Hello all, Just to follow up on C-Roads - I can highly recommend this negotiation simulator programme. The students approached it really professionally and gained great insights into the challenges of multilateral negotiations. Having the negotiating teams´ pledges translated into PPM figures and global temperature during each round of negotiation was really powerful. I feared it might seem gimmicky, but since they took it so seriously there were moments of real tension and frustration, which made it a really valuable experience.
It works in multiple languages, and there is scope to tweak it in multiple ways. I´d he happy to talk further with anyone who is thinking about using it. Best wishes, Hayley 2017-11-01 1:36 GMT-03:00 Charles Chester <[email protected]>: > Hi gep-eders, > > Many thanks to those of you who responded to my request for help on COP23. > Apologies it’s taken me so long to compile them. > > Below I’ve cut-&-pasted the recommendations & ideas I received. They were > all helpful in giving me perspective on what I could do. Attached is what I > finally ended up with—something fairly free-form, containing both liberties > with the reality of the context and an overt nudge toward chaos. I hope it > works. > > From [email protected]: > I´m running a COP negotiation role play on 17 and 19 October in my global > climate change politics course here at the Universidad Torcuato Di Tella. I > decided to use this programme - https://www.climateinteractive.org/tools/ > c-roads/ - and I´m happy to let you know how it goes. I have 14 students > in the 4th year of their undergraduate degree (Politics and IR). > > From [email protected]: > A couple ideas: have your students figure out what coalition(s) they > belong to. Often, the public statements that they can watch on the UNFCCC > webcast will be done by coalitions. • Have them search the UNFCCC webcast > line up – plenary sessions and press conferences are webcast. They could > look when their country is giving a press conference. • Have them follow > the Earth Negotiations Bulletin (disclosure: I team lead that group, so > this is a shameless plug). We report everyday which countries say what. For > closed sessions where we have access, we have to be more vague, saying > instead “developed country,” for example. Students could try to infer 1) if > the issue was relevant enough for their country to be there (given the > other meetings at the time) and 2) if any of the statements sound like > something their representatives would say. > > From [email protected]: > I’ve been doing one for years in my climate policy class. I’ve attached > last year’s simulation to this message. It’s complicated because I have to > do individual instructions for each team and have been meaning to improve > upon that practice but always end up doing it over again. > > [email protected] > This year’s COP is not going to be a “big deal.” So it may be a little > difficult to simulate the actual meeting, which is going to be very > technical – mostly focused on the Paris Agreement rulebook. However, > Patricia Espinosa, the UNFCCC Executive Secretary gave a speech in Berlin > in July https://www.climate-diplomacy.org/news/cooperation-heart-climate- > action In this speech she included the following issues: > - Building greater resilience for vulnerable nations through strong > support. > - Improving access to adaptation finance and affordable climate risk and > disaster insurance. > - Strengthening the link between climate change solutions and the health > of the world’s ecosystems – oceans, forests, coastlines and polar regions. > - And harnessing innovation, enterprise and investment to fast track > development of these solutions. > All of these issues are outside of the negotiating agenda for COP23 but I > think that they may be better placed for a simulation and you could have > the students work on a ministerial declaration to this regard, rather than > a decision document (which is usually more technical and your students may > not have that level of technicality). > > From [email protected] > I am afraid I have no experience with this. However, I’ve taken a > pedagogical seminar the other day, where I was told that students can > “adopt” or start Wikipedia entries as a part of their coursework. They get > engaged with other interested parties, they learn how knowledge is > produced, and they also actively contribute to it. With various caveats > in my mind, I have decided to use this exercise next term with some help > from our open source learning centre. I thought I would share this idea > with you. > > > Best wishes, > > Charlie Chester > ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ > ieinfo.net • BCI <http://www.batcon.org> • Y2Y <http://y2y.net> • Brandeis > <https://docs.google.com/document/d/1TouUTEB1FLq3-NLkjODuwisEoZ9spE-MH9SrvYKGFU4/edit> > • Fletcher <http://fletcher.tufts.edu/GMAP> > > -- > You received this message because you are subscribed to the Google Groups > "gep-ed" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to [email protected]. > For more options, visit https://groups.google.com/d/optout. > > > > > Begin forwarded message: > > *From: *Charles Chester <[email protected]> > *Subject: **Looking for advice on helping students navigate CoP-23* > *Date: *October 5, 2017 at 11:40:26 AM EDT > *To: *[email protected] > > Hi GEP-Eders, > > Back in July when I was scheduling out the fall semester, I had the > smashingly brilliant idea of having the students conduct their in-class > negotiations exercise in tandem with the actual running of the UNFCCC > CoP-23 in Bonn. > > Now that it’s October and the CoP is nearly upon us, I have to figure out > exactly what this exercise will look like. In my class, each student is > representing a country, so the first thing I’m having them do is download > and read through their country’s NDC. > > After that…I have to start getting creative…but it occurred to me that > many on GEP-ed might be doing (and, importantly, have done) something > similar in terms of timing their classes with the CoP, and rather than > reinvent my own square wheel, I thought I’d reach out to see if any of you > are doing something along these lines. > > So thanks for reading, and if you have any ideas/experience with this, > please email me directly and I’ll compile the responses and repost them in > a single email back on GEP-ed. > > All best, > > Charlie Chester > ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ > > c.617.949.0171 | f.617.649.1189 | Skype: cchesterma > ieinfo.net • BCI <http://www.batcon.org/> • Y2Y <http://y2y.net/> • Brand > eis > <https://docs.google.com/document/d/1TouUTEB1FLq3-NLkjODuwisEoZ9spE-MH9SrvYKGFU4/edit> > • Fletcher <http://fletcher.tufts.edu/GMAP> > > > > > > -- > You received this message because you are subscribed to the Google Groups > "gep-ed" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to [email protected]. > For more options, visit https://groups.google.com/d/optout. > > -- Hayley Stevenson <https://utdt.academia.edu/HayleyStevenson> Profesora Investigadora Asociada / Associate Professor Departamento de Ciencia Política y Estudios Internacionales Universidad Torcuato Di Tella Editor, Political Studies <https://us.sagepub.com/en-us/nam/political-studies/journal202479> -- [image: UNIVERSIDAD TORCUATO DI TELLA] <http://www.utdt.edu/> Av. Figueroa Alcorta 7350 (C1428BIJ) Ciudad de Buenos Aires *www.utdt.edu* <http://www.utdt.edu/> | [image: Twitter] <https://twitter.com/utditella> | [image: Facebook] <https://www.facebook.com/UTDiTella> La Universidad Torcuato Di Tella es una institución sin fines de lucro fundada en los pilares de la excelencia académica, el pluralismo de ideas y la igualdad de oportunidades. Conozca nuestros programas de becas en utdt.edu/becas. -- You received this message because you are subscribed to the Google Groups "gep-ed" group. To unsubscribe from this group and stop receiving emails from it, send an email to [email protected]. For more options, visit https://groups.google.com/d/optout.
