Yeni Diplomasi: 21st Century Schoolcraft & Diplomacy 3.0 @StateDe...

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5 Kasm 2013

21st Century Schoolcraft & Diplomacy 3.0 @StateDept @techATstate @eDipAtState | by Gkhan Ycel @goyucel

Recently, we have been witnessing the US @StateDepts growing engagement with #EdTech. Both the Office of Digital Engagement and the UnderSecretary for Education and Culture seem to play a critical role in this process. These efforts also provide perfect case studies for other countries who plan to develop their own digital (diplomacy) engagement strategies. One might ask why any Department of State, Foreign Ministry, Foreign Office or Ministry of Foreign Affairs would become so interested in global education issues. I am pretty sure many people who lack the 21 Century mindset are frequently raising this so-called paradoxical issue. Well, in fact, this question has quite a straightforward answer. No doubt, digital diplomacy is a foreign policy imperative in the digital age. However, some leaders or diplomats probably fail to understand the urgent need to amplify diplomacy with a variety of subjects including technology, innovation and education. In the own words of the @StateDept, this is the Internet moment in foreign policy. New-generation diplomats already started to unveil intersection of several thriving issues and global affairs agenda. Today, 21stCentury Statecraft (digital diplomacy) easily blends #EdTech (education technologies) with public diplomacy and innovation. I reflect on this transition by coining three distinct versions of diplomacy. My three-fold categorisation offers a reasonably alternative typology: Diplomacy 1.0, Diplomacy 2.0 and Diplomacy 3.0.
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Yeni Diplomasi: 21st Century Schoolcraft & Diplomacy 3.0 @StateDe...

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Diplomacy 1.0 epitomizes state-to-state concerns as a rule shaped by realpolitik, national interests, hard power, geopolitics and territorial sovereignty. Diplomacy 1.0 requires all world leaders, career diplomats and politicians to negotiate bi-lateral or multi-lateral issues strictly between sovereign states in the international system. In the eyes of many people Henry Kissinger -thanks to his seminal work Diplomacy- is the most renowned figure of Diplomacy 1.0.

Diplomacy 2.0 can be defined with the public diplomacy framework in a slightly pre-digital mode. Since the 1960s this mode of diplomacy has focused on winning hearts and minds and acquiring soft power. It comes as no big surprise that Josesph Nyes Soft Power best represents the scheme of Diplomacy 2.0. The most common feature of Diplomacy 1.0 and Diplomacy 2.0 is that they both burgeoned during the course of bi-polar, control freak and ideological world order driven by national security doctrines in the Cold War.

Diplomacy 3.0 is digital diplomacy or e-diplomacy. Some experts, global companies, media outlets and advocacy groups call it twiplomacy. It transcends both Diplomacy 1.0 and Diplomacy 2.0 without necessarily annulling them. Diplomacy 3.0 fashioned new realms of diplomacy by rendering diplomacy for everyone by everyone, anywhere, anytime. You dont have to be a diplomat with a relevant university degree to be invited to attend diplomatic meetings with your counterparts in rarefied places high-ceilinged, chandeliered rooms. Especially Y and Z generations are growing up as the children of the digital revolution and hence digital citizen diplomats. These youngsters like listening and but also like to be listened by others. They use all available digital means and tools to engage, connect, mobilize and influence. They are digital citizens, and if necessary they can suddenly become digital activists and digital diplomats for their own causes and issues of representation & recognition. It is also in the best interest of diplomats to reciprocate and start listening Y and Z generations. Diplomats have many things to learn from digital natives. Alec Ross who was Secretary Clintons senior advisor on innovation best personifies this rapid change. He told Alexander Howard in an interview: the 21st century is a terrible time to be a control freak. That's an observation one could easily applies to the institutions and officials of the United States government. Along the same lines, as Jimmy Leach put it, digital platforms have

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given birth to new networks, new groupings of people that were determined by something other than the traditional sense of nationhood. Therefore it is safe to say that Diplomacy 3.0 differs from Diplomacy 1.0 and Diplomacy 2.0 in terms of their rules/norms of engagement. Diplomacy 3.0 requires cyber activism and digital engagement. Diplomacy 1.0 and 2.0 versions are still largely analog. Currently, hard power and soft power remain to be remarkably dominant agents of foreign policy decision making. However soft poware (read soft power+software) which is the new form of digital power for upgrading Diplomacy 1.0 and Diplomacy 2.0 in a digital age also came into play as an indispensable result of social media, open data and big data boom in the world. Diplomats could not resist to this dramatic and unprecedented shift towards personalization and mobilization which paved the way for borderless, protocol-free & hierarchy-free, viral and somewhat micro-level P2P digital diplomacy. The Arab Spring and other social events alike gave this debate a major push forward by introducing the intrinsic link between digital activism and new social movements. Thus international relations and diplomacy are no longer a monopoly of world leaders, diplomats or politicians. Their patronizing expertise of the International now has to be complemented if not substituted with the Internetional. In short, new digital identities and habits shape the Internetional. During this period of disruptive transformation, US Department of State has been adapting their statecraft by reshaping their development and diplomatic agendas to meet old challenges in new ways and by deploying one of Americas great assets innovation. This is 21st Century Statecraft: complementing traditional foreign policy tools with newly innovated and adapted instruments of statecraft that fully leverage the networks, technologies, and demographics of our interconnected world. By also bringing foreign policy into the classroom or vice versa, two major policy areas are combined to create a new niche field by amalgamating Diplomacy 3.0 ( 21 Century Statecraft or digital diplomacy) and education policies. I call it the 21 Century Schoolcraft: a borderless global school based on digitalized, blended and flipped models of conducting diplomacy and learning/teaching. One should learn a lot about it from the @StateDepts two recent initiatives: MOOC Camp in partnership with Coursera and an educational video game called Trace Effects. These two projects are designed @StateDept teams led by Evan M. Ryan, Assistant Secretary of State for Educational and Cultural Affairs. She pointed the importance of building a global network of learners: we have a strong interest in finding new ways to offer expansive learning opportunities so that everyone has the skills and knowledge that they need to succeed. Support for educational opportunities empowers people around the world -- and it also helps the United States. Education matters because it builds and sustains a more democratic, secure, and prosperous world. Thats a goal we can all get behind. What is MOOC Camp? How are Diplomacy 3.0 & #EdTech melted in the same pot? Both Diplomacy 3.0 and the MOOC Camp are borderless. The latter is used to conduct the former and vice versa. The audience is global netizens, not only the citizens and passports holders of the US. The MOOC Camp Website introduces the program as follows: MOOC Camp is a new initiative of the Department of State to host facilitated discussions around massive open
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online courses (MOOCs) at U.S. Embassies, Consulates, American Spaces, and other public spaces around the world. Facilitated discussions are led by alumni who have participated in U.S. government exchange programs, such as the Fulbright program, and U.S. Embassy staff, who are familiar with the course materials. U.S. Embassies and Consulates in more than 40 countries are currently participating, in subjects ranging from entrepreneurship and college writing to science and technology. Course content is drawn from major MOOC providers, including Coursera and EdX, as well as from multiple Open CourseWare providers. Evan M. Ryan, Assistant Secretary of State for Educational and Cultural Affairs also said: in addition to offering new skills, MOOCs offer students an unparalleled opportunity to test drive a U.S. classroom and prepare for studying in the United States. All that happens trough online digital platforms. Diplomacy 3.0 and #EdTech are also testing the boundaries of futuristic collaborations. For example, Trace Effects is an innovative language learning video game and will complement students classroom English language instruction through interactive 3-D multimedia learning adventures. Trace Effects is geared for players aged 12-16. Gamers interact and solve puzzles in a virtual world filled with diverse English-speaking characters. Trace Effects is one of the most innovative Diplomacy 3.0 projects. Innovation, entrepreneurship, gamification, cultural diplomacy, education all fused to design a Diplomacy 3.0 product & service which is equipped with the most recent technology. It is also a first-class sign of how the future of people, nations and business will be engaged, educated and reshaped in the New Digital Age. New educational models such as 'blended learning' and 'flipped classroom' are well integrated into global connectivity, digital engagement and public diplomacy via learning and teaching purposes in MOOC Camp and Trace Effects. These approaches offer more personalized guidance. Therefore one might barrow these two loan concepts from the education jargon and start resembling Diplomacy 3.0 to 'Blended Diplomacy' or 'Flipped Diplomacy'. Diplomatic actors, issues and subjects are continously diversified. Diplomatic esprit de corps and engagement norms are by and large being revised through reversing Diplomacy 1.0 and 2.0. Last but not least, only few days ago The U.S. Department of State's Office of eDiplomacy organized its 12th Tech@State event on #EdTech. This annual event itself provides us with an excellent summary of why this piece is written to let others know about pathbreaking discussions. Feature speakers included Lila Ibrahim (Coursera) and John Maeda (President of the Rhode Island School of Design) as well as panelists like John Katzman, (Founder, Noodle Education), Allyson Knox (Microsoft), Hal Plotkin (Department of Education), Eric Gordon (Berkman Center for Internet & Society), Daniel Laughlin (NASA), Paul Schiff Berman (George Washington University). Breakout panels discussed Massive Open Online Courses (MOOCs), mEducation - Mobile Education, Connecting Classrooms, Open Education Resources (OER), The Role of Technology in Learning Languages, Games for Education, Using Technology to Increase Access to Education for Girls, Women and Persons with Disabilities. To conclude, we must become aware of the fact that @StateDept is setting a new trend based on connectivity, interconnectedness and engagement in Diplomacy 3.0 era. By also making contact with third parties and establishing two-way partnerships with them @StateDept identifies what produces the best learning outcomes on a global scale. One has to note the increasing appreciation for the impinging factors that must be considered when attempting to grasp the unprecedentedly unconventional link between diplomacy, innovation, technology and entrepreneurship. We have to comply with the digital age.This is not an option, it's a necessity. The 12th Tech@State event on #EdTech tells us this important story very bluntly and

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implies possible repurcassions as well as realistic allusions for future scenarios . We should also draw lessons regarding a future curriculum not only for the use of netizens and foreign ministries, but also for academics who aspire to find alternative ways to teach digital diplomacy. About the author: Gkhan Ycel is the president and co-founder of Yenidiplomasi.com.

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