The gamification in Diplomacy studies as an effective tool in knowledge transfer. Case study: simulating a diplomatic organisation (Preprint)

2021 ◽  
Author(s):  
Cercel Mihai
Keyword(s):  
Knowledge Transfer ◽  
Experiential Learning ◽  
International Relations ◽  
Focus Groups ◽  
Learning Process ◽  
Role Play ◽  
Foreign Affairs ◽  
Anonymous Questionnaire ◽  
Transfer Case

UNSTRUCTURED The paper contributes to understanding how innovations in International Relations role play learning are critical for building competencies to students. Modern diplomacy challenges require a bunch of competencies that have to be developed even before joining the diplomatic service. The research explores the interactions between real policy, diplomacy and international relations and students’ capabilities. The paper proposes a role play game developed by the author to simulate a part of the activities of a typical Ministry of Foreign Affairs. Is transferable the knowledge through role play simulations in terms of competencies enhancement? The data was collected between 2016 and 2020, using a voluntary, anonymous questionnaire and focus groups discussions. Data shows that the experiential learning is able to form or to enhance a series of competencies in International Relations and Diplomacy field. Implications are discussed for enhancing the learning process in International Relations and Diplomacy master programs.

scholarly journals Teacher’s Teaching Strategies in EFL Class

2021 ◽  
Vol 1 (3) ◽  
pp. 330-341
Author(s):  
Anrems Rafika Hayati ◽  
Zelvia Liska Afriani ◽  
Ali Akbarjono
Keyword(s):  
Small Group ◽  
Direct Instruction ◽  
Teaching Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Role Play ◽  
First Grade ◽  
English Teacher ◽  
Research Show

Abstract The purpose of this study was to analyze on how the implementation of teaching strategies used by English teacher and the reasons teacher used certain strategies for teaching in SMPN 20 Kota Bengkulu. The subject of this research is English teacher who taught at the first grade in SMPN 20 Kota Bengkulu. The researcher used Roy Killen’s theory to analyze the teaching strategies used by English teacher. The theory of Roy Killen has nine teaching strategies that can be applied by English teacher in teaching and learning process in the classroom. There are direct instruction, discussion, small-group work, co-operative learning, problem solving, research, role play, case study, and writing. The research method used by the researcher was qualitative approach. The techniques of data collection were observation, interview, and documentation. The results of this research show that the teacher used some varieties of teaching strategies which are: direct instruction, discussion, small-group, and role play. The reasons teacher those strategies because those strategies made students more actively on follow the learning process, students could learn together and share their knowledge each other. The teacher used the same strategies for teaching English at first grade, but in term implementation of teaching strategies, the teacher still has difficulties to apply strategies in class during Covid-19 pandemic. Keywords: Teacher, EFL, Teaching Strategies

Interactionist role theory meets ontological security studies: an exploration of synergies between socio-psychological approaches to the study of international relations

2019 ◽  
Vol 26 (3) ◽  
pp. 851-874 ◽  
Author(s):  
Stephan Klose
Keyword(s):  
International Relations ◽  
Role Theory ◽  
Role Play ◽  
Security Studies ◽  
Ontological Security ◽  
Self Image ◽  
Security Challenges ◽  
Societal Role

This article argues that interactionist role theory holds much potential for complementing the ontological security literature in the field of International Relations. Concretely, the article argues that an interactionist role theory perspective promises to supplement the ontological security literature in at least two significant respects. First, it allows for a better understanding of how an international actor’s (capacity to provide) ontological security is tied to its ability to realize its ‘self’ in society through the making and playing of roles (and the subsequent casting of others). Second, it emphasizes how reflective intelligence enables an international actor to address destabilizing disconnects between its ‘self’-image and societal role-play, and to develop a measure of ontological resilience (a capacity to constructively engage with – and to recover from – ontological security challenges). To illustrate this argument, the article provides a case study, which explores, from an interactionist role theory perspective, how the European Union’s ontological security has been strengthened, challenged and restored in its interaction with its Southern and Eastern Neighbourhood.

Enlivening Classrooms with Personal Subscriptions

1987 ◽  
Vol 53 ◽  
pp. 7-7
Author(s):  
Charles T. Barber
Keyword(s):  
International Relations ◽  
International Law ◽  
Political Science ◽  
Learning Process ◽  
Media Coverage ◽  
Print Media ◽  
Foreign Affairs ◽  
International Organization ◽  
Special Issue ◽  
Classroom Experience

As a lively discipline, political science meshes well with the print media. Coverage of recent events by newspapers and magazines can be an outgoing part of the classroom experience. Encouraging students to get personal subscriptions points them toward greater involvement in the learning process.My initial use of media revolved around single issues of journals in combination with texts. For Introduction to International Relations, I ordered the latest Foreign Affairs and for International Law, I included the most recent American Journal of International Law. One of my best finds, a special issue of International Organization devoted to Canada, rounded out coverage for a special topics seminar on Canada. Student personal copies of journals, sometimes tied to student memberships, proved rewarding in helping juniors and seniors to learn.

scholarly journals From Integrating to Learning: Insights from Spanish L2 Multiple Documents Selection in Reading Tasks

2021 ◽  
Vol 14 (1) ◽  
pp. 151-177
Author(s):  
Maha Soliman
Keyword(s):  
Content Analysis ◽  
Focus Groups ◽  
Mental Representation ◽  
Learning Process ◽  
First Language ◽  
Exchange Program ◽  
Depth Interviews ◽  
Teaching Setting ◽  
Multiple Document

Previous literature has focused on investigating the use of sources in the classroom and how much they contribute to building a coherent mental representation of the texts. These studies explain how integration from multiple document sources occurs; however, their results are limited to the first language and do not inform about the types of these sources or how they are used. In this sense, the objective of this case study is to identify the types of sources used in four courses of a student exchange program in a Chilean University. The data was collected through focus groups with sixty students and in-depth interviews with four professors to determine in what sense the type of document selected could contribute to the learning process. A content analysis was carried out using Nvivo 12 to report on the pedagogical implications of using these sources in a Spanish L2 teaching setting.

scholarly journals Interspecies Pedagogy: What Could a Horse Teach Me About Teaching?

2019 ◽  
Vol 5 ◽  
pp. 4-30
Author(s):  
Biljana Culibrk Fredriksen
Keyword(s):  
Teacher Education ◽  
Experiential Learning ◽  
Learning Process ◽  
Learning Processes ◽  
Mutual Trust ◽  
Current Investigation ◽  
Ethnographic Case Study ◽  
Joint Learning ◽  
Relationship Of

This article explores experiential learning through a more-than-human perspective. It builds on my earlier study of young children’s experiential learning, which revealed the biological predispositions or”embodied capacities” that young children have to learn from experience. In this current investigation, I identify some characteristics of a horse’s experiential learning and maintain that understanding these experiences is relevant for teaching beyond human perspectives. I also seek to understand how a teacher can motivate experiential learning. The article presents an ethnographic case study of myself and my horse Zvekki. Zvekki’s sophisticated predispositions for experiential learning have become visible over the years I have been pursuing a relationship of mutual trust between us. Daily interactions with Zvekki have challenged my communicative and other skills to the full and facilitated conditions for both her and my own experiential learning. The joint learning has also been a process of gaining more respect for the horse and gradually moving away from the anthropocentric position where, I realise retrospectively, I started from. What my horse taught me is relevant for teaching different subjects within teacher education programmes because every learning process and form of teaching is an experience in itself. The article focuses on the qualities of learning experiences and skills that are required from teachers who genuinely want to understand learning processes of their students and seek to provide conditions for holistic forms of learning.

scholarly journals If It All Comes Down to Bodily Awareness, How Do We Know? Assessing Bodily Awareness

2020 ◽  
Vol 9 (3) ◽  
pp. 254-260
Author(s):  
Wolf E. Mehling
Keyword(s):  
Experiential Learning ◽  
Focus Groups ◽  
Mechanism Of Action ◽  
Learning Process ◽  
Body Movement ◽  
Self Report ◽  
Second Person ◽  
Bodily Awareness ◽  
Movement Performance ◽  
Neurological Processes

A purported key mechanism of action in most mind–body movement approaches is the maturation and development of bodily awareness. This is an experiential learning process with its own phenomenology, underlying neurological processes, and challenges for scientific study. This report focuses on the assessment of changes in bodily awareness, which is of key importance for the documentation of this learning process for both research and clinical application. Objective assessments requiring lab equipment are briefly reviewed. Qualitative assessments can be performed by interviews, focus groups, and second-person observation of movement performance. In addition, systematically developed self-report questionnaires have become available in recent years, have undergone extensive validation, and are presented here.

scholarly journals Aprendizaje colaborativo mediante estudio de caso y juego de roles en el curso análisis de las finanzas de la Escuela de Administración de Negocios en la Universidad de Costa Rica. Learning collaborative by means of a case study and role-play applied in the course finance analysis, Business School, Universidad de Costa Rica.

2017 ◽  
Vol 11 (2) ◽  
pp. 41 ◽  
Author(s):  
Eduardo Sosa Mora
Keyword(s):  
Costa Rica ◽  
Collaborative Learning ◽  
Learning Process ◽  
Teaching Strategy ◽  
Role Play ◽  
Active Role ◽  
Learning Collaborative ◽  
Aprendizaje Colaborativo ◽  
Estudio De Caso

<p><strong>Resumen</strong></p><p>En este artículo se exponen los resultados obtenidos de la implementación de una estrategia didáctica de aprendizaje colaborativo mediante el estudio de caso y el juego de roles aplicados en el curso de Análisis de las Finanzas y Presupuestos de la Escuela de Administración de Negocios de la Universidad de Costa Rica. La implementación de esta estrategia tuvo como propósito que los estudiantes jugaran un papel activo en la construcción de sus aprendizajes siguiendo el enfoque de aprendizaje significativo, así como hacer más dinámica la enseñanza por medio de la aplicación de técnicas didácticas y la realización de actividades que involucraran a los estudiantes como agentes activos en la construcción de sus conocimientos. Los resultados de la aplicación de la estrategia permiten concluir que el aprendizaje colaborativo, el estudio de caso y el juego de roles puede facilitar la construcción de sus aprendizajes a partir de la identificación y solución de un problema, mediante la aplicación creativa de los conocimientos teóricos adquiridos durante el curso. </p><p> </p><p><strong>Abstract</strong></p><p>This article presents the results of a teaching strategy applied during the Finance Analysis course, at the Business Administration School at the Universidad de Costa Rica. The strategy was a collaborative learning through a case study and role-play. The purpose of this strategy was that the students played an active role in the construction of the learning process, following the approach of the significant learning and make it a more dynamic teaching, through the application of teaching techniques, and conducting activities that involve students as active agents in building their own knowledge. As a conclusion, the collaborative learning, the case study and the role-play, can facilitate the learning process by the identification and solution of a problem through the creative application of the theoretical knowledge acquired during the course by the students.acilitate the work of the audit team during the professional practice.</p><p><strong><br /></strong></p>

scholarly journals Experiential Learning In An Organizational Leadership Program

2011 ◽  
Vol 8 (10) ◽  
pp. 29 ◽  
Author(s):  
Joann Bangs
Keyword(s):  
Experiential Learning ◽  
Research Methods ◽  
Organizational Leadership ◽  
Learning Process ◽  
Graduate Program ◽  
Methods Course ◽  
Leadership Program ◽  
Research Project

This paper is a case study of an experiential learning process in a research methods course. All students work together to complete a research project pertaining to their graduate program.

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