Negotiation-Based Learning

Objectives, Strategies and Challenges

Dr Simon Usherwood

Senior Lecturer, Politics

Centre for Educational & Academic Development

Introduction

• How to get the most from negotiation-based learning

The Model

• Aims:

• Creating an unusual and engaging environment for student learning

• Highlight the basic interaction of substantive knowledge and interpersonal skills

• Providing an opportunity for the enhancement of the student group

Flexibility

• By design, highly flexible :

• Length

• Depth

• Physical arrangement

• Size

• Purpose (skills vs. substantive content)

• Topic

• However, some core elements

Key Stages

• Before: Preparation

• During: Immersion

• After: Feedback

Before

• Possible elements:

• Teaching on theories of negotiation and substantive topic

• Students write research essay and negotiating brief; receive feedback before main game

• Practice negotiations, with full feedback

• Scope for integration of other elements, e.g. emotional intelligence, group dynamics, etc.

During

• Making significant time and space for deep engagement, without distractions

• Students apply learnt knowledge and skills in an active manner, defending positions they might not personally agree with

• Integration of ICT into process to facilitate and to provide observation materials (e.g. video, wiki, blog, MSN Messenger, Sympodium, etc.)

• Module leader can be a participant and/or an observer

After

• Draw on Module leader notes, ICT resources, reflective student portfolios and post-game discussion: the more, the better!

• Focus on actors, processes and outcomes as core elements, but open to anything else that emerges

• Not prescriptive, as a very individual experience, so assessment typically based on portfolios and ability to reflect

Conclusion

Students have an experience to remember and draw on in myriad ways

Questions?

Email: S.usherwood@surrey.ac.uk

Wiki: http://negotiating.wetpaint.com