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Problem-Solving, Decision-Making, and Negotiations in an Interdisciplinary Environment: The 2007 Doves GlobalEd Project. Roots of the GlobalEd Project. ICONS: International Communication and Negotiation Simulations University of Maryland - 1980s College Students.

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Problem-Solving, Decision-Making, and Negotiations in an Interdisciplinary Environment: The 2007 Doves GlobalEd Project

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Roots of Interdisciplinary Environment: the GlobalEd Project

ICONS: International Communication and Negotiation Simulations

University of Maryland - 1980s

College Students

GlobalEd at the University of Connecticut

2001- present, twice a year

Middle and high school students across the United States

Funding: Teachers for a New Era at UConn

The Doves GlobalEd Project

Spring 2007

Greek-Cypriot and Turkish-Cypriot middle and high school students

participating in the Doves Olympic Movement Program

Funding: United Nations Development Program.

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The GlobalEd Project at UConn Interdisciplinary Environment:

  • Problem-based learning online simulation.

  • Embedded in the social studies curriculum.

  • Groups of students negotiate treaties concerning current word issues, while they represent real-world countries.

    • Students are assigned to “issue area” groups (4-5 students).

    • Synchronous “life” conferences and e-mail communication.

    • Simulation controllers (SIMCON).

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Issue Areas of the Simulation Interdisciplinary Environment:

Global Environment

Human Rights

World Health

International Economics

Conflict and Cooperation

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Current Issues in the Simulation Interdisciplinary Environment:

  • Conflict and Cooperation

    • National Missile Defense Systems

  • Global Environment

    • Global Climate Change

  • International Economics

    • The Global Digital Divide

  • World Health

    • HIV/AIDS in Africa

  • Human Rights

    • Women’s Rights

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Students form across the USA Interdisciplinary Environment:

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Algeria Interdisciplinary Environment:










South Africa

United Kingdom

United States

(USA is played by a college team)

Countries in the Simulation

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The Doves GlobalEd Project Interdisciplinary Environment:

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The Doves GlobalEd Project Interdisciplinary Environment:

  • GlobalEd simulation in Cyprus - March/April 2007.

    • 3 consecutive weeks- Saturday afternoons

    • run as an extracurricular activity for the students

    • 10 country-groups

    • 3 issue areas

  • Teachers and students received workshops and hands-on experience with the GlobalEd system prior to the simulation.

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Nigeria Interdisciplinary Environment:










Global Environment

Alternative Energy Sources

Conflict and Cooperation

United Nations Peacekeeping

Human Rights

World Hunger

The Doves GlobalEd Project

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Method Interdisciplinary Environment:


  • Students (N = 121)

    • 39 males (37%); 66 females (63%)

    • grades 6 – 13

    • age 12-18 years old

    • 55% Greek-Cypriots; 35% Turkish-Cypriots.

      • 96% speak English.

      • 100% plan to go to college.

      • 70% access the Internet every day outside of school.

  • Teachers (N = 14)

    • 6 males (46%); 7 females (54%)

    • 6 Greek-Cypriots; 3 Turkish-Cypriots; 4 Turkish.

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Method cont’d Interdisciplinary Environment:


  • Global Citizenship pre/post-simulation

    • Student Knowledge, Attitudes, and Behaviors (K-A-Bs) and Self-Efficacy concerned with being a global citizen

  • Interest pre/post-simulation

    • Interest in international studies

    • Social perspective taking

    • Gains from the GlobalEd simulation (post only)

  • Self-efficacy pre/post-simulation

    • Academic self-efficacy

    • Negotiation self-efficacy

  • Teacher post-simulation

    • Gains from the GlobalEd simulation

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Selected Findings… Interdisciplinary Environment:

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Selected Subscales Interdisciplinary Environment:

Subscale Reliabilities and Paired t-Tests

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Social Perspective Taking Interdisciplinary Environment:

*p < .05, * *p < .01

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Academic Self-Efficacy Interdisciplinary Environment:

*p < .05, * *p < .01

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Negotiation Self-Efficacy Interdisciplinary Environment:

* p < .05, **p < .01

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Global Citizenship Self-Efficacy Interdisciplinary Environment:

* p < .05, **p < .01

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Student Transfer as Perceived by Students Interdisciplinary Environment:

* p < .05, **p < .01

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Student Transfer as Perceived by Teachers Interdisciplinary Environment:

* p < .05, **p < .01

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Themes of What Students Reported Learning from the Simulation

  • Knowledge about international issues and about foreign countries’ history and politics.

  • Negotiation skills.

  • Conflict resolution strategies.

  • Ability to consider the perspectives of others.

  • Ability to communicate in English.

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Student Sample Comments Simulation

  • “Indirectly, GlobalEd has improved my ability to look at things from different perspectives! I became more aware of the importance of "compromise" and the importance of not forgetting about my principles at the same time.”

  • “Because of GlobalEd I can now put myself to other side's position and feel and understand what they want or think.”

  • “GlobalEd helped us see things through other people's eyes. I learned that every single person's opinion is important and we must try to learn how to understand them better.”

  • “Discussing about peace keeping I remember the national Cyprus problem that is bringing peace in Cyprus which did not happened yet.”

  • “I learned that to convince people to go your way you must tell them all their benefits.”

  • “I have learned that when dealing with foreign countries and people, you must learn to see things from all perspectives.”

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Theme Simulationfrom Teachers’ Comments

“…students understood to look another county’s perspective which will help them understand the issues in Cyprus.”

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Student Sample Comments about their Overall Experience Simulation

  • “I absolutely loved GlobalEd and gained a lot from it. Please do this here again; I'd love to participate again and please let it be for a longer time period this time!”

  • “GlobalEd is a superb program and I 'd like to do it with people from everywhere in the world.”

  • “It was a perfect experience that I have ever had. I would absolutely want to be in again!”

  • “It was such a beautiful event that I have been in before. Excellent work. I definitely want to do it once more.”

  • “I believe that the GlobalEd simulation program was useful, it made us get closer, change ideas and different points of view, argue. It also made us more social. It was a good thing that this program worked in Cyprus and it would be a good idea if this program took place again in Cyprus.”

  • “It was a very useful and exciting experience! I had the chance to learn more about Kenya and get to know the way that politicians react.”

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  • The GlobalEd Project at UConn Simulation

  • Teacher Testimonies to the GlobalEd Project

  • The Doves GlobalEd Project