Enhancing Concept Learning: The Simulation Design Experience

RETHINKING NEGOTIATION TEACHING SERIES, VOL. 2: VENTURING BEYOND THE CLASSROOM, C. Honeyman, J. Coben & G. DiPalo, eds., DRI Press, 2011

23 Pages Posted: 25 Aug 2011

See all articles by Daniel Druckman

Daniel Druckman

George Mason University - Department of Public & International Affairs

Noam Ebner

Creighton University Graduate School - Department of Interdisciplinary Studies

Date Written: August 25, 2011

Abstract

Druckman and Ebner carefully review an overwhelming number of studies which conclude that simulations (in all fields, not just negotiation) typically fail to live up to their promise. One quirk of the studies, however, drew their particular interest and inspired their own research: it seemed that students who designed simulations learned more than those who participated in them. Druckman and Ebner use this clue to develop a different kind of negotiation simulation – one in which the student simulates being a teacher, and designs an exercise.

Keywords: Negotiation, pedagogy, simulation, role-play, training, scenario-design

Suggested Citation

Druckman, Daniel and Ebner, Noam, Enhancing Concept Learning: The Simulation Design Experience (August 25, 2011). RETHINKING NEGOTIATION TEACHING SERIES, VOL. 2: VENTURING BEYOND THE CLASSROOM, C. Honeyman, J. Coben & G. DiPalo, eds., DRI Press, 2011. Available at SSRN: https://ssrn.com/abstract=1916791

Daniel Druckman

George Mason University - Department of Public & International Affairs ( email )

4400 University Drive
Fairfax, VA 22030
United States
703-993-1400 (Phone)

Noam Ebner (Contact Author)

Creighton University Graduate School - Department of Interdisciplinary Studies ( email )

2500 California Plaza
Omaha, NE 68178
United States

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