The final report on the Open Badges Video Game Law Project is out. At least in a preliminary way it shows that badges created a significant jump in website engagement. The deeper question is always “Why?” There are several Open Badges projects happening at UBC this semester so we should know more soon. The infographic replicated above and some additional commentary makes for very interesting reading, and can be found here: Video Game Law 423B Final Pilot Project Report | Open Badges.
“I have learned much from my teachers, more from my peers, but most from my students…”
Papers graded, marks in. It’s time to say don’t be a stranger. But more than that it’s time to thank everyone in the eighth cohort of Video Game Law for your focus during class, your contributions between classes to the website, and the creative efforts represented by your research papers.
In my “welcome” post on September 2, 2014 (http://videogame.law.ubc.ca/2014/09/02/welcome-to-the-8th-cohort-of-video-game-law-ubc/) I asked “So what will be this years emergent themes? Impossible to know sitting here the night before class starts. All we can know is that in a year where the new generation of consoles find their feet, where the demographics of gamers has changed forever thanks to mobile devices, and where Facebook pays $2 Billion U.S. to purchase Oculus Rift, somethings gotta give…”
Looking back over the semester three emergent themes stood out for me:
1. #Gamergate was huge of course. For some in the public debate there seemed to be much confusion, as if magic circle concepts that might protect certain aspects of gameplay in limited circumstances, might apply to prevent legal and ethical culpability for direct intimidation, bullying and threats against Anita Sarkeesian, Zoe Quinn (and others). Thanks to the impact of first year law school, there seemed little doubt in anyones mind that we all live in one big world, of which the “virtual world” is but a part, and that the criminal law has jurisdiction over all of it. Of course at this point we don’t know the outcome of the ongoing criminal investigations – so that may provide fodder for next years class.
2. Introducing a post-structuralist analysis of video-games and finding that it fit rather well was the surprise of the semester. Most significantly having a coherent theory of how video-games really function in society has some practical benefits. It provided wonderful touchpoints with which to analyze whether the layers of legal and normative constraints applying to games makes sense or not. It was extremely gratifying to realize how many times these ideas showed up in posts, emails and even quite a few final papers. Trying to really understand the writings of Jacques Derrida remains for me an enigma wrapped in a riddle – making it all the more fun. There is indeed a lot of “play” in that system (pretty pathetic when I’m trying to make post-structuralist inside jokes isn’t it? 😉
3. Our Oculus Rift class demonstrated that virtual reality has the potential to powerful and go far beyond games, and could have real uses in education. My thought going in was that the limitations of the technology would become obvious and we might be reminded that oftentimes things are over-hyped. That was decidedly not the case in our classroom experiment. Once again games are the bleeding edge of technology that eventually moves to broader pastures. This has happened before. Think “voice over IP” as an example, though there are many others.
Now that this edition of the course is done there are a lot of games to go through before the 9th cohort arrives. The picture at the top of this post represents “research” to be done…
Why did badges work as effectively as they did this semester in Video Game Law? Especially without any particular marketing or other push. Kate Chandler who is part of our UBC badges group raises that question among others in this thoughtful audio interview.
I’m posting my final paper here in the spirit of the open access to information modelled by this class. The paper explores the potential application of labour law principles of collective bargaining to solve some of the problems with common contracts used in the videogame industry. Drawing heavily from ideas discussed in class, the paper also touches on current developments in the law and other potential solutions to some of the more troubling issues with videogame contracts. Law 423B Video Game Law Paper MC
“joss” wrote a great and most appreciated post titled “Future Reflections” which can be found here: http://videogame.law.ubc.ca/2014/11/26/future-reflections/ In the post she makes several well taken observations about where the course and it’s pedagogic approach could lead. That post made me think about what the future opportunities for Video Game Law might be. Since the course will be offered again in September 2015, what follows are some early thoughts on what could come next. Any and all feedback would be greatly appreciated.
So what follows are a bunch of ideas, some far-fetched and some almost inevitable. To make matters more confusing they are in no particular order other than the order they came to mind…
1. UBC Video Game Law Wiki: In the unfinished business category, it would be great to finish creating a useable UBC Wiki on Video Game Law accessible through this website where students could voluntarily post their papers and any contributions they wish. With the help of the UBC Centre for Teaching, Learning & Technology that almost got done this semester and may yet make it up in January 2015.
2. Badges 2.0: Badges were a very low key experiment this past semester. The data shows that it was a very successful one. In a course where the stated pedagogic metaphor is to emulate an open world role playing game where students are provided with terrains to explore and tools to explore them with, badges have some potentially fascinating applications. They can be used as virtual maps to individual goals. For example a badge that maps a students progress through materials relating to copyright issues, or freedom of expression, or EULA problems, or you name it. Badges can certainly be for more then posts and comments and it would certainly be cool to see what achievement maps could be created that students could voluntarily explore if they were interested and inclined.
3. Video Game Law open and scalable curriculum: Will mention this here because oddly enough it is an outgrowth of our UBC badges group. Video game courses and programs are one of the fastest growing areas in higher education. An embryonic idea that has been discussed with the UBC Centre for Teaching, Learning & Technology is the possibility of building a digital tool for teachers who want to include some legal aspects in their video game courses or programs. The tool would allow teachers to create their own video game law curriculum from the rather large amount of material already on this website and allow for scalability from one class all the way to an entire course. Remember this tool is not aimed at law schools but rather at post-secondary institutions that offer degrees relating to videogame/digital media studies to artists, creators, programmers, computer scientists etc.
4. Oculus Rift 2.0: Perhaps the biggest surprise of the semester was how well the Oculus Rift experiment went in terms of real-life pedagogic potential. What would be wonderful would be to take the next step with the tech and try and incorporate feedback loops between the “live” classroom and the “Rift” classroom that would make the experience seamless in both venues.
5. Doubling Up: In a way this idea flows from the Oculus Rift experiment. During the first year of Video game Law (we just finished 8th edition of the course) and owing to some unusual circumstances, the course was offered in two Law Schools (UBC & UVic) as a single course. The two classrooms were video-conferenced together and I would alternate my physical presence on a weekly basis between the two schools. It worked out really well. Now that was roughly 1o years ago, used relatively unsophisticated technology and had no website. So perhaps I might be forgiven for wondering whether something along the lines of joining two(or more) law school classes might be worth trying again.
6. Website Accessibility: One of the most gratifying aspects of the course has been the way alumni have remained interested in the course and its progress. Another is the commitment and generosity of so many guest speakers. In a very real sense the course has an evolving community of interest. To make the most of that means making it as easy as possible for everyone to access and make meaningful contributions to this website. That is a continuing technological evolution. Hopefully next year we will be in a position where those who are interested can simply (but with approval) gain author status on the site. Building community and allowing past years students to stay involved if they wish would be a dream come true.