On the anthropology blog Savage Minds, Kansas State University anthropologist Michael Wesch wrote a series of posts in 2006 on an large introduction to cultural anthropology class he teaches using a semester long world simulation game.
The class sounds really great, and based on his students comments in the comments of his post, really transformative for the students. The active learning, constructivist approach sounds similar to the philosophy to what the McGill School of the Environment is based upon and what I try to do in my courses. I’ve done a number of 1 1/2 hour long environmental management simulations in my Adaptive Management course, but never anything as complex as this project. Doing a similar type of world simulation could be a really interesting activity for one of the School of the Environment’s trans-disciplinary introduction courses.
One of the main advantages of the semester long game is that students are asked to synthesize the course material to produce the rules of the game. What could be interesting to examine is how the game turns out differently with different rules. This could be done by running the game a number of different times – or breaking the class into multiple games – so that people could compare and think about the outcomes of different decisions. But of course, this type of approach isn’t always practical.
Below I have combined extensive extracys from Mike Wesch’s series of posts in a way that describes the simulation and the thinking behind it. His posts have even more details, including his reflections and concerns over various choices he makes, as well as a number of interesting comments from other people and former students.