). Assessment in simulations. Journal of Political Science Education, 9(2), 157-167. Klabbers, J. H. (2009). The magic circle: Principles of gaming & simulation. Brill Sense. Fowler, M. R. (2009). Culture and negotiation: The pedagogical dispute regarding cross-cultural simulations. International Studies Perspectives, 10(3), 341-359. Cusimano, M. (2000). Case Teaching Without Cases. In J. S. Lantis, L. M. Kuzma and J. Boehrer (edited), The New International Studies Classroom: Active Teaching, Active Learning, Boulder, CO: Lynne Rienner Publishers. Bridge, D., & Radford, S. (2014). Teaching diplomacy by other means: Using an outside-of-class simulation to teach international relations theory. International Studies Perspectives, 15 (4), 423-437. Blake E. L. and Starkey B. A. (2001), Simulation in international relations education, Simulation & Gaming, 32(4: 537-551. Brynen, R. (2010). (Ending) civil war in the classroom: A peacebuilding simulation. PS: Political Science & Politics, 43 (1), 145-149. Ben-Yehuda, H.; Levin-Banchik, L. & Naveh, C. (2015). World politics simulations in a global information age, Michigan: University of Michigan Press. Raymond, C. and Sorensen, K. (2008). The use of a Middle East crisis simulation in an international relations course. PS: Political Science & Politics 41.1: 179-182. Rothman, S. B. (2012). Developing and adapting simulations through six points of variance: An example of teaching applied game theory through international negotiations. International Studies Perspectives, 13(4), 437-457. Asal, V.; Miller, I. & Willis, C. N. (2020). System, State, or Individual: Gaming Levels of Analysis in International Relations. International Studies Perspectives, 21 (1), 97-107. Weir, K. & Baranowski, M. (2011). Simulating history to understand international politics. Simulation & Gaming, 42(4), 441-461. Shellman, S. and Turan, K. (2006). Do simulations enhance student learning? An empirical evaluation of an IR Simulation, Journal of Political Science Education 2(1): 1-14. Torney-Purta, J. (1998). Evaluating programs designed to teach international content and negotiation skills. International Negotiation: A Journal of Theory and Practice, 3(1), 77-97. Tessman, B. F. (2007). International relations in action: A world politics simulation. Boulder, CO: Lynne Rienner Publishers. Taylor, K. (2013). Simulations inside and outside the IR classroom: A comparative analysis. International Studies Perspectives, 14(2), 134-149. Strand, J. R. & Rapkin, D. P. (2011). Weighted Voting in the United Nations Security Council: A Simulation. Simulation & Gaming, 42(6), 772-802. Stover, W. J. (2005). Teaching and learning empathy: An interactive, online diplomatic simulation of Middle East conflict. Journal of Political Science Education, 1(2), 207-219. Stoll, R. J. (2011). Civil Engineering: Does a Realist World Influence the Onset of Civil Wars? Simulation & Gaming, 42(6), 748-771. Simpson A., W. and Kaussler, B. (2009). IR Teaching Reloaded: Using Films and Simulations in the Teaching of International Relations, International Studies Perspectives, 10, 413–427. Ben-Yehuda, H. and Zohar, G. (2018). Fanaticism Through the Looking Glass of Simulations, Journal of Political Science Education, 14(2): 1-25. Asal V. (2005). ‘Playing Games with International Relations. International Studies Perspectives 6: 359–373. Ayhan, K. J. (2019). Transferring Knowledge to Narrative Worlds: Applying Power Taxonomy to Science Fiction Films. International Studies Perspectives. |
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