Learning Activities for Hidden Agenda
After reviewing each software package, we asked the evaluators to design a learning
activity that uses Hidden Agenda.
Learning Ideas by Stan Murray
I must admit that answering this 'homework' assignment was
difficult. Frankly, I do not see any beneficial use of this
program. Hidden Agenda as a learning activity for the subjects
and students that I teach, i.e., legal research.
If the program required the player to apply the fictitious
country's laws, adjudicate disputes, or draft legislation then I
could see substantial use and benefit in my classroom situation.
This would be one of the major suggestions I would make to the
programmers about modifying their game.
In any event, although this is stretching, I could see the
program as helpful in problem solving through group effort and
consultation. Students could learn that you cannot be an expert
on everything. Assistance from consulting with experts and
specialists in the particular is of dispute could result in
satisfactory and positive alternatives to a conflict situation.
However, this would be a general benefit that perhaps would
apply to all classroom participants and not specifically to any
particular discipline.
Learning Ideas by C. Leon Button
I would assign each student in the class to play the game
independently at least twice to become familiar with the game.
Next, I would put the students into small groups of 3 to 4
students and have them discuss their experience with the game
and what they think are the keys to success. I would then have
the team play the game one more time, but this time making
decisions as a team. Following this last iteration of game
playing, I would have the teams prepare a written report that
addressed the following questions:
- How did your results as a team compare with the results you
obtained individually? Why are they different?
- Why do you think Latin American governments have tended to
be short lived and unstable?
- What would be necessary for this turnover of governments
to end and for more stability to exist?
- Are businesses that operate in Latin America more likely
to be successful in a democratic or autocratic form of
government? Why?
- What decisions do businesses face when deciding to
enter/operate in a third world country such as Chimerica?
- How has this game helped you appreciate the challenge of
doing business internationally?
I would use this exercise in Introduction to Business and
Introduction to International Business classes.
Learning Ideas by Alan Z. Gaugert
I believe this would be an excellent tool for my World Geography course.
I would use it in the following way:
- Assign the students to run the game one time - the goal would be to:
- To give the student an idea of what decisions/challenges are faced.
- Highlight the differing desires/wants/needs of each element in the country.
- Learn that their are no perfect solutions; someone will not be satisfied.
- Need to balance social/military spending.
- Learn that information usually has a twist to it -- spin doctoring!
- Run the game a second time with the goals being:
- Learn from our leadership mistakes.
- Discuss why changes occurred.
- What could improve performance in subsequent attempts?
- Have the students share their results.
- Compare philosophy/driving desires.
- How well does the game imitate life.
- Use new knowledge to make assessments of situations in other areas of the world. What changes could/should be made! How likely are these changes to be made based on the current political situation?
- Play as a team. See if results improve with your cabinet!
Learning Ideas by Jesse Chanley
This exercise would follow lecture and reading material
discussing and comparing the political and economic development
of all Central American countries from 1950-1990.
After the
historical survey, students would be introduced to 'Hidden
Agenda' and instructed to play at least one full game. The
following questions would be given to the students before they
begin playing the game. The students would be encouraged to
take notes during the game to assist with their responses to the
questions.
- 'Chimerica', the fictional country in Hidden Agenda, is
described as a composite of characteristics of
the actual countries of Central America. Based upon your
knowledge of the region, which of the real Central American
countries is most like Chimerica? Discuss specific
features of the game which support your choice, e.g.,
similar political parties, similar historical figures,
and/or key events. The response to this question should
require three to five typewritten pages.
- Briefly explain why you did not choose the other six
countries in response to question one. This should
require one or two paragraphs for each country.
Learning Ideas by Larry Woodward
Class: ECN 111 Macroeconomics Principles
Timing (sequence): 75 minute classes; students already in 4-5 person groups.
About
halfway into semester, we begin to practice applying basic
economics theories and concepts into real-life situations.
Class 1: Introduction game explain points to be earned by each
group - probably dependent upon length of political survival, or
some commonly agreed upon 'quality of life' measures available
in the game. Competitive nature--longest--serving presidency
yields most points --maximum equal to maybe 1 exam (of 5 for the
semester), or 10% of final grade. Free trials & demonstrations
to all classes. Game/points start next day. Summarize
decisions on annual basis. Explain (with emphasis on economic
aspects) and defend decisions with economic analysis learned in
class (or textbook/newspaper, etc.).
Class 2-6: Each group schedules time to visit computer lab,
play game, keep notes (on each annual report). No class time -
all out-of-class time, scheduled by student groups.
Class 7-8: Half (or so) of class devoted to group presentation
of annual reports 'of the President.Õ Class discussion and
evaluation.