Dr. Alan BruceUniversal Learning Systems DublinMaria-Antònia GuardiolaUniversitat Oberta de Catalunya, BarcelonaEDEN Confe...
Themes:• Peace Studies• Conflict Resolution• Conflict Transformation• Reconciliation• Learning and adapting in a changing ...
Changing worlds, sameconflicts Dimensions of crisis Public spheres, private opportunities Multipolar fragmentation Alt...
Globalized imperatives Urbanized futures Permanent exclusion and inequality Invisible otherness Trajectories of develo...
Learning and PeaceMaking Creating shared meaning and dialogue Providing support and guidance Valuing difference as a cr...
Designing ConflictResolutionThe overarching aim of conflict learning andpeace studies is to give an overview of theissues,...
Expected OutcomesDesigned so participants will eventually: Have an understanding of the historic legacies of conflict De...
Innovative imperatives Issues around conflict and peace considered in a matrix of criticalreflection and shared learning....
Using eLearning Painful dimensions can be supported by e-learning methods,where material and information can be presented...
Developing programs Development of social media instruction supports and web-enhanced programs allows direct engagement o...
Master in Conflictology(UOC) Campus for Peace, Cooperation, Development andSustainability (2000) Combines academic and r...
‘Campus for Peace aims to intervene directly, firsthand, in warand in conflicts with scientific knowledge of conflicts, vi...
Conflictlogy and eLearning with UOC Groups, systematizes and presents knowledge through aneffective and advanced on-line ...
Conflicts of InterestThe fractured islandContested identitiesCitizenship without rightsPost-colonial legacies
Constructing sharedlearning Overcoming mistrust Emphasis on those who participated,experienced, suffered Origins of Exp...
Engaging learnersCommunity uptakeRepublican groupsLoyalist groupsInteraction and conflictAddressing identityComparative an...
Methodology Expert external testimony/witness Media and film Site visits Debate History and identity Shared learning...
Learning outcomesMediation skillsApproaching the otherUnderstanding historic legaciesDialogue, acceptance, trustShared lea...
Embedding LearningAccreditation: QUB 2011European dimensionsRights, diversity, communityConflict resolution methodologiesT...
Fractured futures or Opportunities?April 2011 and September 2012
Gràcies!Dr. Alan Bruce Maria-Antònia GuardiolaULS Dublin UOC Barcelonaabruce@ulsystems.com mguardiolalop@uoc.edu
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Transforming Confict, Transformed Learning: collaborative peace studies and engagement in innovative practice

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Paper authored by Dr Alan Bruce (ULS) and Maria-Antonia Guardiola (Open University of Catalonia) and presented at EDEN Conference, Oslo, Norway (15 June 2013). Analysis of innovative ICT supported learning in the area of conflict resolution. Analysis of background issues in post-war and divided community environments. SPecific reference to ULS experience with the Conflicts of Interest course in Northern Ireland and the Master's in Conflictology (UOC)

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Transforming Confict, Transformed Learning: collaborative peace studies and engagement in innovative practice

  1. 1. Dr. Alan BruceUniversal Learning Systems DublinMaria-Antònia GuardiolaUniversitat Oberta de Catalunya, BarcelonaEDEN ConferenceOslo, Norway15 June 2013
  2. 2. Themes:• Peace Studies• Conflict Resolution• Conflict Transformation• Reconciliation• Learning and adapting in a changing world
  3. 3. Changing worlds, sameconflicts Dimensions of crisis Public spheres, private opportunities Multipolar fragmentation Altered world, transformed society Demographics: from ageing to migration Rebirth of nationalisms Innovation in knowledge and learning
  4. 4. Globalized imperatives Urbanized futures Permanent exclusion and inequality Invisible otherness Trajectories of developmental progress Embedded violence
  5. 5. Learning and PeaceMaking Creating shared meaning and dialogue Providing support and guidance Valuing difference as a critical advantage Shaping mediation and negotiation Best practice and sustainable solutions Using historical examples as learning tools Courses, methods and techniques – using ICT ande-learning
  6. 6. Designing ConflictResolutionThe overarching aim of conflict learning andpeace studies is to give an overview of theissues, themes and techniques of conflicttransformation in the context of:- post-conflict relationships- trust-building- the dynamics of reconciliation
  7. 7. Expected OutcomesDesigned so participants will eventually: Have an understanding of the historic legacies of conflict Develop an appreciation of issues underlining pain, loss andanger arising from conflict Be able to explore key components of conflict transformation Be able to appreciate key elements in restoring dialogue andmutual acceptance Be able to define elements in creating trust and conflictavoidance.
  8. 8. Innovative imperatives Issues around conflict and peace considered in a matrix of criticalreflection and shared learning. Historic enquiry essential element in terms of both explicative clarityand restorative justice and rights. Developing encounters with sources of conflict – or with formerprotagonists – can be exceptionally difficult. Importance of memory, pain and healing critical aspect of conflictresolution work.
  9. 9. Using eLearning Painful dimensions can be supported by e-learning methods,where material and information can be presented in a neutralmanner. Virtual and electronic communication may often bepreferable to face-to-face encounters. Research materials and scenarios for discussion can bepresented asynchronously as well as synchronously, thusenhancing the richness of the student’s experience. The critical advantage lies in providing a forum for ongoingdialogue and sustainability of learning outcomes and peacemaking interventions in non-threatening environment.
  10. 10. Developing programs Development of social media instruction supports and web-enhanced programs allows direct engagement of those whohave been directly affected by conflict and post-warsettlements to input directly to discussions and research By 1995, some 135 universities in the United States wereoffering courses in peace and conflict studies (Harris, et al.,1998). Peace and Collaborative Development Network – onlinecommunity acting as a signpost for the courses in the sector.In 2013 PCDN had over 28,000 active members – providingover 17,000 discussions, 8,000 blogs and a vast electronicrepository of peace and conflict related literature andresources.
  11. 11. Master in Conflictology(UOC) Campus for Peace, Cooperation, Development andSustainability (2000) Combines academic and research networks - workingcollaboratively with the School for Cooperation and Centerfor Research and Studies in Conflictology Focus on peace and conflict studies provided by theadvanced ICT and e-learning methodologies andcooperation that are the hallmark of UOC Activities on cooperation and development through e-learning are a tool to solve humanitarian problems withtangible and pragmatic approaches directly related touniversities, NGOs and local governments
  12. 12. ‘Campus for Peace aims to intervene directly, firsthand, in warand in conflicts with scientific knowledge of conflicts, violence andcrises using methods that do not contradict its objectives, i.e.non-violent and peaceful. And the aim is clearly to end violenceachieve reconciliation and be able to live in peace’. (Vinyamata,2010)
  13. 13. Conflictlogy and eLearning with UOC Groups, systematizes and presents knowledge through aneffective and advanced on-line pedagogy Gathers practitioners, academics and professionals fromother collaborating universities and peace research institutes Trains students in all applications of conflictology (family,trade, social, political, international and armed conflicts),facilitates internships and prepares research programs Practicum experiences arranged in Guayaquil (Ecuador),and agreements with University of Chiapas on placementsand applied research visits A significant proportion of the student cohort is communityoperatives, mediators, politicians, diplomats and soldiers, allwith direct experience of conflict situations
  14. 14. Conflicts of InterestThe fractured islandContested identitiesCitizenship without rightsPost-colonial legacies
  15. 15. Constructing sharedlearning Overcoming mistrust Emphasis on those who participated,experienced, suffered Origins of Expac The Messines project Role of EU: Peace and ReconciliationProgram Prejudice, discrimination, sectarianism
  16. 16. Engaging learnersCommunity uptakeRepublican groupsLoyalist groupsInteraction and conflictAddressing identityComparative analysisAdult education methodology
  17. 17. Methodology Expert external testimony/witness Media and film Site visits Debate History and identity Shared learning projects E-learning Academic inputs: ULS Accreditation: Queens University Belfast
  18. 18. Learning outcomesMediation skillsApproaching the otherUnderstanding historic legaciesDialogue, acceptance, trustShared learning, community action and sustainabilityBelfast 2009
  19. 19. Embedding LearningAccreditation: QUB 2011European dimensionsRights, diversity, communityConflict resolution methodologiesTechnology and e-learning: sustainable, innovative learningFuture directionsTeachers, Derry 2010
  20. 20. Fractured futures or Opportunities?April 2011 and September 2012
  21. 21. Gràcies!Dr. Alan Bruce Maria-Antònia GuardiolaULS Dublin UOC Barcelonaabruce@ulsystems.com mguardiolalop@uoc.edu

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