There is No Debriefing Without Prior Briefing: Writing a Briefing Memo as a Preparatory Activity to Make the Most of the Pedagogical Potential of Simulations

ABSTRACT

Simulations are traditionally divided into three phases, namely preparation, interaction, and debriefing. This article argues that the first phase has been neglected. The preparation phase is indeed widely seen as necessary but merely instrumental to the interaction phase of simulations rather than as a self-contained activity that may also provide an opportunity to make the most of their pedagogical potential. This article explains how writing a briefing memo to prepare a simulation challenges this taken-for-granted view. After outlining the reasons why I asked the students of my Introduction to International Relations module to write a briefing memo about the conflict in South Sudan in preparation for a simulation of the negotiation of a peace agreement, the article explains how it can be used to generate a stimulating class discussion. It then emphasizes how the three phases of the simulation fruitfully complement each other and allow teachers to go beyond the instrumentalist conception of the preparatory phase. Finally, the conclusion reflects about the “portability” (Kollars and Rosen 2016) of the briefing-negotiation-debriefing format outlined in this article.

KEYWORDS:

• Active learning
• briefing memo
• debriefing
• policy writing
• simulations

Notes

Krain (2010) has conducted research along these lines.

Nevertheless, part of the “process” may perfectly be included in the memo. For example, the negotiation may take place in a setting or according to rules that students may be required to research.

Additional information

Notes on contributors

Vincent Druliolle

Vincent Druliolle is Assistant Professor in Political Science in the Department of Social Sciences at Universidad Carlos III de Madrid. He obtained Associate status with the Higher Education Academy (United Kingdom) on completing the Postgraduate Certificate in Higher Education Practice at the University of Essex in 2009. His research focuses on transitional justice and the politics of memory with a special interest in Spain.