(G)
Gain
commitment from the players that they will seek to achieve the necessary
changes in the real world system (Fishbanks 2013 a,b)
In
turn, Chilcott refers educators to seven types of debriefing questions to be
implemented. These include questions on
or about:
(1)
individual reactions or feelings,
(2)
descriptions as to how events unfolded,
(3)
listing and describing problems which emerged during the simulation,
(4)
suggested improvements to simulation and models,
(5)
opinions on what new learning was being acquired,
(6)
whether the group or individuals felt a simulation was a most appropriate means
of learning in this instance, and
(7)
participants' interpretations and descriptions of how the simulation connects
to the real world.
As
noted above, in the final point made by Fishbanks' creators (above), closure is
needed. This closure may often involve suggestions and thoughts on how to
extend the experienced-simulation's educational benefits into the real world. Closure
may even involve preliminary suggestions for a reiteration of the game or
simulation.
Building
on participant responses during the debriefing stage are very important to this
closure. A particular behaviour or
decision could be focused on. Importantly,
the main set of variables of continuing concern need to be summarized. Lists of steps-to-be-taken in future
simulations need to be written down. Additional insights may be shared or
encouraged in future contacts, too. In some cases, graphs, charts, and models
will be important for this phase in the simulation process. Dynamics of the
overall simulation must be shared and clarified as much as possible in the time
allowed (and/or reopened and discussed in subsequent meetings).
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