I came across this too a couple of years ago. I quite like MITRA and his ideas really resonate with me. The problem we face is that our students come to us with an embedded culture of learning that is often at odds with self-organized learning in all its forms: they have been stripped of all agency and often, all curiosity. This may be why SOLE begins with this:
“Students *are given* a big question or *challenged to think on their own*… ”
So, in fact, students are assumed to be incapable of supplying a “big question” of their own, or of thinking independently without an explicit dare to do so.
I taught for many years in the environment you describe – teacher in the room is a fly on the wall: Asking big questions;
Allowing students to use the internet in groups to work together to answer the big questions; Facilitating a debriefing at the end where students share what they learned and reflect and connect. That was in Saudi Arabia where I could get away with such things. Students responded very well to it and also learned something – though they didn’t always like my questions: Is Bigfoot real? How should we prepare for the Zombie apocalypse? Forget women driving, ban men too – the future is self-driving cars….
But I would not like your class. I do not like games and never have. Nothing bores me like a game. To me, all games are bored games. So, how would I fit into your class?