Tools
Tools
Varma, N. & Liu, W. 
ORCID: https://orcid.org/0000-0003-3646-3456
(2022).
Potential of a Serious game in Teaching and Learning of Systems Thinking and System Dynamics in a Multi-disciplinary Classroom.
In:
Emerging Pedagogies for Policy Education.
Eds. Nair, S. & Navarun, V.,
pp. 165-184 Springer.
ISBN 978-981-16-5863-1 10.1007/978-981-16-5864-8_9.
Abstract
Policy education needs innovative pedagogies to facilitate learning of soft and hard skills required to tackle wicked problems of the twenty-first century. As experiential learning is increasingly found useful, we observe a shift from lecture-based teaching to engagement of active learning tools in the classroom. This change enables the use of games and simulations as alternative teaching tools for enhancing learning of concepts and skills useful for a collaborative and adaptive response to real-world problems. This chapter puts forward a six-step pedagogical strategy for facilitating experiential learning of students about complexity of disaster risk and vulnerability, apply systems perspective and unpack nuances of adaptive governance. This pedagogical strategy and analytical framework to evaluate students’ learning can also be used to design rubric for teaching in similar multi-and inter-disciplinary modules where games are used to acknowledge plurality, integrate knowledge and reflect on real-world policy issues.
| Item Type: | Book Section |
|---|---|
| Uncontrolled Keywords: | Adaptive governance; Experiential learning; Forest at Risk; Serious games; Simulation; Social-ecological resilience; Systems dynamics; Systems thinking |
| Research Programs: | Population and Just Societies (POPJUS) Population and Just Societies (POPJUS) > Equity and Justice (EQU) |
| Depositing User: | Luke Kirwan |
| Date Deposited: | 24 May 2023 06:40 |
| Last Modified: | 24 May 2023 06:40 |
| URI: | https://pure.iiasa.ac.at/18817 |
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