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Application of learning technologies to promote holistic thinking and consensus building in global studies

机译：应用学习技术促进全球研究中的整体思维和共识建立

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Purpose - Acting in an increasingly complex and dynamic global world requires students to analyze and discuss professionally many of the international challenges that the world is facing due to globalization. The purpose of this paper is to describe and evaluate the implementation of information and learning technologies (ILTs) in the practical case of the web-based negotiation game "Surfing Global Change (SGC)," which fosters holistic thinking and consensus building. The paper analyzes the technological and social processes during the game and provides a brief overview of its content, in this case the migration and refugee crisis in Austria in 2015. Design/methodology/approach - Review and evaluation of the social and technological processes connected to SGC by one participating student, in this case the author of this paper, to enhance students' points of view on ILTs. Findings - The implementation of ILTs in university learning environments enhances student motivation and optimizes learning experiences. By slipping into different roles, taking perspectives and finding a consensus, SGC fosters holistic thinking, sensitivity, negotiation and problem-solving skills, which are essential in a variety of multi-cultural settings. Research limitations/implications - The results obtained are based on a single case study and a single student's viewpoint. According to the rules of SGC, the chapter that focuses on the case study, i.e., the refugee and migration crisis in Austria, is written from the perspective of the stakeholder "concerned citizen" and does not necessarily reflect the personal opinion of the author. Originality/value - Participants' perspectives of, experiences with and evaluations of ILTs are essential to improve the quality of web-based learning tools, such as SGC.
机译：目的-在一个日益复杂和充满活力的全球世界中行动，要求学生专业地分析和讨论全球化带来的世界面临的许多国际挑战。本文的目的是在基于网络的谈判游戏“冲浪全球变化（SGC）”的实际案例中描述和评估信息和学习技术（ILT）的实施，该游戏促进了整体思维和共识的建立。本文分析了游戏中的技术和社会过程，并简要介绍了其内容，在本例中为2015年奥地利的移民和难民危机。设计/方法/方法-审查和评估与游戏相关的社会和技术过程一名参与该课程的学生（在本例中为本文的作者）的SGC，以提高学生对ILT的观点。调查结果-在大学学习环境中实施ILT可以增强学生的动机并优化学习体验。通过担任不同的角色，采取观点并达成共识，SGC培养了整体思维，敏感性，谈判能力和解决问题的能力，这在多种多元文化环境中都是必不可少的。研究的局限性/含义-获得的结果基于单个案例研究和单个学生的观点。根据SGC的规则，着重于案例研究的章节，即奥地利的难民和移民危机，是从利益相关者“关注的公民”的角度撰写的，不一定反映作者的个人观点。原创性/价值-参与者对ILT的看法，经验和评估对提高基于Web的学习工具（例如SGC）的质量至关重要。

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