Global Crisis Conference

Smythe, Jon L.

doi:10.1177/1046878102238614

Simulation & Gaming

2002

DOI: 10.1177/1046878102238614

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Global Crisis Conference

Jon L. Smythe¹

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Cited by 7 publications

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“…The International Composition Program at Oklahoma State University (OSU) has distinguished itself through a remarkable collection of simulations that have been developed and implemented in the curriculum over the years (e.g. Halleck, 2008; Halleck et al, 2002; Knyshevytska & Hill, 2007; Moder et al, 2002; Naidu, 2007; Smythe, 2002). These studies reported that the use of simulations in the context of International Composition Program classes creates a learning environment conducive to practicing and improving the four skills as well as engaging students to explore challenging topics.…”

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Integrating an Immigration Law Simulation Into EAP Courses

Codita

2016

Simulation & Gaming

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Background. Previous research has highlighted the pedagogical effectiveness of a simulation-based approach to EAP (English for Academic Purposes) instruction. Aim. The purpose of the article is describe the use of the ARIZONA IMMIGRATION LAW simulation in some EAP courses and examine its benefits and drawbacks. Method. Data were collected through in-depth interviews with the instructors and written questionnaires with the students. Results. The findings suggested that although the simulation raised some challenges in terms of design and accessibility of the topic, it brought three benefits to the EAP courses: developing students’ academic language skills, conducting research as a pathway for knowledge construction, and strengthening students’ abilities as critical thinkers. Conclusions. These findings underscore the usefulness of a simulation-based EAP pedagogy to promote students’ use of the language skills to identify the main points of an argument, research and evaluate sources, defend well-organized arguments, and co-construct knowledge of a timely issue. Recommendations. The author concludes with some implications for simulation design and adaption.

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Integrating an Immigration Law Simulation Into EAP Courses

Codita

2016

Simulation & Gaming

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The Drama of International Relations: A South China Sea Simulation

Kempston

Thomas

2013

Int Stud Perspect

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A fundamental challenge in teaching international relations is the need to bridge the students' learning gap between knowledge and practice, providing them with opportunities to reflect on what they have learned and allowing them to develop a greater cognition of their own abilities in the area. The South China Sea is one of the most long-running and complex disputes in contemporary international affairs. It remains one of the few flashpoints around the globe that holds the potential to directly escalate into a great-power conflict. Understanding this issue is therefore an important task for students of IR and strategic studies, but the complexity of the dispute makes teaching it in a regular seminar/ lecture format problematic. This article describes a simulation run in a masters-level class in the spring 2012 semester designed to address this pedagogical challenge. It started with a jeopardized security operation on a disputed oil platform in a real-world territory claimed by multiple states. This article explores the theoretical conception of the simulation, its structure and design, the post-simulation debriefing as well as considerations as to how the simulation might be modified to be more engaging to students and more relevant to intended learning outcomes.

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When Simulations Do Not Go as Planned: A Designer’s Perspective

Smythe

2002

Simulation & Gaming

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Global Crisis Conference

Cited by 7 publications

References 0 publications

Integrating an Immigration Law Simulation Into EAP Courses

Integrating an Immigration Law Simulation Into EAP Courses

The Drama of International Relations: A South China Sea Simulation

When Simulations Do Not Go as Planned: A Designer’s Perspective

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