The video explains how to design a minimal-preparation crisis game to teach negotiation, covering objectives, scenario design, group logistics, procedures, assessment options, and feedback.
📊 Quick Facts
| Type | Interview |
| Author | Alexandre GAIN |
| Published | April 1, 2026 |
| Source | Visit Source |
| Location(s) | DEWEY K12 School |
🖼️ Illustrations
📝 Abstract
[Summary generated by AI] The author presents a practical walkthrough for creating a concise crisis-game simulation to introduce students to negotiation dynamics in the social sciences. Beginning with explicit learning objectives, the author reverse-engineers a scenario in which students act as a national emergency committee responding to a terrorist siege, requiring no advance preparation beyond a one-page handout. Resources include a flat classroom with movable seating to facilitate a single group conversation, printed scenario sheets, and optionally corner-positioned cameras to capture interaction for formative or summative assessment. Methods emphasize design constraints that surface negotiation processes: a participant range of roughly 12–20 to maintain feasibility and conflict diversity; no individual roles to highlight personal attitudes, knowledge, and interpersonal skills; procedural levers (unanimity vs. majority rules) to vary dynamics; and a 30–60 minute session including debrief. Students read, deliberate, and reach a collective decision while the instructor observes and later provides targeted feedback on leadership, participation, coalition-building, and procedural effects. Outcomes and deliverables include a reusable simulation template, optional assessment artifacts (video recordings, reflective essays), and extensible variants (sequenced crises, subcommittees, role assignments, real-world cases), demonstrating high-impact learning with minimal materials.