Global Engagement > Partnerships > Programs for Partner Institutions >
Energy Policy and Politics
Project Summary :
- This Virtual Exchange
Project engaged students with a game simulation with individual roles that
reflect the US Environmental policy and political system. The game focused on
siting an off-shore wind farm in the United States using a simulation created
by Harvard University. The students participated in teams with students from
the University of the Aegean. Further on, students were divided into three
teams and the game took place synchronously over Zoom over the course of three
hours. Prepared scripts and role
scenarios were sent to the students one week before the game simulation and
additional background information for the strategy to be pursed in the game
environment was provided.
In addition, five lectures
that used a camera supported by the GLE to record 3-dimensional/panoramic
lectures (virtual reality like) on local area wind and solar farms was loaded
into the course. Both sets of students
viewed these lectures using goggles in preparation for the game.
Project Length :
- Microsoft Word
- Power Point
- Goggles for VR lectures
- Green Screen Lectures
Communication Type/ Interaction Mode :
Learning Outcomes :
Evaluate public policy and politics associated
with energy sources in the United States (Discussion Boards) and globally
(Final Paper and Presentation).
Communicate both internationally with others and without the aids of bullets on
a PowerPoint presentation.
Engage in learning about wind farms in the US and in Greece using immersion
learning (3d/panoramic lecture).
- Participate in a global learning experience (GLE)
where students work with other students from a university in Greece (Simulation
Game, and synchronous meetings with students from Greece).
Reflection Component :
reviewed the outcomes of the simulation game in terms of successfully sitting a
wind farm in the US. They had to integrate the readings on Wind Farms that
focused on the politics involved that impact public policy, and compare their
outcome along with the outcome of the two other groups.
had to reflect on the GLE components. This included the effectiveness of the 2
synchronous meetings, the use of the VT lectures, the Harvard University game
preparation of scenarios and the overall experience of having a GLE component
in the course.