Hybrid Active Learning Situations.

Goetze, David

Background. I explore the use in undergraduate classes of active learning situations (ALSs) that model the structure of common pool resources. I respond to critiques of the usefulness of ALSs for use in classrooms by reviewing their ability to convey important concepts and theories and to facilitate student acquisition of policy details.Aim. I examine how learning efficiency is enhanced by choosing the right form of ALS – ranging from abstract games to detailed simulations. The learning efficiency of using games or simulations in the classroom, or something in between, likely depends on the instructor’s purposes – conveying general theories applicable to many cases or the details and dynamics of particular policies.Method. I discuss use of a hybrid example of a common pool resource ALS to illustrate use of the ALS to help achieve the purposes of a course on the Rise and Decline of Human Civilizations.Conclusion. Descriptions of the content of debriefing sessions for six courses taught in the US and China provide support for the usefulness of this ALS in achieving purposes that focus on conveying knowledge about abstract features of common pool resource challenges confronting past societies, the climate change problem confronting contemporary global society, and how to avoid tragic outcomes in each case.

ACTIVE learning; CLIMATE change research; BLENDED learning; SIMULATION games; UNDERGRADUATES

Simulation & Gaming, 2015, Vol 46, Issue 6, p792

1046-8781

Academic Journal

10.1177/1046878115620089