Introduction to Game Design Class - The Multiplayer Classroom: Designing Coursework as a Game - page 130

motivated, autonomous, responsible, and independent. Most of all, the tailored learning experience
enables the development of their creativity and their acquisition of critical problem-solving skills.
Ultimately, the students own their knowledge because they are so entwined with its construction.

In Lee ' s classroom, the students play an active role in their learning ... and in Lee ' s. Learning has

become a reciprocal experience for all. As much as Lee facilitates his students learning of game

design, they impact his understanding of what teaching is all about. Each iteration of the course,
each rewriting of

'

the syllabus, each rethinking of the game, challenges Lee ' s personal,

epistemological stand. But this, dear reader, is another story.

So from my observer s world of praxis and theoria as he creates

unique learning experiences for his students, and they create amazing teaching opportunities for him.

' s perch, I continue to watch Lee '

References
Bruner, J. (1966). Toward a Theory of Instruction. Cambridge, MA: Harvard
University Press.

Bruner, J. (1960). The Process of Education . Cambridge, MA: Harvard University
Press.

Bruner, J. S. (1967). On Knowing: Essays for the Left Hand . Cambridge, MA:
Harvard University Press.

Vygotsky, L. S. (1978). Mind in Society: The Development of the Higher Psycho-
logical Processes (A. Kozulin, Trans.). Cambridge, MA: Harvard University Press.

Piaget s theory. In P. Mussen (ed) (1983). Handbook of Child Psychology, Vol. 1.

New York: Wiley.

'

Flavell, J. (1996, July). Piaget ' s legacy. Psychological Science , 7(4), 200 - 203.

Jean Piaget (1950). Introduction à l ' épistémologie génétique . 3 Vols. Paris: Presses

Universitaires de France.

Gallimore, R. & Tharp, R. (1990) Teaching mind in society: teaching, schooling,
and literate discourse, in: L. C. Moll (Ed.) Vygotsky and education (Cambridge
Cambridge University Press), 175 - 205.