Playing the Game - The Multiplayer Classroom: Designing Coursework as a Game - page 258

One more thought concerning game balance. I was surprised that a number of
students in a couple of classes, while they enjoyed the presentations of their peers,
wanted to hear more from me: the expert in the room. So I adjusted and became
more proactive during presentations, asking questions, filling in the blanks.

I would not have had the knowledge to make that modification without a
postmortem (see Figure 15.3). It is one last industry practice that I recommend
to you. Students can be less than diplomatic at times. Don

t let that dissuade you.
Explain what your intent was, ask questions to clarify their suggestions, but
don

'

t a debate. Defend your choices, and they
will stop critiquing, but you will stop learning.

' t try to argue your side. This isn '

Figure 15.3
Feedback from the players.

As I mentioned way back on Level 1, there are three acts to a chess game:
opening, middle game, and endgame. Our board is almost cleared of pieces. The
story of the game is almost through. All that remains is a peek at possible futures
and some resources to help you create your own multiplayer classroom.