A negotiation oriented and partly web based game "SurfingGlobalChange" (SGC) was freshly invented and implemented by the author for use in advanced interdisciplinary university courses in the spirit of ‘blended learning’. Didactics of SGC is grounded in "active, self-organized learning", training of "competence to act" and responsibility for both practicable and sustainable solutions for the future society.
This paper presents the rules of the game, which was implemented four times at Austrian universities, and hints to other texts on didactics and practical experiences.
The outlay of SGC aims at weighing out competition vs. consensus, self-study vs. team work, sharpening the own standpoint vs. readiness to compromise, differentiation into details vs. integration into a whole and hence wants to mir-ror professional realities. In this spirit, the architecture of SGC gives a frame-work for "game based learning"" along five interactive game levels:

1. learn content and pass quizzes
2. write and reflect a personal standpoint
3. win with a team in a competitive discussion
4. negotiate a complex consensus between teams
5. integrate views when recognizing and analyzing global long-term trends.

The set of game rules acts as a boundary condition for expected processes of social self-organization. Interest for a good mark (resulting from collected rewards) steers team size, work attitude and individuals’ affinity to sticking to own convictions when substantiating consensus. SGC’s rules trigger two distinct processes: social dynamics among peer students in the class and their individual strive for marks for the course. These two targets provide useful ten-sion during game play.