Using a Blended Learning Approach to Simulate the Negotiation of a Multilateral Environmental Agreement

Abstract

This paper presents the case of a role‐play simulation that recreates a recent negotiation of the Convention on Biological Diversity. Using a blended learning approach, our simulated negotiation integrates three educational delivery methods—preparatory learning, face‐to‐face learning, and online collaborative learning—to recreate the complexity of negotiating global environmental issues. Qualitative student feedback is used to analyze the benefits and challenges of this approach. Our results suggest that blending learning methods within a role‐play simulation is an effective strategy to help students appreciate the challenge of achieving consensus among competing interests, understand the pervasive power dynamics that shape political outcomes within the realm of global environmental governance, and hone skills relevant to policy analysis, negotiation, and consensus building.

Role-play simulations as an aid to achieve complex learning outcomes in hydrological science

“…There is a distinction in which the simulation process is understood as consisting of two separate components: (1) acquiring the theoretical framework outside of the simulation and through other teaching methods, and 2applying the theoretical knowledge and learning how to use it in the simulation. Although not always explicitly acknowledged, this perceived dichotomy is evident in many descriptions of simulations in the literature (DeNeve and Heppner, 1997;Rusca et al, 2012;Schnurr et al, 2013).…”

“…In fact, their review of knowledge at the time indicated that lectures had been more effective than simulations in teaching concepts and attitudes; however, this may reflect a lack of complex intended learning outcomes such that the course goals could be more readily or at least equally achieved through traditional approaches. To this point, (Schnurr et al, 2013) detailed experiences from teaching an environmental negotiation simulation on biological diversity for undergraduate students. Their goals with the simulation included teaching students both the "complex and interrelated dynamics" of international environmental agreements, as well as providing them with professional skills "such as mediation, lobbying, consensus building, public speaking, as well as environmental policy writing and evaluation".…”

Teaching international relations

“…Take, for instance, videoconferencing, a technology that makes it possible to bring globalization into the classroom like never before (Martin 2007). Instructors are also beginning to take advantage of the benefits of technology to incorporate simulations into online or hybrid classes (Parmentier 2013;Schnurr, De Santo and Craig 2013).…”

Teaching Diplomacy by Other Means: Using an Outside-of-Class Simulation to Teach International Relations Theory

“…Backdrops can range from the Americas (Parmentier ) to the Balkans (Jefferson ; Ambrosio ; Belloni ) to Africa (Hobbs and Moreno ; Youde ). Others involve more specific issues, such as the Cuban Missile Crisis (Stover ), AIDS (Crossley‐Frolick ), the environment (Andonova and Mendoza‐Castro ; Schnurr, De Santo, and Craig ), drug trafficking (Flynn ), human rights (Kille ), or terrorism (Chasek ; Franke ; Siegel and Young ). The value in these simulations comes from the specifics.…”