DESCRIPTION
This paper presents an innovative teaching and learning method based on collaborative and inquiry-based learning implemented in a Middle East Politics course. It consists of a series of online workshops in which students work in teams to analyze three different current conflicts in the region: Libya, Syria and the Israeli-Palestinian. The aim of this method was twofold. On the one hand, to create a reflexive setting to help students acquire the most comprehensive possible knowledge about the conflict’s causes and dynamics, the concerns and priorities of the main actors involved or affected by the conflict, and major obstacles to its resolution. On the other hand, to enhance a set of key cognitive, skill-based, and affective learning outcomes, which are essential skills in Political Science and other related areas like International Studies. This study shows that teaching and learning methodologies based on collaborative and inquiry-based learning are suitable tools to facilitate the understanding of multifaceted, complex realities and to generate new perspectives and views on unfamiliar contexts. This research also suggests that facilitating the active involvement of students in their self-learning can contribute to successful online teaching and to foster the acquisition of key cognitive, skill-based, and affective learning outcomes.
OUTCOMES FOR THE PARTICIPANTS
The presentation focuses on two key questions: first, to what extent do active learning methodologies contribute to a better understanding of the conflicts in the Middle East?; and second, how are these active learning methodologies useful to develop a set of essential skills in Political Science? In this regard, is expected to contribute to the attendees engagement in this debate.
WAYS OF ENGAGING THE AUDIENCE
In the presentation, the materials used in class will be shown, as well as examples of the students' results.
