Return to the Isle of Ted: Simulating the Collective Action Problem of Climate Change

Mitchell, Jocelyn Sage

doi:10.1017/s1049096519002221

Cited by 1 publication

(3 citation statements)

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“…With the goal of increasing opportunities for agentic engagement, we expanded the post-simulation discussion of a well-tested political science simulation: the Isle of Ted. First developed by Thomas (2002) and updated by Mitchell (2020), the Isle of Ted is designed to model collective-action problems, particularly those related to climate change. In the simulation, teams of students are assigned to six different territories on an imaginary island and asked to make decisions around a set list of actions across a series of rounds.…”

Section: Debriefing Agentic Learning and The Isle Of Tedmentioning

confidence: 99%

“…Student behavior, combined with the design of the simulation, makes this simulation an ideal tool for demonstrating an anarchical international system and constructivist approaches to IR. Both Thomas (2002) and Mitchell (2020) highlighted a broad range of potential discussion questions and related concepts, including free-riders, transparency, absolute and relative gains, early-versus-late adopters, and different types of public goods.…”

Section: Debriefing Agentic Learning and The Isle Of Tedmentioning

confidence: 99%

“…The anecdotal experience from the failed brinkmanship game serves as a catalyst for our exploration of how targeted post-simulation discussions that require students to revise a simulation might create opportunities for agentic learning. We tested this proposition using the Isle of Ted simulation (Mitchell 2020;Thomas 2002). We first review the goals and benefits of using simulations in political science classrooms.…”

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confidence: 99%

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From “Lab Rats” to “Mad Scientists”: Cultivating Agentic Learning Through Student-Led Simulation Redesign

Forester,

Jett,

Holtey

2024

APSC

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Simulations are increasingly prominent in classrooms, and research shows that such activities provide an array of benefits. In general, simulations tend to situate students as “lab rats” (Asal 2005) who get to discuss the experiment. We call for bringing students into a simulation not as lab rats but instead as “mad scientists.” We specifically propose using a simulation’s debriefing step as an opportunity for students to imagine how they might revise the simulation that they experienced and to defend their revisions using concepts from class. We argue that such student-led revisions cultivate agentic engagement, a form of engagement in which students recognize themselves as co-constructors of knowledge with and for their peers. To test this notion, we modified the “Isle of Ted” with an expanded post-simulation debriefing. We found that our approach cultivated student engagement and buy-in, required students to think of concepts dynamically, and was relatively simple to implement. Our study contributes to the literature on simulations as effective and engaging classroom tools, and it also emphasizes the potential for simulations to spark agentic learning.

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Section: Debriefing Agentic Learning and The Isle Of Tedmentioning

confidence: 99%

Section: Debriefing Agentic Learning and The Isle Of Tedmentioning

confidence: 99%

mentioning

confidence: 99%

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