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, Annex III: CAPPWAG (river and lake) -Rules of the game (III.1: FRENCH; III.2: ENGLISH), p.303
, The monitoring file (IV.1: FRENCH; IV.2: ENGLISH)
, Annex V: The observation file for the facilitators
, , p.326
, Annex VI: Complete post-CappWag questionnaire
, , p.329
, 1: FRENCH; VII.2: ENGLISH), Annex VII: Structure of the debriefing (VII
, Individual interviews' guide (VIII.1: FRENCH; VIII.2: ENGLISH)
, 350 Individual or collective Responsability Being able to be responsible for a given task in a participatory process (e.g. write the minute of a meeting, manage a budget, Annex IX: Summary of the new management rules implemented by the seven groups of players during their ex ante and (if existing) ex post workshops, 1991.
, Collective Responsability Being able to distribute power and responsibilities fairly among the different members of a group, Drèze and Sen, 2002.
, Mettre le nombre correct de billes d'eau dans le sachet transparent et de billes de pollution dans le sachet opaque
, Pendant que les joueurs jouent, s'assurer qu'ils manipulent correctement les billes et qu'ils ne parlent pas du jeu pendant la phase de silence
, Lorsque tous les joueurs ont joué ou qu'il n'y a plus d'eau, annoncer la fin du tour
, Compter devant les joueurs le nombre de billes et de pollution
, Si amende, récupérer les wags et les smileys
, uniquement : faire remplir aux joueurs la première page de leur Fiche de suivi (N° de joueur, nom) puis leur lire la 2 e page : « Fiche de jeu : ce que vous pouvez faire
, Faire remplir aux joueurs la partie « bleue » du tableau de suivi
, Phase de discussion : gérer les achats de carte, suivre les discussions
, Faire remplir aux joueurs la partie « verte » du tableau de suivi
, If a player does not have enough WAGS to pay his share of an environmental fine
, Count in front of the players the number of marbles and pollution in the bags
, If players have a fine, collect the WAGs and smileys
, Only during the first round: have players fill in the first page of their monitoring file (Player ID, name) and then read them page 2
, Have players complete the blue part of the monitoring file
, Discussion phase: manage the Activity cards purchases, follow the discussions
, ANNEX IV.2 : THE MONITORING FILE
, Joueur, vol.1
, Sur une échelle de 0 (très mauvaise) à 10 (très bonne), comment noteriez-vous l'ambiance au sein de votre groupe, ANNEX VII: STRUCTURE OF THE DEBRIEFING
, STRUCTURE DU DEBRIEFING COLLECTIF
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, Récapitulatif : un volontaire pour chaque groupe effectue un récapitulatif du jeu et de la façon dont le groupe a interagi
, Identification des points positifs et négatifs de leur gestion par les joueurs eux-mêmes : Selon vous, avez-vous bien géré le bassin versant durant le jeu ?
, Lien avec la réalité : selon vous, qu'est-ce que vos actions et votre comportement durant le jeu disent de vos actions et votre comportement dans la réalité ?
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, Récapitulatif : un volontaire pour chaque groupe effectue un récapitulatif du jeu et de la façon dont le groupe a interagi. -2. Identification des points positifs et négatifs de leur gestion par les joueurs eux-mêmes : Selon vous, avez-vous bien géré le bassin versant durant le jeu ? -3. Selon vous, tout le monde a-t-il pu s'exprimer comme il le souhaitait durant le jeu ? Pourquoi ?, ? Trame pour le débriefing collectif -version développée (groupe S3) -1
, Selon vous, vous êtes-vous entraidé pour identifier ensemble des problèmes et des solutions à mettre en place dans le jeu, ou était-ce plutôt un processus individuel ? Pourquoi ? -5. Avez-vous « régulé le système de jeu avec des accords ou des nouvelles règles mises en place ? Si oui, ou si non, pourquoi ? -6. Lien avec la réalité : selon vous, qu'est-ce que vos actions et votre comportement durant le jeu dit de vos actions et votre comportement dans la réalité
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, STRUCTURE OF THE DEBRIEFING, vol.2
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, ? Structure of the focus group -classical version (Groups T1, T2, S1, S2, S4 and S5
, Summary: One volunteer in each group summarizes the game and the way the group interacted
, Identification of the positive and negative points concerning their management of the socioecosystem by players themselves. Ask the following questions to the group: In your opinion
, Ask the following questions to the group: according to you, what do your actions and behavior during the game tell about your actions and behavior in reality?, Link with reality
, No further self-analysis for the ex ante workshop. It is important not to think too much about the objectives of the game
, ? Structure of the focus group -developed version
, Summary: One volunteer in each group summarizes the game and the way the group interacted
, Identification of the positive and negative points concerning their management of the socioecosystem by players themselves. Ask the following question to the group: In your opinion
, Ask the following question to the group: In your opinion, was everyone able to express himself or herself as he or she wished during the game? Why? Players answer one by one
, Ask the following question to the group: In your opinion, did you help each other to identify problems and solutions to implement in the game, or was it rather an individual process? Why?
, Ask the following question to the group: Have you regulated the game with agreements or new rules that you designed yourselves? Why?
, Ask the following question to the group: according to you, what do your actions and behaviors during the game tell about your actions and behavior in reality?, Link with reality
, No further self-analysis for the ex ante workshop. It is important not to think too much about the objectives of the game
, Summary: One volunteer in each group summarizes the game and the way the group interacted
, An explanation of the game's objectives for players: we wanted to see how your class influenced the way you played and acted together by making you play twice. One of the objectives of participation workshops set up "in real life" is to involve users and citizens in the management of water resources in their territory
, Link with reality: did the IWRM course and the group work you participated in somehow impact your behavior in the game? Or not at all?
, A report will be sent to all students, and those who wish to know more can directly contact Sarah ! ANNEX VIII: INDIVIDUAL INTERVIEWS' GUIDE
, 1 : TRAME DES ENTRETIENS INDIVIDUELS Rappel Retour sur le contexte et le déroulé de l'atelier pour chaque groupe
, Lorsque vous avez joué au jeu de rôle CappWag, avez-vous « pris au sérieux » le but du jeu et les problématiques environnementales et sociales (manque d'eau et pollution
, Selon vous, à quel point la façon dont le groupe a travaillé ensemble dans le jeu est représentatif de la façon dont le groupe travaillerait ensemble « dans la vraie vie
, Selon vous, le cours et le travail de groupe a-t-il eu un impact sur la façon dont les joueurs ont joué durant le jeu ? Pourquoi ?
, La façon dont vous avez joué en octobre lors du 1 e atelier a-t-elle influencé la façon dont vous avez joué lors du 2 e atelier en janvier ? Si oui, comment ? Questions supplémentaires adaptées à chaque personne interrogée
, En fonction de la qualité des informations collectées sur certains joueurs, des questions spécifiques relatives à leur comportement pendant le jeu peuvent être ajoutées (par exemple
, Selon vous, est-il possible d'utiliser un jeu de rôle comme CappWag pour évaluer la façon dont des personnes peuvent gérer collectivement une vraie ressource comme l'eau ? Pourquoi ?