Mira Soriano Gillet- Peace Game Online: April 18, 2014
“DNLE and FWN empowered me to empower others in 21st Century designing and learning.”
— Mira Gillet, Director of Design Thinking through Workshop Education, California, USA
The following is an excerpt from a research project in the form of a DNLE book. It shows Mira’s resiliency and leadership skills as a Filipina in the 21st Century.
Through the Designing a New Learning Environment MOOC (Massive Open Online Class) offered by Stanford University through Venture Lab (now called Novoed) for free, students were given several assignments. These assignments led Peace Team to a good design that ultimately led Peace Game Online to be voted top learning game out of 285 teams. https://dnle.stanford.edu/
Peace Game Online was the brainchild of Mira Gillet. Mira teaches technology, design, and innovation to students. On the surface, this might seem counterintuitive – what does innovation have to do with peace? — yet empathy and understanding forms core of everything she teaches. Her design philosophy is that in order to create something needed by the end user, you first must understand that person. You must empathize with their situation. Only by understanding the end user can you truly create something that will be of use to them.
With this pedagogy in mind, it was natural to reverse the process: if technology functions best when its design is based on empathy, why not use technology as a platform to teach empathy?
Peace Game team has the view that DNLE focused on communication technologies and their importance. Students in DNLE learned to use communication technologies efficiently, intelligently, and globally, and they also demonstrated the use of such technologies while submitting their individual and project assignments. Learning to work as a team and to collaborate with each other is another key feature of DNLE which enabled Peace Game team to achieve their objectives. The built-in requirement of the course to work in teams and a competitive, but positive, environment were the triggers that lead to high performance for the Peace Game team. Six out of eight team members graduated with distinction (including Mira, Alison and Talal).
Peace Game Online is an online learning environment that grew out of the Stanford MOOC “Designing New Learning Environments” which was delivered in 2012. The final project for the class was to “design a new learning model catering to 21st century environments and users” (“Final Team Project, Description – Designing a New Learning Environment | NovoEd,” n.d.). This chapter describes the student experiences of DNLE students who were members of Peace Game. In relating these experiences and with Mira as the leader, they demonstrate that the structure of the class, the international community of students in the class, and even the technological and cultural challenges they faced, provided an ideal environment to develop Peace Game Online to the point where they could carry it forward, even after the class had officially ended.
Participants in the MOOC were diverse. Some were educators, students, and researchers; some were designers, technologists, and entrepreneurs. Dozens of countries were represented, as was almost every continent. This diversity provided an ideal environment in which Peace Game Online could be conceived and then flourish.
Mira decided to gather a team that would create an online game dedicated to peace.Peace Game Online would adapt this idea to a MOOC platform. This would be used to provide players of the game with a safe space that would allow them to discuss issues that divided them, whether those issues were religious, cultural, or national. The team that created the Peace Game included students from Pakistan, Kenya, Bulgaria, South Korea, and the United States. By creating and playing the game together, students – some of whom had never traveled internationally – developed friendships across national, cultural, and religious identities.
Talal (Mira’s Peace Partner in Pakistan)
Talal was introduced to MOOCs for the first time by a Turkish friend.
MOOC is an online class, free and open to anyone who can connect to the web. “MOOCs immediately captured my attention and I began to explore courses offered by different universities, and then I saw (DNLE) offered by Stanford University Venture Labs. I immediately enrolled despite of the fact that I am a Chartered Accountancy student and I have no experience of pedagogy and the educational studies field at all. At that point in time, I didn’t know how DNLE would empower us with the vision and tools to change the world!” (Talal is now co-founder and manager of Peace Game).
Part One: Play for Peace
The effect of an International Community on the Peace Game
Stanford’s DNLE course put a diverse population with the same passion – the potential applications of new technologies to learning environments — under one roof to “meet” each other. These diverse people with the same vision of changing education became an experiment that would eventually become a lifelong adventure for some. “Definitely, it is a life changing experience for those who made this opportunity to reach out to the rest of the planet.” says team leader Mira Gillet. Without this learning portal, Peace Game would not have its global collaboration, crucial to its success, meaning it would not sustain itself outside the class and would not realize its purpose to empower students to achieve their own goals that benefit the world.
Talal says that his team is the most successful team who passed through a leadership transition as well, when Mira provided him a chance to lead the diverse global team. Mira and Talal used to work each day for many hours for final team project via Skype and emails. By doing this, Talal learned to use different digital technologies intelligently. He also learned to maintain working connections with other teams as well. “This is an unparalleled and unforgettable experience that helped me later on when we decided to start our own MOOC,” says Talal. “DNLE was so engaging that the skills I gained are now a part of my thinking process. DNLE has empowered us with skills and taught us how to use these, and now these skills are in action. I would say that DNLE has produced leaders with the vision. In my example, I am student of accountancy and earned distinction in DNLE. It indicates that DNLE provides a level playing field to its students from diversified backgrounds.”
The valuable part of DNLE and free online classes
1) First time experience of 21st Century Higher Global Education.2) Empowered Peace Game team members to make real world improvements for the underprivileged.3) Propelled team members to exceed even their own expectations.
Peace Team applies almost every concept they learned from DNLE assignments and lectures. “We implemented these concepts to the final project, and each and every element we learned at DNLE is now helping us. Our Peace Game MOOC is the best example of DNLE in action!” says Talal.
Alison Burek chose to join Peace Game Online because it was designed around the idea of ordinary citizens of the world coming together in conversation to discuss global issues. Alison studied international economic development as an undergraduate. According to her, the greatest lesson she learned there was not from textbooks, or from lectures, but from other students from other countries. “In African Politics class, there were several students from Africa. One day the professor, to his credit, turned the floor over to them because they wanted to discuss a critique they had of our class. We only studied material written by Westerners, from a Western point of view, which — however well intentioned — tended to be quite paternalistic,” says Alison.
Mira said that in order for our Peace game project to scale, the team knew they were the models. Each country effects another and each team member represented their country, Focusing on peace, team pulled it off because of DNLE support and its community, but team’s collaboration were not as peaceful as you would think.
Part Two: Persistence for Peace
Hurdles that Peace Game Team faced while Designing a New Learning Environment:
Hurdle One: Connecting to Talal
Talal, in Pakistan, worked through power outages that would take place at the worst time during our project. Along with the fact that Peace team was working through different time zones, his sheer tenacity is what makes Peace Game successful. In his own words, “It is good to be young!” (While the older people on the team had trouble working through the night to synchronize time zones.
Hurdle Two: Skype
Most people on the team were working full time and could not commit much time into the project. We were able to Skype through time zones from Pakistan, India, South Korea, and America. Nevertheless, just having their presence was enough to pull of the Peace Game. Three out of ten team members carried the workload with empathy for the others who could not. After all they were the Peace team.
“We chose to expand our course format to include the medium of Skype. Old-fashioned human conversation is the best medium for cultivating empathy and understanding. New technology enables us to have these conversations over the internet in the form of free video chat. This allows us to combine the benefits of an asynchronous course structure – in which students may participate at a time and place of their choice – with the benefits of synchronous person-to-person exchange of ideas,” states Alison.
‘When our team started designing our MOOC, we inserted many features of DNLE in it, Peace Game MOOC focuses on using digital media shrewdly, promotes teamwork and to empower course participants with tools to overcome communication barriers. These mentioned course characteristics are the same as we learned and practiced on DNLE. We would like to grow as big as any social media but instead of posting about yourself and friends, you make friends for peace and post about ways to people in other countries who need it” Mira says.
Hurdle Three: Extremely Diversified Team
This team specifically was chosen to provide communication with those who do not associate. Although Mira gave team leadership to Talal in Pakistan, one team member in India chose to continue communication under Mira. Considering was that Talal was only 23 years old at the time and the older team member was wary of his inexperience, could have been cultural. The other speculations were that Pakistan and India have an ongoing conflict of their own in regards to Kashmir and there is still lingering animosity between Hindus and Muslims.
Hurdle Four: Inner Conflicts among Team
Surprisingly, the team member (from France) who was the most critical and difficult asked the best question. How can we measure learning?The team moral did not change even though this person quit the team. The real focus was the actual mission.
Five: Sensitive Issues
This same team member, who is atheist, said we would just be arguing on ideology if religion were discussed. Peace Game is one of the places in the world where one can have a frank discussion on religion. The Team is learning from each other and still learning and it is to discover that makes it an adventure.
“Through this amazing [Peace Game], I am now able to think differently, reaching out to people outside my culture and religion is the most exciting experience for me. I heard people saying that we should not discuss religion, and I always argue, “When beliefs and religions exist, we must recognize their existence instead of hiding it,” says Talal. Peace Team took front role in doing so and they discussed their religions and beliefs with each other. At many points, they converged on same point too.
Team argues that more than half of the population in this world is connected with some belief and faith. If one has to reach them out for peace and education, one must recognize the existence of beliefs and concepts. “When you open this door of recognition, there opens a pathway to a strong and trustworthy communication channel that helps exchanging ideas and imparting education in one’s mind. I think this is the critical success we had in this project, and I consider it a breakthrough in the era where conflicts are taking a religious face,” says Talal.
Hurdle Six: China to Greece
Peace Game found two of its best members near the end who were themselves on different teams. Yibin, who is also Lead of SMILE@Tibet, had a team with the same vision: micro funding to reduce the gap between rich and poor. Mira was blown away when she played Peace Game Online with Yibin because he is in mainland China behind “The Great Firewall of China.” Ioanna, on Tin Can, saw that peace game team needed help and she made them a video! Like a traditional class, we care about each other even though we have not physically met.
“When the class started, I was amazed at the global participation. It was the perfect place to find a team to build Peace Game focusing on DNLE points of engagement, accessibility, sustainability, and originality. I started choosing teammates from across the globe, extremely diverse including cultures and beliefs who don’t associate. We formed a multicultural and multinational team representing several world religions and made friends for peace.” Mira says.
Hurdle Seven: Seven Miles from Stanford
“When I started a job as an innovation instructor with Workshop Education”, Mira says, “I learned about a board game on peace and at the same time Stanford University started its MOOCs, I found others who wanted to contribute to the Peace Game, locally and abroad.” Peace Game became the top voted learning game through DNLE 2012. John Hunter of the World Peace Game asked to remain separate.
Hurdle Eight: Trust
Team collaboration improved as peace team realized the potential that team had in empowering others. Players of the peace game do not fear people. Students in DNLE do not either. It is with this trust that collaboration takes place and innovative ideas form because with so many people the “box” that people have a hard time in thinking out of does not exist. After all, how many people with evil intentions would take a free class devoted to helping education and on top of that would what to play the Peace Game?
Here one can make friends without social pressures. No one can reprimand one for making friends with the “so called enemy”. People are safe here to talk about the issues that are mostly avoided and people can still be friends learning from each other. Skyping, posting, and messaging, peace game team realized that the media is not giving balanced information and the media is part of the problem. Team got and gave firsthand accounts from each other on what is going on in different continents. Mira in California was surprised about the civilian casualties from the drones and Talal in Pakistan was surprised that there were protests of drones in the United States and US citizens care about these casualties. One could imagine if everyone just start Skyping each other to make friends and find out what is really going on instead of just relying on the media! Team was even able to collect information through blocked media. In most areas of conflict, the media is not free.
Nine: Going Global Again: Peace Game moves beyond DNLE
With support from DNLE, our class project, the Peace Game, turned into a real new learning environment after the end of class. Peace Game was voted the top learning game in the class, but needed architecture similar to Stanford’s MOOCs is which Novoed is. On LinkedIn team connected to one of the founders to ask for help, when Talal showed Mira Openlearning.com. based in Australia.
Because MOOC is a disruptive technology, involvement, accessibility from all around the world, and engagement are necessary both for MOOCs and for playing Peace Game. To join MOOC is free of cost and playing Peace Game is absolutely free. Till now peace game is not funded by anyone, so team took the advantage by using a free platform to offer MOOC. “We learned educational design concepts, and we have designed our own MOOC, we learned how to form successful teams, we made our team, we learned how to get along with people from different backgrounds, and we are dealing with our Peace Game MOOC participants from all around the world. Most importantly, we have combined our vision with Dr. Paul Kim’s vision about reaching out to everyone and to empower everyone with education! This is how we are proceeding and it is the actual guideline we have,” says Talal.
“The MOOC format, together with some other technologies that team employed combines the best features of asynchronous and synchronous learning. Students can work on their scenarios whenever they want to, from any time zone in the world; however, the game also requires them to reach out to people from other continents. Old-fashioned human conversation is still the best medium for cultivating empathy and understanding. New technology enables us to have these conversations over the Internet in the form of free video chat. The time zone issues can be a bit of a challenge, but it’s worth it to learn from others all over the world, ” says Alison.
We linked to our final project from DNLE on www.world-peace-game.com for samples of game play and with a one-week deadline we modeled our Peace Game MOOC after our experience in DNLE. Instead of design-based assignments, we focused on solutions for the 15 Global Challenges from the Millennium Project. Syed Talal, Alison Burek, and Mira Gillet collaborated via Skype and instant messaging, like we did for our DNLE final project. Sara in the Canary Islands, our classmate from DNLE also helped us start up Peace Game MOOC. She connected us to Essam in Egypt who is in charge of Peace Game: Arabic. Like Sara, Essam has friends from all cultures.
Ali says that DNLE also encouraged her team to be critical of learning technology. Just because something is hailed as the high-tech wave of the future does not, after all mean that it will prove useful; the field of education has seen many trends come and go. Thus, assignments required us to weigh advantages and disadvantages of certain types of learning technology. Team had to evaluate whether the technology encouraged higher-level thinking, and whether it helped to ameliorate certain educational challenges that might be faced by learners.
When the course started, Talal got invitations from different people to join them. Mira was one of them. He joined Mira immediately because he saw clearly that Mira already has the vision and passion to create a new learning environment, and later on this vision helped them in transforming into a winning combination that lead to a great project. “We were never directionless. Our vision was defining our goals and direction. All team members were working selflessly which is the rarest element in team work and they were so understanding and flexible,” says Talal.
Hurdle Ten: Publicity
Feedback from Peace Game Mooc students pointed toward publicity. “I emailed the Vatican, Dali Lama, Oprah, the World bank, and Bill Gates, Nobel Peace Prize.org, Randi Zuckerberg (Mark’s sister), asking them to play the Peace game and pass it on. Nothing came back, except Randi Zuckerberg accepted my request on LinkedIn.” Mira told us.
Part Three
Serious changes DNLE brings to life
From MOOC students to MOOC teachers: MORE learning after the class finished.
Classmates from our DNLE class enrolled in our Peace Game MOOC! “Little did I know that transitioning from a MOOC student to a MOOC teacher lead to so many opportunities. I was just thinking it as another learning experience and an opportunity to show others how to play for Peace,” explains Mira. According to Tina Seelig, Professor at Stanford, this was another opportunity to “fail fast and frequently” in regards to experimenting.
MOOCs, together with some other technologies that team employed, combines the best features of asynchronous and synchronous learning. Students can work on their scenarios whenever they want to, from any time zone in the world; however, the game also requires them to reach out to people from other continents. Old-fashioned human conversation is still the best medium for cultivating empathy and understanding. New technology enables us to have these conversations over the Internet in the form of free video chat. The time zone issues can be a bit of a challenge, but it’s worth it to learn from others all over the world.
Peace Game team states the salient features of Peace Game:
“We chose to expand our course format to include the medium of Skype. Old-fashioned human conversation is the best medium for cultivating empathy and understanding. New technology enables us to have these conversations over the internet in the form of free video chat. This allows us to combine the benefits of an asynchronous course structure – in which students may participate at a time and place of their choice – with the benefits of synchronous person-to-person exchange of ideas.”
‘When our team started designing our MOOC, we inserted many features of DNLE in it, Peace Game MOOC focuses on using digital media intelligently, promotes teamwork and to empower course participants with tools to overcome communication barriers,” Mira says.” These mentioned course characteristics are the same as we learned and practiced on DNLE. We would like to grow as big as any social media but instead of posting about yourself and friends, you make friends for peace and post about ways to people in other countries who need it.”
Advice from one of our classmates for teaching our own MOOC:
“It is unfortunate that the cultural divide sometimes undermines pure intentions. But this is exactly why YOUR TEAM was chosen to be highlighted. You have the potential of being a role model. If your team is able to portray a well balanced persona, which does NOT trigger any unwanted unnecessary controversy, your team effort could potentially inspire and lead many others to become equally empowered. MORE IMPORTANTLY, it would open the doors for intercultural and interfaith TRUST. As you know, many misunderstandings in the world are fed by ignorance and prejudice. Learning how to play a neutral public lead role is not easy, especially when we also try to stay true to our individual beliefs. But for the greater good, it is important that we do.”
Peace team did not have directions in a flow chart until Roz Hussin (Instructional Design Technology Specialist at University of Nebraska-Lincoln and Stanford Research Associate) asked for it five months after the class had ended. “I am surprised we got as far as we did!” exclaims Mira with disbelief. Flow charts for visual learners are a necessity to train students to become inquiry learners, not just to play Peace Game.
Our History of Micro funding:
Peace Game ultimately leads participants to micro fund those who need it.The following is a record of micro funding and donations after game play:Progress of repayments after game play to Kenya: Mohammed has been repaying his loan in time with his new profits. He makes fortnightly payments of $21.First Micro loan from Peace Game to Ghana was made for livestock at $25 to Mohammed Iddrisu. Team funded 25%. 5 lenders so far are contributing for total loan of amount $600, $18 bed net for malaria protection after game play to Zomba, Malawi, $15 Pakistan flood relief- after game play to Pakistan
$20 Education support where the need is most- after game play to Tibet(through World Vision who works in China. Tibet immigrant children cannot attend school.), $15 Lifewater to Northern Uganda after skyping with Jonathan in South Africa, $20 Bed nets (again) for family where the need is greatest to Honor World Malaria Day 2013, after game play to New Delhi. India, $20 HIV AIDs fund and health education after game play to Fiji, $25 Peace game made a donation to end modern day slavery after game play to a Korean woman who was adopted into an American family. Prostitution numbers have risen due to human trafficking.
Part Four
Mira’s Unplanned (but beneficial) outcomes:
Surprise One: Connecting to Karachi, Pakistan
When Mira played Peace game with one of Talal’s friends in Karachi, he tried it and said, “So the Peace game is starting a conversation”. Yes, with others who you would not normally talk to, but under the word PEACE you take the risk and it ends up being an amazing adventure because we need empathy for each other to solve the 15 global challenges. Unlike other social networks where you connect and make friends with people you feel connected to or with those you want to connect with, Peace game encourages you to make friends with people you would never talk to otherwise, but is necessary to reduce tension among nations.
After gameplay from Karachi to California, it was discovered that the Pakistani vaccine program was damaged due to undercover searches. Several women working for United Nations were killed a few years ago because of suspicions of vaccines in Karachi.
Surprise Two: Malala in the News
The biggest surprise for team was to find that people cannot rely on the media. 2012 broke the record for the number of journalists in jail. By collecting firsthand accounts of what is going on in each country, one can then make an informed decision. For example, Malala, on the cover of Time Magazine for the month of April 2013 is huge news in America. But when Mira skyped Rija (Rija was Peace Game MOOC student) who is connected to women’s rights in Pakistan for United Nations, she told Mira that Malala was huge news for a few days and then disappeared. No one knows what happened to her. Meanwhile, in America, people were getting play by play news on Malala’s condition in a British hospital and recovering.
Because of the electrical blackouts that are constant in Pakistan, news flow can be affected, with some saying that Malala was staged to promote girls going to school. At the same time, Sara, in the Canary Islands, pointed out that although women are half the world’s population, women hold 1 percent of the world’s property.
Alison was moved to examine her own assumptions, which she realized were based in a very false sense of cultural superiority. “I learned that we should help when we’re asked instead of just assuming that we can walk in and improve anyone’s situation – if we don’t understand the situation, this is a recipe for disaster, and if we haven’t been asked for help, it’s rude and disrespectful to assume that we can do the job better than those who are directly involved in the situation.” says Alison. Alison realized that in order to understand the world, she needs to listen to its citizens on the ground, not its lofty scholars. She believes that Peace Game would provide a way for people all over the world to do just that.
“Through this amazing experience, I am now able to think differently, reaching out to people outside your culture and religion and the most exciting experience for me. I heard people saying that we should not discuss religion, and I always argue “when beliefs and religions exist, we must recognize their existence instead of hiding it” says Talal. Peace Team took front role in doing so and they discussed about their religions and beliefs with each other. At many points, they converged on same point too. The team argues that more than half of the population in this world is connected with some belief and faith. If one has to reach them out for peace and education, one must recognize the existence of beliefs and concepts. “When you open this door of recognition, there opens a pathway to a strong and trustworthy communication channel that helps exchanging ideas and imparting education in one’s mind. I think this is the critical success we had in this project, and I consider it a breakthrough in the era where conflicts are taking religious face,” says Talal.
Through Peace Game, the player has the ability to bypass media’s control by sending information in one country to another where it is blocked by the government. Growing up in Communist Russia, one has to stay away from information that is not approved in one’s country. For example, Mira took screen shots in California of the drone protests in America to show Talal in Pakistan who told her that this would be big news in Pakistan if it were not being blocked.
Through Skype, Peace Game Team realized that the media is not providing balanced information; rather media is part of the problem. Talal and Mira exchanged firsthand accounts from each other on what is going on between USA and Pakistan. Mira was surprised about the civilian casualties from the drones and Talal was surprised that there were protests against drones in the United States, showing that US citizens care about these casualties. Imagine if everyone just start Skyping each other to make friends and find out what is really going on instead of just relying on the media! Team was even able to collect information through blocked media.
Surprise Three: Jews for Palestine
While playing the peace game, one of peace team members “met” someone of Jewish ancestry for the first time. “Jews for Palestine? Impossible!” he said. This person showed him that there are Jews for Palestine and stated her reasons.
Higher-level thinking discovery-learning on our DNLE project and Peace Game we discussed sensitive issues that are usually avoided because it can lead to arguments but under the Peace umbrella it is essential to converse on such matters to learn from each other. Interfaith dialogue is encouraged here so we can gain empathy for others who are different.
The first Peace Seed started when Mira’s friend, who is Palestinian Christian, brought her to Palestine in 2011. After meeting his friend who is Arab Israeli, while observing the Palestinian-Israeli conflict first hand and both sides of the wall, she truly realized that: “People fail to get along because they fear each other; they fear each other because they don’t know each other; they don’t know each other because they have not communicated with each other.” (Martin Luther King Jr.)Mira is Christian and Talal is her first friend who is Muslim. Alison is Unitarian.
Surprise Four: Forgiveness online
Unique sample assignment: Two keys we hold for a better world i.e. Education and Forgiveness. Forgive today and move forward. More so for the younger group do not want to live with such problems around. Without forgiveness of the past, there is no looking to long term solutions of the future.
Mira noticed that Palestinians and Israelis are keeping their friendships secret. “I realized that truly- People who don’t forgive each other do not communicate and block hopes for Peace. Love and forgive your enemies.”
Surprise Five: TIA 2.0: This is Africa Now
According to Alison, Nobody knows better than Africans how to identify and solve the problems faced by their own countries. More importantly, nobody else had the right to dictate to these countries what their development priorities should be, or how they should participate in the world economy. And yet, so many Western so-called “aid” organizations don’t even consult the people in the countries they’re supposed to be helping.
With Jonathan Leibenberg’s lead (student in Peace Game MOOC and now leader of Peace Game: Africa), peace game team is trying to collecting representatives from each of the 50 countries in Africa. https://www.facebook.com/groups/317332121727920/?fref=ts
While skyping Jonathan, he informed us that the 50 countries are not talking to each other. On Peace Game platform, countries can share knowledge and resources to reduce the gap between rich and poor in Africa. Jonathan stated that this MOOC is much better than others because we are truly getting to know each other, skyping, LinkedIn, facebook campaign, facebook friends. He said that he feels comfortable playing the peace game as
By week 5, five teams had been formed in Peace Game MOOC:Jonathan in South Africa is working on Global Challenge 2 – Clean water for all, Rija is working for United Nations in Pakistan for women’s rights Challenge 11- Women’s Rights, Sara in Spain is working with Jonathan on Women’s rights, Everyone on this list is talking to each other making friends and learning from each other, Mira met Adam, co- founder of Openlearning.com from Australia in person, TK in New Delhi and Mira discussed sustainability and radioactive cooling without air conditioning or electricity Challenge 1 and 13, Elias in El Salvador working on his English and Mira is working on her Spanish language skill. We discussed Global Challenge 12, Olga is enrolled who is Russian and lives in Vietnam.
Surprise Six: Helping the underprivileged
After the DNLE class ended, Peace team was still playing the game. Mira made a contact in Malawi, one of the poorest countries on earth. She asked Noel in Malawi to take the Peace Game MOOC. He wanted to play but does not have a laptop and was learning only on the phone. The class page was too big to download and he is dreaming for a laptop to connect. Peace team is looking for ways to get him one.
Mira researched on Malawi and came across information that Malawi still is battling malaria. Through the book The End of Poverty, Mira had background knowledge of the relationship between economics, climate, and geography. Richer countries have a better climate to produce and countries on the equator have issues such as Malaria that set them behind. After game play, donations were given to the Malaria fund of World Vision for bed nets to go to families where the need is greatest.
“As students of DNLE, and as collaborators on the Peace Game, we experienced 21st Century Learning – and we hope to pay this experience forward as we bring the Peace Game to fruition. Peace Game opens players’ to a world of possibilities. We teach players to be engaged, to be original, to approach global problems creatively, and to gain empathy for others. We provide an experience that proves that global citizens cannot be judged by the actions of their government. At a time when people on earth have more cell phones than access to clean, safe drinking water, it is imperative that this technology be employed to cultivate understanding among people of all nations and creed. We are a global team together for one goal. PEACE, “the three Peace Game instructors state together.
Surprise Seven: Connecting to Crash and Chuck
David was Mira’s classmate in Tina Seelig’s Crash Course in Creativity. David also took Chuck Easley’s MOOC which provided him with rapid wire framing capability. David used his new skill to create a wireframe for the Peace Game interface so that team can have its own architecture outside of Peace game MOOC.
Mira, Peace Game Founder: Global, Talal- Peace Game Cofounder: Global, Alison-Peace Game: MOOC instructor, In Egypt Essam is Peace Game: Arabic, Jonathan is Peace Game: Africa, Sara is Peace Game: Women’s Rights, Ellen Dong and Yibin as Peace Game: China
“We are moving in right direction. We consider Peace Game MOOC is the testing phase of our innovation. We have plans to move beyond the boundaries, cultures and religions. If we succeed to build a proper platform for peace game, then it can be the most disruptive learning technology that will combine human centered learning approach with higher education. We imagine our innovation as a social media platform where people will engage with each other to solve their problems by playing scenarios,” Talal confers.
Alison says, “I expect that as we progress in the Peace Game we will be constantly using these rubrics to learn and evaluate our own technology, thus making it more effective as a learning tool.”
“DNLE supported us to create a new learning environment in three phases, first Dr. Kim introduced us with the very basics, we learned concepts, took lectures and got knowledge about all relevant technical matters, in second phase, course engaged us in team work, which was the practical application of what we learned in theoretical study session, the third and critical phase began when we started our own MOOC, which is itself a learning environment, in this sense you may say that DNLE itself is the integral part of our MOOC!” says Talal.
The team believes that Peace Game MOOC has turned to be a disruptive game based interactive course through which students will learn critical thinking skills to make decisions leading to world peace by solving 15 global challenges and they will create their own challenges as well. Taking the advantage of MOOC’s disruptive power, this trust building gaming course will enable students to discuss sensitive issues and to learn from different sides of globe for world peace. Our learning environment is highly dynamic because it can incorporate all dimensions of every field of life. It is sustainable because of its structure’s flexibility,” we converted it to MOOC easily, and we can implement this environment in various other forms, like live sessions or written medium sessions. It is being implemented and can be implemented with free technologies and there are no specific infrastructure requirements.” “Despite of facing challenges related to resources that we have, In near future, our team intends to have ways to micro fund projects, which will be available to the players and participants of Peace Game to enhance their playing and participation capabilities. One project has already been micro funded to Ghana, and is in process of being paid back. ”
Play for Peace at https://www.openlearning.com/courses/
Surprise Eight: Outside of Peace Game MOOC
Outside of Peace Game MOOC, Mira played withVonivate in Fiji, his first time ever he had Skyped. Mira and Vonivate have become friends and are learning from each other.Jonathan in South Africa has connected to Noel in Malawi. Mira and Jonathan found a water contest in Tanzania. Winners are chosen by the best water innovations and receive a laptop. This would go to Noel who is dreaming of one.A letter of recommendation was written by Mira for Jonathan who is changing careers from a mechanical engineer to teaching.
Nine: After Peace Game MOOC
Adam Brimo in Australia, co-founder of Openlearning.com gave us data at the ending of our class.
Peace Game MOOC had 6913 page views (with over 100 enrolled) 9 from Syria, Unknown 232, Afghanistan 5, Albania. 6, Algeria, 1, Argentina, 12 Aruba 4, Australia 249, Austria 12, Bangladesh 2, Barbados 2, Belarus 10, Belgium 19, Brazil 19, Bulgaria 130, Cameroon 2, Canada 81, Cayman Islands 1, Chile 2, China 12, Colombia 43, Costa Rica 1, Croatia 1, Czech Republic 2, Denmark 5, Dominican Republic 1, Ecuador 3, Egypt 11, El Salvador18, Estonia 4, Fiji 12, Finland 2, France 21, Georgia 2, Germany 19, Ghana 30, Greece 17, Grenada 4, Guatemala 1, Hong Kong 1, Hungary 35, Iceland 5, India 485, Indonesia 12, Iran 7, Iraq 1, Ireland 1, Israel 6, Italy 8, Jamaica 1, Japan 20, Jordan 1, Kazakhstan 1, Kenya 4, Kuwait 1, Macau 1, Macedonia [FYROM] 3, Madagascar 16, Malaysia, 21, Malta 2, Mauritius 11, Mexico 31, Moldova 3, Montenegro 1, Morocco 2, Mozambique 1, Myanmar [Burma] 1, Nepal 1, Netherlands 21, New Zealand 2, Nigeria 12, Norway 2, Pakistan, 1444, Paraguay 1, Peru 3, Philippines 63, Poland 19, Portugal 11, Qatar 1, Romania 6, Russia 16, Saudi Arabia 12, Serbia 10, Singapore 3, South Africa 497, South Korea 4, Spain 999, Sudan 2, Sweden 4, Switzerland 3 Syria 9, Tanzania 1, Thailand 55, Trinidad and Tobago 2, Tunisia 2, Turkey 3, Ukraine 32, United Arab Emirates 18, United Kingdom 33, United States 1930, Venezuela 1, Vietnam 11, Grand Total 6913
Peace Game – SMILE (Stanford Mobile Inquiry Learning Environment)
Ali and Mira are now trained in SMILE. Mira has been working on Peace Game questions for inquiry learning and Talal is assisting her. SMILE is quite engaging and by the end of August 2013, SMILE will have capability to ask open ended questions to start a discussion. Questions are currently asked and answered in multiple choice form.
MIT Open Learning Innovation Contest
http://open.media.mit.edu/contest.html
Peace Game was acknowledged by Open Learning Innovation at MIT for innovators who work using connectivism. Peace Game submitted their stories and experiences on running their online MOOC for independent learners and volunteer work.
The contest criteria requires participants to align with connected learning principles, use of open-access and open-license technologies such as Open Learning.com, involve students as leaders and partners in innovative learning (like Jonathan), incorporate digital resources and practices in novel ways such as skyping for peace, explain examples to inspire others, help people underserved, and are works in progress, “adapting to the emergent practices of learners as they go.”
Ten: Cynical Idealism: Final Thoughts on the Peace Game
“I’m sad to admit it,” says Alison, “but I don’t believe World Peace is attainable. I’m kind of a crusty old cynic. The issues facing the world are incredibly complex – poverty, inequality, environmental degradation, and religious and cultural differences just to name a few. I also know that there will always be plenty of greedy, violent people in the world. I don’t know that true peace is attainable.
“We are working close to idealism, and we are contributing our part to make this world better, education is the most effective tool to empower minds of people, and we have made education, specially MOOC education as a carrier to enter into people’s mind and to develop their capabilities that will help them to create and live in a peaceful environment,” says Talal.
With Professor Kim’s Rubric on designing a new learning environment that is Engaging, Educational Sound, Accessible and Sustainable, peace game team was empowered to create a good design for connection each other for peace.
Redesign
Design Thinking Action Lab or DTAL MOOC instructed by Leticia Britos Cavagnaro who is Deputy Director of the National Center for Engineering Pathways to Innovation (Epicenter), Stanford University started on July 22, 2013. Talal proposed to bring Peace Game in to redesign. The response was overwhelming and since only 6 people are allowed per team, 5 peace teams have been formed with representatives of Iran, China, England, the Philippines, Egypt, Buenos Aires, Spain, Pakistan, United States, Brazil, France, Morocco, Mexico, Uruguay, Deutschland, and Venezuela. Each will take on the challenge of redesigning the Peace Game using design thinking skills starting with empathy which is the foundation of Peace Game. Mira, Talal, and Sara were each a leader of their team. Mira’s team is composed of children from ages 9 to 13. Roz suggested the players can put peace questions on SMILE, so Mira’s team created a flowchart on how to do SMILE while Roz made training flashcards.
Ultimately, Peace Team discovered that conflicts are not so much related to religion as much as other reasons, such as resources of water, culture, politics, and money in regards to trading for economies.
Acknowledgements:
Thanks to Roz Hussin, Dr. Kim, Saed Awwad, Joyce in Kenya, Deepak in India, Joseph in South Korea, Nicky in Hong Kong, James with Seeds of Empowerment who worked in Tanzania, Dariana from Bulgaria who is enrolled in our Peace Game MOOC, and Alison who is assisting. Three were not even on peace game team but helped a great deal, Yibin in mainland China but working in Tibet, Ioanna from Greece who is wonderful, Noel in Malawi, Mark Roest for good advice, Ankie from Canada, Jonathon in the Philippines, and Sara in Spain, my family: Charles, Eva, and Charlie.The original team consisted of writers, artists, teachers, engineers, accountants, musicians, designers, and programmers who live in opposite sides of the planet in Kenya, Pakistan, India, South Korea, France, Brazil, Hong Kong, Bulgaria, Greece, and America, etc. Together, we speak Mandarin, Cantonese, Spanish, Swahili, Punjabi, Urdu, Hindi, Sindi, French, Italian, Bulgarian, Greek, and English. Players of the Peace Game are scientists, working with Christian (Catholics and Protestants), Muslim, Hindu, Jewish, and Atheists from extremely diverse backgrounds, races and ethnicities who are setting aside differences in the name of world peace. This group has friends who are Persian, Syrian, Mormon, Greek Orthodox, Arab Israeli, Messianic Jews for Palestine and Palestinian Christian and they have friendswho are everything under the sun.”
Works Cited
(7) Peace Game : Global Challenges. (n.d.). Retrieved June 18, 2013, from https://www.facebook.com/groups/317332121727920/?fref=ts
Final Team Project, Description – Designing a New Learning Environment | NovoEd. (n.d.). Retrieved June 18, 2013, from https://venture-lab.org/education/exercises/64
Jeff Paterson: John Hunter, Creator of the World Peace Game, on Experiences and New Book. (n.d.). Retrieved June 18, 2013, from http://www.huffingtonpost.com/jeff-paterson/john-hunter-creator-of-th_b_3011228.html
“About the Author”
Mira Gillet is the founder and Chief Director of the Peace Game, a top project in Stanford Venture Lab Project through DNLE. She is a credentialed teacher with Masters in Education in Learning and Technology. She is trained in Design Thinking through Hasso Plattner Institute of Design at Stanford and has a Professional Certification in Project Management from Stanford University. Mira graduated from San Jose State University in Graphic Design and is a robotics coach for the Marine Advanced Technology Education International Competition. She is also the founder of Design Thinking in a box to spread design skills inspired by Stanford Design School. Currently, along with Peace Game MOOC, founding Peace Game online, Mrs. Gillet teaches at Workshop Education.
Appendix C: Peace Game WOOC MOOChttps://bbw.adobeconnect.com/_a1096212121/p832bxc8do2/?launcher=false&fcsContent=true&pbMode=normal
The skill sets that made me successful in my global teaching career :
1) Resiliency gives me the confidence to not give up, grit gives me insight to get through pain, determination gives me focus to do good with the talent God has given me, patience gives me the advantage to look at the long term goals, humility gives me the insight to skip taking it easy, drive gives me motivation to go for my dreams and what is expected of me.
2) Leadership skill sets I have utilized that have made me unique in my leadership and management styles: Being an immigrant means I have to work twice as hard to prove I am as good as anyone else, humility, empathy- (beginning stage of a human centered design), peace making (seeing both sides to solve conflict) comes naturally to me.
3) Being Filipina is who I am.
As typical of Filipino culture, my father taught me how to smile even while others are trying to discourage me, knowing that person would regret their impulsiveness, my mother taught me to work hard and had high expectations of me, Jesus showed me to love my enemies and use my gifts for others. Coming from an immigrant background made me comfortable in taking appropriate risks on what gives a better return on investment.
1) My core identity — the fixed sense of self that underlies my continuously shifting multiple identities as I demonstrate their power and influence;
is my relationship with Christ as a child of God. I often advise people to do what you need to do and don’t care what other people think, only care what God thinks. He does not change his mind or make careless opinions.
2) My Philippine heritage formed my values, sense of purpose, leadership style and outlook on the world: Since I was born in America because of the sacrifices my parents went through leaving everything to start a new life in a new country, I know that I cannot waste opportunity. I need to make opportunity by being proactive.
3) My experiences beyond home challenged or reinforced their notions of leadership, and since Filipinos have experienced racism and prejudice, I have empathy for all people who are not treated with respect and know that I have been blessed to bless others.
4) I do not believe Philippine traditional beliefs are at odds with the requirements of success in the global workplace. Since the Philippines has had their first female president and America has not, I consider the Philippines to be advanced in important areas.