Successfully reported this slideshow.

Creative teaching approaches

516 views

Published on

Workshop of Swampfire followed by this presentation to the Education for Sustainable Development in Higher Education Training Programme.

Published in: Education
  • Be the first to comment

  • Be the first to like this

Creative teaching approaches

  1. 1. Creative Teaching Approaches International Training Programme ESD in Higher Education Rhodes University 8 November 2012 http://simulations4africa.wordpress.com/ Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.zaThursday 15 November 12
  2. 2. Preliminary Ideas Boyer, E.L. 1990: Scholarship Reconsidered. Priorities of the Professoriate. Jossey Bass: San Francisco. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.zaThursday 15 November 12
  3. 3. Learning theories Social and Behaviourist Cognitivist Humanist Situational Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.zaThursday 15 November 12
  4. 4. Simulations in the Curriculum Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.zaThursday 15 November 12
  5. 5. ‘Simpler’ games Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.zaThursday 15 November 12
  6. 6. ‘Complex’ games 1 Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.zaThursday 15 November 12
  7. 7. ‘Complex’ games 2 Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.zaThursday 15 November 12
  8. 8. Location of Games 1990-2010 Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.zaThursday 15 November 12
  9. 9. Curriculum context: Honours (level 4) 5 week module Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.zaThursday 15 November 12
  10. 10. Educational theory context: experiential learning Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.zaThursday 15 November 12
  11. 11. African Catchment Game Swampfire Reflection Exercise African Development Game Feedback and Free Writing Kat Role Play Feeling, creative emotional Thinking, logical Concept Mapping Riskmap Essays KatAware Reconnecting to literature Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.zaThursday 15 November 12
  12. 12. What students learnt Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.zaThursday 15 November 12
  13. 13. What students learnt I had always assumed that the challenge for a rural person was to uplift themselves and progress forwards. After this game I now understand that for many people the challenge is survival, successfully supporting oneself and family. I realise that (not recognizing) this paradigm shift from upliftment to survival is one of the major stumbling blocks of aid policies. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.zaThursday 15 November 12
  14. 14. What students learnt I had always assumed that the challenge for a rural person was to The game highlighted the need for themselves and progress uplift alternative options in order to tackle land After this game I now forwards. degradation..…If land is to be left to fallowthat for many people the understand so that it can recover from use, then there is survival, successfully challenge has to be other income generating activitiesoneself and family. I supporting available for people to take part realise that (not recognizing) this in. paradigm shift from upliftment to survival is one of the major stumbling blocks of aid policies. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.zaThursday 15 November 12
  15. 15. What students learnt I had always assumed that the challenge for a rural person was to The game case, as refugees we for themselves and progress In our highlighted the need only had two plots uplift of land and this had to be used to feed alternative options in order to tackle land After this game I now forwards. ourselves. To survive, soilunderstand erosion preventative degradation..…If land is to be left to fallowthat for many people the so that it can recovernot alwaysthen thereand this led successfully measures were from use, challenge is survival, adopted has to be other income generating activitiesoneself and family. I supporting to our land steadily declining from high to low available for people to take part realise that (not recognizing) this productivity levels. in. paradigm shift from upliftment to survival is one of the major stumbling blocks of aid policies. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.zaThursday 15 November 12
  16. 16. What students learnt I had always assumed that the challenge for a rural person was to The game case, as refugees we for themselves and progress In our highlighted the need only had two plots uplift of land and in order this had to be used to feed alternative options aversionto tackle land After this game I now forwards. I think risk survive, is the ourselves. most important understand single To soil erosion preventative degradation..…If land is to be left to fallowthat for many people the so that it concept thatnot alwaysthen thereand this led successfully measures were from use, challenge is survival, can recover I have adopted has to begainedincome generating activitiesoneself and family. I supporting to our landfrom this declining from high to low other steadily course, productivity levels. part realise that (not recognizing) this availablethat is why I believe thein. for people to take catchment game is a paradigm shift from upliftment to vital teaching tool survival is one of the major stumbling blocks of aid policies. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.zaThursday 15 November 12
  17. 17. What students learnt I had always assumed that the challenge for a rural person was to The game case, as refugees we for themselves and progress In our highlighted the need only had two plots uplift of land and in order this had to be used to feed alternative options aversionto tackle land After this game I now forwards. I think risk survive, is the ourselves. most important understand single To soil erosion preventative degradation..…If land is to be left to fallowthat for many people the so that it concept thatnot this (game) highlighted in led successfully measures were from use, then thereand this terms of What always challenge is survival, can recover I have adopted has to begainedincome generating activitiesoneself and family. I supporting to our landfrom this declining from highlocal other steadily course, rural development was that to low availablethat is why I believe thein. dynamic andrecognizing) this communities realise that (not internally productivity levels. partare for people to take catchment game is a paradigm shift from upliftment to differentiated, and their environmental vital teaching tool and survivalresource claims are stumbling priorities natural is one of the major blocks of aid policies. positioned differently and governed by varying institutional dynamics, as well as differing and sometimes conflicting power relations. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.zaThursday 15 November 12
  18. 18. What students learnt I had always assumed that the challenge for a rural person was to The game case, as refugees we for themselves and progress In our highlighted the need only had two plots uplift of land and in order this had to be used to feed alternative options aversionto tackle land After this game I now forwards. I think risk survive, is the ourselves. most important understand single To soil erosion preventative degradation..…If land is to be left to fallowthat for many people the so that it concept thatnot this (game) highlighted in led successfully measures were from use, then thereand this terms of What always challenge is survival, can recover I have adopted has to begainedincome generating activitiesoneself and family. I supporting to our landfrom this declining from highlocal other steadily course, rural development was that to low availablethat is why Ime think are dynamic andrecognizing) this productivity levels. part realise that (not internally for people to take thein. It made believe about how we as environmental communities catchment game even begintheiraddress the problemsto professionals is a paradigm shift from upliftment of differentiated, and to environmental vital teaching tool andand landresource claims are stumbling rural development survival is one of the major we are priorities natural degradation when blocks of aid policies. dealingpositioned differently and governed byWhere do with such a myriad of problems. priorities lie when addressing the problems related to varying institutional dynamics, as well as rural development sometimes degradation? This is a differing and and land conflicting power question that I definitely cannot answer. relations. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.zaThursday 15 November 12
  19. 19. To return … and so … Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.zaThursday 15 November 12
  20. 20. Nested Approach Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.zaThursday 15 November 12
  21. 21. Simulations and Complex Adaptive Systems • Since Chapman developed his first Green Revolution Game our knowledge of systems and complexity has developed. • African Catchment Game can be understood as a Complex Adaptive System – Simplification of reality with all elements of a CAS – CAS used by our own senior students to understand ACG, gives different understanding of space Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.zaThursday 15 November 12
  22. 22. Wikimedia Commons 2010 Complex Adaptive Systems [Online] http://commons.wikimedia.org/wiki/File:Complex-adaptive-system.jpg [Available: 25/10/2010] Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.zaThursday 15 November 12
  23. 23. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.zaThursday 15 November 12
  24. 24. • Two game runs of Swampfire – models multiple concurrent partnerships in HIV/AIDs diffusion • 2, 7, 12, 17, 22, 27, 32, 37 start with AIDS • 4, 8, 12, 16, 20, 24, 28, 32, 36 start with gloves/condoms • Players shake hands, collect autographs 1, 2 or 3 times • Some are told they may ignore instructions • Different patterns are emergent Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.zaThursday 15 November 12
  25. 25. Simulations and Futures Studies RESEARCH FUTURES RESEARCH Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.zaThursday 15 November 12
  26. 26. Forecasting the future • Consensus (eg Delphi). • Trend extrapolation. • Historical analysis and analogy. • Systematic generation of alternative paths to the future. • Simulation games are different, they allow you a safe space in which to play out alternative forecast or backcast futures. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.zaThursday 15 November 12
  27. 27. Postscript: Quo vadis? Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.zaThursday 15 November 12

×