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The Turbo Principle in Sustainable and Developmental Learning Design
Abstract
This chapter conveys two key success strategies for complex, self-guided interdisciplinary learning: (1) rhythmizing as a theatrical tool (regarding organization along time) and (2) multi-perspectivism as a tool allowing the organization regarding viewpoints (in the space of perceptions). While the first can be achieved by a suitable script of the didactic process, the second can be supported by seating orders, the arrangement of tables, and allocation of roles to role-playing learners. The meaning of “roles” in game-based learning is analyzed, based on both literature and interdisciplinary teaching experience. As an example of role-based and game-based learning, this chapter analyzes the temporal dynamics of several social dimensions of learning in the case of the five-level negotiation game “Surfing Global Change” (SGC, © G. Ahamer).
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