Negotiation-Based Learning Objectives, Strategies and Challenges   Dr Simon Usherwood Senior Lecturer, Politics Centre for...
Introduction <ul><li>How to get the most from negotiation-based learning </li></ul>
The Model <ul><li>Aims: </li></ul><ul><ul><li>Creating an unusual and engaging environment for student learning </li></ul>...
Flexibility <ul><li>By design, highly flexible  : </li></ul><ul><ul><li>Length </li></ul></ul><ul><ul><li>Depth </li></ul>...
Key Stages <ul><li>Before: Preparation </li></ul><ul><li>During: Immersion  </li></ul><ul><li>After: Feedback </li></ul>
Before <ul><li>Possible elements: </li></ul><ul><ul><li>Teaching on theories of negotiation and substantive topic </li></u...
 
During <ul><li>Making significant time and space for deep engagement, without distractions </li></ul><ul><li>Students appl...
 
 
 
After <ul><li>Draw on Module leader notes, ICT resources, reflective student portfolios and post-game discussion: the more...
Conclusion Students have an experience to remember and draw on in myriad ways
Questions? Email:   [email_address] Wiki:   http:// negotiating.wetpaint.com
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Negotiation-based learning: Objectives, strategies and challenges

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Slides from the presentation given by Simon Usherwood (University of Surrey) at the joint conference Open Educational Resources in the disciplines in October 2010.

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Negotiation-based learning: Objectives, strategies and challenges

  1. 1. Negotiation-Based Learning Objectives, Strategies and Challenges Dr Simon Usherwood Senior Lecturer, Politics Centre for Educational & Academic Development
  2. 2. Introduction <ul><li>How to get the most from negotiation-based learning </li></ul>
  3. 3. The Model <ul><li>Aims: </li></ul><ul><ul><li>Creating an unusual and engaging environment for student learning </li></ul></ul><ul><ul><li>Highlight the basic interaction of substantive knowledge and interpersonal skills </li></ul></ul><ul><ul><li>Providing an opportunity for the enhancement of the student group </li></ul></ul>
  4. 4. Flexibility <ul><li>By design, highly flexible : </li></ul><ul><ul><li>Length </li></ul></ul><ul><ul><li>Depth </li></ul></ul><ul><ul><li>Physical arrangement </li></ul></ul><ul><ul><li>Size </li></ul></ul><ul><ul><li>Purpose (skills vs. substantive content) </li></ul></ul><ul><ul><li>Topic </li></ul></ul><ul><li>However, some core elements </li></ul>
  5. 5. Key Stages <ul><li>Before: Preparation </li></ul><ul><li>During: Immersion </li></ul><ul><li>After: Feedback </li></ul>
  6. 6. Before <ul><li>Possible elements: </li></ul><ul><ul><li>Teaching on theories of negotiation and substantive topic </li></ul></ul><ul><ul><li>Students write research essay and negotiating brief; receive feedback before main game </li></ul></ul><ul><ul><li>Practice negotiations, with full feedback </li></ul></ul><ul><ul><li>Scope for integration of other elements, e.g. emotional intelligence, group dynamics, etc. </li></ul></ul>
  7. 8. During <ul><li>Making significant time and space for deep engagement, without distractions </li></ul><ul><li>Students apply learnt knowledge and skills in an active manner, defending positions they might not personally agree with </li></ul><ul><li>Integration of ICT into process to facilitate and to provide observation materials (e.g. video, wiki, blog, MSN Messenger, Sympodium, etc.) </li></ul><ul><li>Module leader can be a participant and/or an observer </li></ul>
  8. 12. After <ul><li>Draw on Module leader notes, ICT resources, reflective student portfolios and post-game discussion: the more, the better! </li></ul><ul><li>Focus on actors, processes and outcomes as core elements, but open to anything else that emerges </li></ul><ul><li>Not prescriptive, as a very individual experience, so assessment typically based on portfolios and ability to reflect </li></ul>
  9. 13. Conclusion Students have an experience to remember and draw on in myriad ways
  10. 14. Questions? Email: [email_address] Wiki: http:// negotiating.wetpaint.com
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