The devils made me do it gls

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Games+Learning+Society 2010, presentation on using World of Warcraft to teach internet governance in a law school class.

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The devils made me do it gls

  1. 1. <The Devils Made Me Do It><br />a law school experiment<br /> in online community governance <br />John Carter McKnight<br />Adjunct Professor of Law<br />PhD Student, <br />Human & Social Dimensions of Science & TechnologyArizona State University <br />
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  3. 3. LAW 791/EDT 791: governance of virtual worlds<br />27 students: <br />17 second/third year law students<br />7 Masters students: educational technology, public administration, English<br />3 Honors College undergraduates<br />40+ year age range<br />vast range of gaming experience<br />all white, middle-class, moderate<br />
  4. 4. course frameowork<br />3 credit graduate course<br /> cross-listed in Law and Education Technology – first collaboration!<br />multi-disciplinary readings<br />law, economics, anthropology, political science<br />journal articles, books, blogs, news reports<br />grading<br />participation (summed across media)<br />weekly forum questions on readings<br />WoW guild project blogging<br />term project: presentation + documentation<br />
  5. 5. Why Virtual Worlds Governance?<br />a *model* - government processes in miniature<br />a *site* - a thing governed by custom and code – both legal and software<br />an *inspiration* - can the experience of online self-governance translate to RL?<br />
  6. 6. the project<br />create a guild in World of Warcraft<br />create governance systems for it:<br />citizenship<br />taxation<br />dispute resolution<br />accountability<br />task management<br />banking and finance<br />play, blog, discuss<br />
  7. 7. project goals<br />experiential learning – James Paul Gee<br />participatory democracy <br /> vs. collaborative democracy <br /> – Beth Simone Noveck<br />2D and 3D collaborative tool use<br />
  8. 8. tools<br />in-class meeting time<br />last ½ hour of 3 hour session<br />in-game chat<br />guild, officer, general channels<br />course Ning site <br /> (in lieu of Blackboard)<br /> discussion threads, <br /> personal blogs<br />Google Docs (for charter drafting)<br />
  9. 9. what happened?<br />very slow start<br />need more “how” orientation + more “why” orientation<br />no structured goals with clear class application<br />gap between veterans and n00bs<br />“this is how we always do it” vs “why are we here?”<br />ideological/temperamental splits<br />fear of committing time <br />(law students more than grad students!)<br />
  10. 10. deliberation vs. collaboration<br />Deliberation<br />Ning group and in-class discussions<br />Google Docs as collaborative preparatory space<br />Collaboration<br />“the noob dance” – expert/new player partnering, spend and hour together and blog about it<br />3D environment as action space<br />
  11. 11. deliberation vs. collaboration<br />unresolved discussions in Ning/Google Docs<br />rush to action in class time<br />appointment of guild manager with unlimited powers<br />pushed by banking/citizenship issues<br />
  12. 12. “we need peons!”<br />guild coalesced around in-class goal: make the largest guild<br />introducing strangers = introducing governance<br />class united as officer corps<br />class time now management meeting, not bickering/rush to decisions<br />
  13. 13. experiential learning FTW<br />Is a hands-on exposure to virtual governance worthwhile?<br />I think many of my class members will go on to help create and implement the laws and rules for virtual governance. I am glad to know that they have at least played the games that they will govern.<br />Many issues in law do not need to be experienced to be fully understood, because those issue exist in a world that is familiar to us. But in a virtual world, which differ from world to world, and certainly do from the real world, the issues are not so clear. Therefore, a hands-on exposure is not only worthwhile, it is necessary.<br />
  14. 14. more immersion, plz<br />I feel that it could have been very beneficial to have classes that were completely run in world without us meeting in the actual classroom. <br />I was not a big fan of having real-world discussions that affected our virtual organization. Our real-world guild discussions seemed very hostile to me and because there was no process or agenda, I just felt they were all disorganized and not particularly productive.<br />
  15. 15. speaking = death<br /> I'm not sure I really connected with WoW as a platform. I feel like the guild structure is rigid, and it limited where we could go as far as how we created our governance. <br /> Also, you can't take a break from killing a boar to respond to what everyone is saying in guild chat without dying. <br />
  16. 16. too much is given<br />WoW was a very closed and tight circle; a place for everything, and everything in its place. <br /> I don't think this reflects all (or even most of) the possible challenges of governance that we will face in the future. While there may be questions of governance of groups, resource allocation, and the like, all are still occurring within a perfectly controlled and designed space. <br /> To me, governance is the practice of power manipulation in a space where the limits are not known and nothing is ultimately protected or guaranteed.<br />
  17. 17. level the playing field<br />Second Life doesn't require leveling up to play, and so everyone is equal.<br />Also what I liked about using Second Life is that this was unfamiliar to a lot of people. So I wander how different the governance issues would be in a world where everyone started at the same point. I know in WoW, I witnessed the experienced players were so used to the WoW platform; it was hard for them to deviate from the norm, and not only that, Blizzard does not really allow you to deviate that much either.<br />
  18. 18. UGC generates real issues<br /> It seemed as if many of the cases brought up in class, and things like copyright and jurisdiction, pertained more to a user-generated-content environment than something like WoW. <br />
  19. 19. summing up<br />Split between veteran WoW players/gamers and the rest of the class<br />Non-gamers saw more shortcomings in the platform<br />Veterans didn’t feel governance issues at the noob level were meaningful<br />
  20. 20. summing up<br />(Relative) Ease of learning WoW a plus <br />Many put off by SL’s difficulty to learn and lack of structure<br />Class split on SL: might favor it with highly structured course goals<br />More immersion, end RL as a medium for negotiating inworld issues<br />
  21. 21. next time?<br />Craft a quality experience in SL – a “LOST” style roleplay, maybe?<br />Split gamers and nongamers?<br />Meet twice a week, once RL, once in a VW<br />Actively recruit from a wider range of disciplines<br />
  22. 22. Lok’tar! For The Horde!<br />
  23. 23. contact<br />John Carter McKnight, MIA, JD<br />john.mcknight@asu.edu<br />johncartermcknight.com<br /> Blog, CV, presentations<br /> + Twitter, Facebook, last.fm<br /> LinkedIn, Goodreads, etc.<br />WoW: Kaseido, Misha-US, <br /> <Future Tense><br />

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