Paper authored by Dr Alan Bruce (ULS) and Maria-Antonia Guardiola (Open University of Catalonia) and presented at EDEN Conference, Oslo, Norway (15 June 2013). Analysis of innovative ICT supported learning in the area of conflict resolution. Analysis of background issues in post-war and divided community environments. SPecific reference to ULS experience with the Conflicts of Interest course in Northern Ireland and the Master's in Conflictology (UOC)

1. Dr. Alan Bruce
Universal Learning Systems Dublin
Maria-Antònia Guardiola
Universitat Oberta de Catalunya, Barcelona
EDEN Conference
Oslo, Norway
15 June 2013

2. Themes:
• Peace Studies
• Conflict Resolution
• Conflict Transformation
• Reconciliation
• Learning and adapting in a changing world

3. Changing worlds, same
conflicts
 Dimensions of crisis
 Public spheres, private opportunities
 Multipolar fragmentation
 Altered world, transformed society
 Demographics: from ageing to migration
 Rebirth of nationalisms
 Innovation in knowledge and learning

4. Globalized imperatives
 Urbanized futures
 Permanent exclusion and inequality
 Invisible otherness
 Trajectories of developmental progress
 Embedded violence

5. Learning and Peace
Making
 Creating shared meaning and dialogue
 Providing support and guidance
 Valuing difference as a critical advantage
 Shaping mediation and negotiation
 Best practice and sustainable solutions
 Using historical examples as learning tools
 Courses, methods and techniques – using ICT and
e-learning

6. Designing Conflict
Resolution
The overarching aim of conflict learning and
peace studies is to give an overview of the
issues, themes and techniques of conflict
transformation in the context of:
- post-conflict relationships
- trust-building
- the dynamics of reconciliation

7. Expected Outcomes
Designed so participants will eventually:
 Have an understanding of the historic legacies of conflict
 Develop an appreciation of issues underlining pain, loss and
anger arising from conflict
 Be able to explore key components of conflict transformation
 Be able to appreciate key elements in restoring dialogue and
mutual acceptance
 Be able to define elements in creating trust and conflict
avoidance.

8. Innovative imperatives
 Issues around conflict and peace considered in a matrix of critical
reflection and shared learning.
 Historic enquiry essential element in terms of both explicative clarity
and restorative justice and rights.
 Developing encounters with sources of conflict – or with former
protagonists – can be exceptionally difficult.
 Importance of memory, pain and healing critical aspect of conflict
resolution work.

9. Using eLearning
 Painful dimensions can be supported by e-learning methods,
where material and information can be presented in a neutral
manner.
 Virtual and electronic communication may often be
preferable to face-to-face encounters.
 Research materials and scenarios for discussion can be
presented asynchronously as well as synchronously, thus
enhancing the richness of the student’s experience.
 The critical advantage lies in providing a forum for ongoing
dialogue and sustainability of learning outcomes and peace
making interventions in non-threatening environment.

10. Developing programs
 Development of social media instruction supports and web-
enhanced programs allows direct engagement of those who
have been directly affected by conflict and post-war
settlements to input directly to discussions and research
 By 1995, some 135 universities in the United States were
offering courses in peace and conflict studies (Harris, et al.,
1998).
 Peace and Collaborative Development Network – online
community acting as a signpost for the courses in the sector.
In 2013 PCDN had over 28,000 active members – providing
over 17,000 discussions, 8,000 blogs and a vast electronic
repository of peace and conflict related literature and
resources.

11. Master in Conflictology
(UOC)
 Campus for Peace, Cooperation, Development and
Sustainability (2000)
 Combines academic and research networks - working
collaboratively with the School for Cooperation and Center
for Research and Studies in Conflictology
 Focus on peace and conflict studies provided by the
advanced ICT and e-learning methodologies and
cooperation that are the hallmark of UOC
 Activities on cooperation and development through e-
learning are a tool to solve humanitarian problems with
tangible and pragmatic approaches directly related to
universities, NGOs and local governments

12. ‘Campus for Peace aims to intervene directly, firsthand, in war
and in conflicts with scientific knowledge of conflicts, violence and
crises using methods that do not contradict its objectives, i.e.
non-violent and peaceful. And the aim is clearly to end violence
achieve reconciliation and be able to live in peace’. (Vinyamata,
2010)

13. Conflictlogy and eLearning with UOC
 Groups, systematizes and presents knowledge through an
effective and advanced on-line pedagogy
 Gathers practitioners, academics and professionals from
other collaborating universities and peace research institutes
 Trains students in all applications of conflictology (family,
trade, social, political, international and armed conflicts),
facilitates internships and prepares research programs
 Practicum experiences arranged in Guayaquil (Ecuador),
and agreements with University of Chiapas on placements
and applied research visits
 A significant proportion of the student cohort is community
operatives, mediators, politicians, diplomats and soldiers, all
with direct experience of conflict situations

14. Conflicts of Interest
The fractured island
Contested identities
Citizenship without rights
Post-colonial legacies

15. Constructing shared
learning
 Overcoming mistrust
 Emphasis on those who participated,
experienced, suffered
 Origins of Expac
 The Messines project
 Role of EU: Peace and Reconciliation
Program
 Prejudice, discrimination, sectarianism

16. Engaging learners
Community uptake
Republican groups
Loyalist groups
Interaction and conflict
Addressing identity
Comparative analysis
Adult education methodology

17. Methodology
 Expert external testimony/witness
 Media and film
 Site visits
 Debate
 History and identity
 Shared learning projects
 E-learning
 Academic inputs: ULS
 Accreditation: Queens University Belfast

18. Learning outcomes
Mediation skills
Approaching the other
Understanding historic legacies
Dialogue, acceptance, trust
Shared learning, community action and sustainability
Belfast 2009

19. Embedding Learning
Accreditation: QUB 2011
European dimensions
Rights, diversity, community
Conflict resolution methodologies
Technology and e-learning: sustainable, innovative learning
Future directions
Teachers, Derry 2010

20. Fractured futures or Opportunities?
April 2011 and September 2012

21. Gràcies!
Dr. Alan Bruce Maria-Antònia Guardiola
ULS Dublin UOC Barcelona
abruce@ulsystems.com mguardiolalop@uoc.edu