Theoretical and Operational Reflections on the Interdisciplinary PBL Simulation for Conflict Negotiation and Communication at the University of Helsinki

Autor/in	Wood, Graham
Titel	Theoretical and Operational Reflections on the Interdisciplinary PBL Simulation for Conflict Negotiation and Communication at the University of Helsinki
Quelle	In: Journal of Problem Based Learning in Higher Education, 8 (2020) 2, S.42-60 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2246-0918
Schlagwörter	Interdisciplinary Approach; Problem Based Learning; Conflict Resolution; Communication Skills; Intensive Language Courses; Undergraduate Students; Law Students; Social Sciences; Simulation; Vignettes; Teamwork; Violence; Student Attitudes; Foreign Countries; Finland (Helsinki) + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Problem-based learning; Problemorientiertes Lernen; Conflict solving; Konfliktlösung; Konfliktregelung; Kommunikationsstil; Intensivkurs; Sprachkurs; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Simulation program; Simulationsprogramm; Gewalt; Schülerverhalten; Ausland
Abstract	An interdisciplinary approach has been adopted for undergraduate Law and Social Science students attending separate seven-week intensive language communication courses run at the University of Helsinki. The challenge has been to anchor this pedagogical development within theoretical frames of reference that contextualise the interdisciplinary PBL simulation. Focus is placed on one of the simulations - Bradford Simulation, based on the 1995 riots involving the Pakistani immigrant community in the English city of Bradford. Conflict encompasses multidimensional problems and synthesising interdisciplinarity with the PBL simulation attempts to create a learning environment in which students can gain an insight into the intricacies of conflict analysis, management and resolution. Considerations of student identity and learning factors are recognised. Key operational management factors requiring advanced organisational and communication skills by the teacher are also broached. Whilst positive outcomes have accrued there are limitations that have compromised the activity. (As Provided).
Anmerkungen	Aalborg University Press. Skjernvej 4A, 2.sal, 9000, Aalborg, Denmark. Web site: http://journals.aau.dk/index.php/pbl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01