The GlobalEd Project: The GlobalEd Project: An experimental study of An experimental study of negotiation and decision-makingnegotiation and decision-making

What is the GlobalEd Project?

• An Experimental Web-based Study of Student Decision Making and Negotiation Skills.

• A problem-based simulation related to international studies, the use of technology, and student outcomes.

GlobalEd Roots

CPIN: Connecticut Project in International Negotiation University of Connecticut

Focus: High School and Middle School Students

ICONS: International Communication and Negotiation Simulations

University of Maryland Emphasis: College and High School Students

GlobalEdFocus: High School and Middle School students

throughout the U.S.

Supporting Literature

• Transfer of knowledge (Bednar, Cunningham,

Duffy, & Perry, 1992).

• PBL (Scardamalia & Bereiter, 1994; Brown et al, 2003).

• Global Citizenship (Lima & Brown, 2008; Lima & Brown, 2007).

• The GlobalEd Project (Boyer et al, 2005; 2006; 2007; Brown et al, 2002; 2003).

• Problem-based learning environment using an online simulation.

• Embedded in the social studies curriculum.• Interdisciplinary• Students from a class 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).

• A doctoral student in international relations

The GlobalEd Project at UConn

Brief Overview of the Simulation• Each classroom from various schools is assigned a country.• 4-6 weeks before the simulation begins, students receive a scenario set 6 months into

the future. • Begin exchanging opening messages outlining initial positions and interests. • Continue by responding to other countries’ statements and proposals. • Participate in real-time conferences to work toward the formulation of common

policies and positions. Generally 2 conference sessions per issue area. • Students’ Goal: To negotiate treaties among the countries

World Health Global Environment

Human Rights

Conflict and Cooperation International Economics

Issue Areas of the Simulation

Previous Simulations: Students from across the USA

The delegates of the Canadian Conflict and cooperation committee would like to request that the global community unite all efforts against terrorism by aligning with support for a

treaty proposed by Pakistan, US, or Russia. If possible, we feel that the merging of all treaties would be in our best interest. As always we would like the input and responses from the world's delegations.

In response to the request for the U.S. opinion on listing the priorities of negotiating a treaty on this

subject, we will not negotiate in the areas of animal cloning, human cloning, and sex selection. For,

these topics are a blunt violation of human rights.

How is data collected?

With teacher, student and parent cooperation

With web-based surveys

Through email traffic on the GlobalEd system

Methods

• Participants are assigned to all male, all female or mixed gender groups within their class.

• 2 weeks before the simulation began, students filled out the instruments

On-line Instruments

• Student Demographic Information

• Student interest

• Technology Self-efficacy

• Academic Self-efficacy

• Leadership

• Global Citizenship

• Learning Styles Inventory

Our General procedureMeasuring pre-; post-;

follow-up student learning outcomes

•Knowledge

•Attitudes

•Behaviors

Knowledge Items

• Rate your overall knowledge of the other countries in the simulation.

• Rate your knowledge about the country that you have been assigned.

•Rate your knowledge of American foreign policy.

Attitudes/Interest Items

•I am very interested in the topic of international relations.

•I am very interested in international environmental issues.

•I enjoy working on group projects in school.

•I am motivated to do well in school.

Behaviors/Skills Items•Rate your skills for working in groups in educational settings.

•Rate your problem solving skills in educational settings.

•Rate you negotiating/conflict resolution skills.

•Rate your communication skills (speaking and writing).

Descriptive Data

Students provided descriptive responses to the questions:

-- “What are the top 3 things you hope to learn from the simulation?” -- pretest

-- “What are the top 3 things you have learned from the simulation?” -- posttest

Instrument Quality

• Reliability for stability measure-- knowledge itemspre-test: .62; post-test: .71

-- behavior items Pre-test: .88; post-test: .88

-- interest itemsPre-test: .84; post-test: .87

• Validity – use of experts-- Current version validated by experts

High School Student Comments“We believe that this simulation

was a successful look on how real negotiations might go. . . . I

personally feel that it really opens your eyes to how to handle trying to reach common goals and how

hard it really it [sic] to do so.” “We believe to avoid such problems

as countries trying to have their ways is to open your eyes to others views. Also trying to think as another country

is a good way to understand others views. Global recognition of others views is a great way to understand

everyone's ideas, thoughts, comments, beliefs.”

www.globaled.uconn.edu