The Model United Nations Revisited
ABSTRACT For over 50 years, students have organized, conducted, and participated in a simulation of international organizations. This sophisticated simulation of current international affairs, called the Model United Nations (Model UN), is facing unexpected challenges and new opportunities. The challenges before the Model UN program include closing the "reality gap" between the Model UN and its real-world counterpart and finding ways to increase the involvement of the academic and education professional communities. The opportunities for the Model UN program include an increasing global reach to countries in Africa, Latin America, Asia, and Eastern Europe and the infinite possibilities for enhancing the learning experience of the Model UN through application of telecommunications and other information technologies.
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ABSTRACT: Model United Nations (MUN) provides a great forum for students to learn about global issues and political processes, while also practicing communication and negotiation skills that will serve them well for a lifetime. Intercollegiate MUN conferences can be problematic, however, in terms of logistics, budgets, and student participation. In order to improve the educational utility of the MUN experience while minimizing some of the drawbacks that accompany lengthy travel, the authors created an intercollegiate scrimmage league. This paper details our experience with MUN, examining the strengths and weaknesses of traditional competitions, our reasons for starting a scrimmage league, and the particulars of putting together such a league. We then evaluate both the challenges and successes of this approach and discuss our future plans. It is hoped that this paper will stimulate more discussion of useful techniques for improving the MUN experience.Journal of Political Science Education 02/2009; 5(1). DOI:10.1080/15512160802611963
Article: Simulation/gaming and the Internet[Show abstract] [Hide abstract]
ABSTRACT: Simulation/gaming is a widely used approach to experiential education. Computers and other tools (such as dice) have long been used in the design of simulation/games, but the Internet now provides an additional tool for developing these pedagogic environments. The Internet can be used to support and enable simulation/games designed to teach in a variety of disciplines (including cross-cultural communication, political negotiations, electronic commerce and medical diagnosis). This tutorial will examine some Internet-based tools which can be used to enable playable simulation/games. It will also look at examples of Web-based resources and forums which support designers and users of simulation/games.
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ABSTRACT: Increasingly, simulation-based teaching and learning is finding a place within politics and international relations (IR) programmes. The majority of literature on this style of teaching and learning has positioned it as both an aid to content delivery and as a response to the many challenges facing contemporary higher education. Little guidance is given, however, to the practical considerations of using simulations as a component of assessment or as informing assessed tasks. This article draws upon the experience of the authors in adapting the well-established Model United Nations (MUN) simulation programme for delivery as an assessed module at a British university. This has involved balancing institutional teaching, assessment and validation requirements with the successful simulation of diplomatic practice. The article introduces the MUN simulation and explores the extant pedagogic literature encouraging the use of simulation-based learning in IR curricula, before moving on to provide an overview of the rationale for the various decisions the authors have made in adapting the simulation for delivery as an assessed curriculum component. The article asserts the value of introducing assessed simulations within IR coursework and provides guidance on how student performance in pedagogic simulations might best be assessed.European Political Science 09/2013; 12(3). DOI:10.1057/eps.2013.13 · 0.20 Impact Factor