Model United Nations and Deep Learning: Theoretical and Professional Learning

ABSTRACT

This article demonstrates that the purposeful subject design, incorporating a Model United Nations (MUN), facilitated deep learning and professional skills attainment in the field of International Relations. Deep learning was promoted in subject design by linking learning objectives to Anderson and Krathwohl’s (2001) four levels of knowledge or cognition: factual, conceptual, procedural, and metacognitive. Students demonstrated improvement in all four areas; however, this article focuses on outcomes in the conceptual and metacognitive realms as these were where students showed the most growth. In the conceptual realm, the subject aimed to increase students’ capacity to apply international relations theories. Students tended to utilize the traditional theories of realism and liberalism; however, their explanations and applications of these theories showed deep learning. In the metacognitive realm, students were able to analyze their own negotiation styles and to explain how it influenced their approach to the Model UN, thus demonstrating strong professional skills development and metacognitive growth. Learning was enhanced by the use of open access online subject materials and online communications. The subject was designed and run in a context where simulations in teaching politics and international relations are not common.

KEYWORDS:

• Deep learning
• international relations theories
• Model United Nations
• professional development
• simulations

Notes on Contributors

Susan Engel is a Senior Lecturer in Politics and International Studies at the University the Wollongong, Australia, where she teaches in the areas of international politics, political economy, and development studies. Her research interests are broadly in the areas of aid, development, and international political economy. Susan developed the idea to trial a Model United Nations as a subject at Wollongong and teaches the subject; she has an emerging interest in innovative pedagogies.

Josh Pallas is a PhD Candidate in International Law and International Relations at the University of New South Wales, Australia. He is also a research assistant and tutor at the University of Wollongong working across law and international studies. He was the research assistant and tutor for the Model United Nations subject and has developed a strong interest in skills-based and simulated learning.

Sarah Lambert is currently undertaking a PhD at Deakin University, Australia, in the field of open education after 15 years as a technology-enhanced learning practitioner. She also works at the University of Wollongong on open education and its contribution to digital pedagogy and curricula, which was her key contribution in the development of the Model United Nations. Previous research interests include learning design, collaborative and role-based learning, and ePortfolios.

Notes

The survey, undertaken in 2014–2015, was focused on assessing core competencies required in Australian undergraduate politics and International Relations curriculum (see Engel 2016). One notable exception to the dearth of simulations is the Middle East Politics Simulation, an online role-play exercise first developed in the early 1990s (Hardy and Totman 2012). One of the new simulations is a MUN run by Deakin University in a diplomacy subject.

For some of their history, see Haack (2008) Haack analyzed some 19 randomly selected MUN classes, which also demonstrates their pervasiveness in the United States.

On shorter simulations see Asal (2005) and Crossley-Frolick (2010); long, complex simulations include Chasek (2005) and Hatipoglu, Müftüler-Baç, and Murphy (2014). For a comparison of the benefits of different types of simulations, see Taylor (2013).

The practice session topic was chosen as it is one on which students generally have strong opinions, which increases the engagement and fun for the practice run (McIntosh 2001, 275). The rules were our adaption of MUN rules and are available on the open-access Web site.

Pettenger, West, and Young (2014, 497) emphasized process in their the simulations but not the importance of a reasoned decision regarding the outcomes. In our case, given that the whole subject was structured around the simulation, class instructors helped ensure a resolution was achieved, though we had discussed the possibility of students not achieving a resolution and prepared a debriefing structure for that case.

Quantitative data were also gathered on the usage of the Web site, Twitter feed, and group workspace site, which was Wiggo. In the second year of the subject, some innovations in the technology were introduced, which will be evaluated for effectiveness.

A few students did indicate their preference for face-to-face lectures; however, in the later feedback through the subject evaluation, the large majority of comments were positive with regard to the use of online materials and they provided specific feedback on particular expert resources they enjoyed.