Rules of the new web-supported negotiation game "SurfingGlobalChange". Game for your mark!

Autor/in	Ahamer, Gilbert
Titel	Rules of the new web-supported negotiation game "SurfingGlobalChange". Game for your mark!
Quelle	Aus: Carstensen, Doris (Hrsg.); Barrios, Beate (Hrsg.): Campus 2004. Kommen die digitalen Medien an den Hochschulen in die Jahre? Münster u.a.: Waxmann (2004) S. 145-156 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	Medien in der Wissenschaft. 29
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISSN	1434-3436
ISBN	3-8309-1417-2
URN	urn:nbn:de:0111-pedocs-112730
Schlagwörter	Spielerisches Lernen; Argumentation; Computerspiel; Hochschule; Lernspiel; Interdisziplinäres Studium; Computerspiel; Interaktives Lernen; Interaktives Lernprogramm; Lernspiel; Selbst gesteuertes Lernen; Argumentation; Hochschullehre; Interdisziplinäres Studium; Hochschule; Blended Learning
Abstract	A negotiation oriented and partly web based game "SurfingGlobalChange" (SGC) was freshly invented and implemented by the author for use in advanced interdisciplinary university courses in the spirit of 'blended learning'. Didactics of SGC is grounded in "active, self-organized learning", training of "competence to act" and responsibility for both practicable and sustainable solutions for the future society. This paper presents the rules of the game, which was implemented four times at Austrian universities, and hints to other texts on didactics and practical experiences. The outlay of SGC aims at weighing out competition vs. consensus, self-study vs. team work, sharpening the own standpoint vs. readiness to compromise, differentiation into details vs. integration into a whole and hence wants to mirror professional realities. In this spirit, the architecture of SGC gives a framework for "game based learning" along five interactive game levels: 1. learn content and pass quizzes 2. write and reflect a personal standpoint 3. win with a team in a competitive discussion 4. negotiate a complex consensus between teams 5. integrate views when recognizeing and analyzing global long-term trends. The set of game rules acts as a boundary condition for expected processes of social self-organization. Interest for a good mark (resulting from collected rewards) steers team size, work attitude and individuals' affinity to sticking to own convictions when substantiating consensus. SGC's rules trigger two distinct processes: social dynamics among peer students in the class and their individual strive for marks for the course. These two targets provide useful tension during game play. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2016/2