ICONS Project & Creating Simulations for Classroom Use Beth Blake and Kathie Young Institute for Instructional Technology University of Maryland June 24, 2004

Overview What are simulations? The ICONS example Using simulations to achieve educational goals Simulation design criteria ICONS Simulation Builder

What is a simulation? Active and experiential learning tool Laboratory allowing students to test and apply textbook theories Students assigned roles and expected to achieve goals in the face of obstacles Outcome dependent upon interaction of players

Advantages of Simulations Allow students to use and develop different skills than in a traditional classroom Engage students with different learning styles Encourage critical thinking among students Give added motivation and urgency to learning process Are often considered fun

Disadvantages Can be time-consuming, both for instructors and students Require cooperation from students May generate unpredictable outcomes

Goal of ICONS Simulations To enhance students’ understanding of the nature and dynamics of political processes and how decisions are made in the international and domestic political arenas

ICONS Background ICONS has been conducting university and high school level international relations simulations since the 1980s. Students in ICONS simulations take on the role of international diplomats and work to achieve multilateral agreements that address the interests of the country they represent. ICONS participants are spread throughout the U.S. and around the world, and interact through ICONSnet, our web-delivered simulation application.

ICONSnet Allows for  Intra-team messaging  Cross-team messaging  Proposal/agreement drafting and amending  Voting  Submitting private progress reports to a simulation monitor Web-accessible

Online Simulations Facilitates inclusion of a more diverse and dispersed collection of students Expands the amount of time students can dedicate to the exercise Encourages more exchanges and more nuanced discussions among participants Empowers less vocal students Challenges students’ writing skills Provides teachers and students with a full transcript of the negotiations

Educational Outcomes Student participation leads to: More realistic view of the workings of the international system Enhanced awareness of the range of interests, concerns, and capabilities of countries within the international system Greater sensitivity to cultural differences Increased appreciation for connections among international issues

New ICONS Simulations International Whaling Commission—negotiation U.S. Senate—legislative processes India/Pakistan Nuclear Confrontation—decision- making in a crisis Nigerian Oil—globalization Sudan—ethical decision-making “Stealth Tank”—bureaucratic politics Genetically Modified Organisms—role of science in policy decisions

Simulation Stages Preparation—Introduction to the topic and any necessary research or familiarization with simulation materials Interaction—The period of “game play” during which participants communicate and attempt to meet their goals Debriefing—Guided reflection time after the interaction stage is over

Sim Design: Goals Educational purpose –What are you trying to teach? –Why is a simulation a good way to do it? Content vs. process Role of research (i.e., degree of learning in the preparatory phase)

Sim Design: Structure Real or fictional case Level of complexity Participants –Individual actors –Team actors Decision-making process –Inter-team: Simulation closure? –Intra-team: Democratic or hierarchical?

Sim Design: Structure Actions and the negotiation environment –Static environment (e.g., U.S. Senate) –Changeable environment (e.g., crisis) Nature of outcomes –How does a simulation end? Can an actor end a simulation unilaterally? –What kinds of agreements can participants reach?

Sim Design: Structure Constraints on participants –Limited resources –Priority rankings –Utility points

Sim Design: Limitations Time Technology

Simulation Builder A tool to guide simulation developers through the design process Serves to organize the many components required of a simulation Simulations may be run face-to-face or on- line using ICONSnet. Available free of charge at

Evaluation Methods Debriefing Peer review Journal/portfolio Reflection paper –On participation –On outcome –On process –On connection to other class materials

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