Document Type
Peer-Reviewed Article
Publication Date
7-2015
Abstract
With the increasing emphasis on global learning as part of the redesigned institutional mission of American higher education, there will arguably be a need for a variety of global learning experiences across the undergraduate curriculum. Efforts to incorporate global learning in course content at home by globalizing or internationalizing the curricula are already underway at many institutions of higher education. This article offers a set of recommendations for educators wishing to globalize their courses by adopting an interdisciplinary approach to global learning specifically through the use of role-play simulations. As a problem-based pedagogy, role-play simulations are uniquely equipped to deliver interdisciplinary and global learning outcomes since both fields are explicitly geared towards practical problem-solving. It will be argued that an interdisciplinary approach to global learning through the use of role-play simulations offers a number of pedagogical advantages to traditional teaching techniques.
Recommended Citation
DeNardis, L. (2015). Confronting pedagogy in “Confronting Globalization”: The use of role-play simulations to foster interdisciplinary/global learning. Journal of Instructional Pedagogies, 16. Retrieved from http://www.aabri.com/manuscripts/152260.pdf
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Higher Education Commons, International and Comparative Education Commons
Comments
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