Download - Syria Simulation Workshop - 2013 WHAT Conference

Playing Games to Teach Complex Conflicts

•  Jason Rosenblum: ITEC, UNPG & SMBX

•  Mity Myhr: BSSX

•  Christie Wilson: BSSX

•  Selin Guner: BSSX •  Christopher Micklethwait: UNPG

•  Knowledge Building

•  Social Responsibility •  Intercultural Competencies

•  Experiential Engagement

•  Analysis of the Roles/Goals of Internal and External Actors

•  Analysis of Factors that Promote Conflict or Peacemaking

•  Understand Influence of Resources and Shifting Alliances

•  Understand Complexity of Choices and Appreciate Consequences

•  Appreciate Value of Corroboration/Cooperation in Achieving Goals

Game-‐like simulation + Role-‐play + Conflict

•  equates live simulation games with a constructivist, experiential learning approach (Kolb, 1984)

•  Supply Chain Example -‐ beer game: http://www.beergame.org/

•  teamwork, concrete experiences & reflexive activities

Kolb, David. (1984). Experiential learning: experience as the source of learning and development: Prentice-‐Hall.

Malave, C.; Figueiredo, R. (2002). Practicing active and cooperative learning using live simulation games in the classroom. Proceedings of the International Conference on Engineering Education. Aug 18-‐21. Manchester, U.K.

• affective, cognitive, behavioral dimensions of attitude

•  studied in the simulation: Culture and Creed

•  MIT-‐based game/simulation can affect attitudes towards international conflict.

•  Affects perspectives in moving from competition to cooperation.

Williams, A.; Williams, R. (2011). Multiple Identification Theory: Attitude and Behavior Change in a Simulated International Conflict. Simulation & Gaming 42(6). 733-‐747.

Role play in education resources http://www.rpg-‐mmorpg.com/vl/role-‐play_education.php

Model UN – getting started: http://www.unausa.org/global-‐classrooms-‐model-‐un/how-‐to-‐participate

Crossley-‐Frolick, Katy. (2010). Beyond Model UN: Simulating Multi-‐Level, Multi-‐Actor Diplomacy Using the Millennium Development Goals. International Studies Perspectives. 11, 184–201

Rich tradition of role-‐play to support learning. Simkins, David. (2011). Negotiation, simulation, and shared fantasy: Learning through live action

role play. ProQuest Dissertation. See Chapter 4 – History of role-‐play as a tool for learning. pp 68 – 77.

•  Peacemaker used in dispute resolution classes •  Individual and group-‐based work •  Key findings:

•  Role reversal leads to empathy •  Ladder of inference from reactions based on data as

a result of decisions made. •  Two-‐level diplomacy to gain approval from national

interests and domestic groups.

Goodrich, K.; Schneider, A. (2010). The Classroom Can Be All Fun and Games. Ohio State Journal on Dispute Resolution. 25(1). 87-‐103

•  Syria Simulation based on Peacemaker, except: Syria as setting; live role-‐play of Actors & Non-‐Actors

•  Supported by SEU's own Peacemaker pilot & Goodrich & Schneider (2010)

•  Want students to build empathy through non-‐Western POV's & (for some) morally oppositional stances.

•  Make decisions based on outcomes following each round: re: casualty counts, # refugees fleeing, etc.

•  Balance approval ratings from multiple non-‐actors

•  giving them a “win” scenario in which no one player can actually win, except through cooperation.

•  BUT they need to garner approval from multiple non-‐actors, including the UN general assembly

•  we predict most actions will result in a split along ideological lines in character profiles.

•  In theory there is a way to win through cooperation, but in practice this is unlikely, thus mirroring the setup of the real life conflict.

Bogost, Ian. (2007). Persuasive Games -‐ The Expressive Power of Videogames: The MIT Press.

Phase I : Research •  Read profiles & materials •  Consider event Phase II : Action •  Review options, discuss & choose action •  Group presents & discusses their choice. Phase III : Voting by Non-‐Actors

fin.

[email protected]

@jarosenblum