Bitcoin: the wrong implementation of the right idea at the right time

This paper is a study into some of the regulatory implications of cryptocurrencies using the CAMPO research framework (Context, Actors, Methods, Methods, Practice, Outcomes). We explain in CAMPO format why virtual currencies are of interest, how self-regulation has failed, and what useful lessons can be learned. We are hopeful that the full paper will produce useful and semi-permanent findings into the usefulness of virtual currencies in general, block chains as a means of mining currency, and the profundity of current ‘media darling’ currency Bitcoin as compared with the development of block chain generator Ethereum. While virtual currencies can play a role in creating better trading conditions in virtual communities, despite the risks of non-sovereign issuance and therefore only regulation by code (Brown/Marsden 2013), the methodology used poses significant challenges to researching this ‘community’, if BitCoin can even be said to have created a single community, as opposed to enabling an alternate method of exchange for potentially all virtual community transactions. First, BitCoin users have transparency of ownership but anonymity in many transactions, necessary for libertarians or outright criminals in such illicit markets as #SilkRoad. Studying community dynamics is therefore made much more difficult than even such pseudonymous or avatar based communities as Habbo Hotel, World of Warcraft or SecondLife. The ethical implications of studying such communities raise similar problems as those of Tor, Anonymous, Lulzsec and other anonymous hacker communities. Second, the journalistic accounts of BitCoin markets are subject to sensationalism, hype and inaccuracy, even more so than in the earlier hype cycle for SecondLife, exacerbated by the first issue of anonymity. Third, the virtual currency area is subject to slowly emerging regulation by financial authorities and police forces, which appears to be driving much of the early adopter community ‘underground’. Thus, the community in 2016 may not bear much resemblance to that in 2012. Fourth, there has been relatively little academic empirical study of the community, or indeed of virtual currencies in general, until relatively recently. Fifth, the dynamism of the virtual currency environment in the face of the deepening mistrust of the financial system after the 2008 crisis is such that any research conclusions must by their nature be provisional and transient. All these challenges, particularly the final three, also raise the motivation for research – an alternative financial system which is separated from the real-world sovereign and which can use code regulation with limited enforcement from offline policing, both returns the study to the libertarian self-regulated environment of early 1990s MUDs, and offers a tantalising prospect of a tool to evade the perils of ‘private profit, socialized risk’ which existing large financial institutions created in the 2008-12 disaster. The need for further research into virtual currencies based on blockchain mining, and for their usage by virtual communities, is thus pressing and should motivate researchers to solve the many problems in methodology for exploring such an environment

A literature review of the use of Web 2.0 tools in Higher Education

This review focuses on the use of Web 2.0 tools in Higher Education. It provides a synthesis of the research literature in the field and a series of illustrative examples of how these tools are being used in learning and teaching. It draws out the perceived benefits that these new technologies appear to offer, and highlights some of the challenges and issues surrounding their use. The review forms the basis for a HE Academy funded project, ‘Peals in the Cloud’, which is exploring how Web 2.0 tools can be used to support evidence-based practices in learning and teaching. The project has also produced two in-depth case studies, which are reported elsewhere (Galley et al., 2010, Alevizou et al., 2010). The case studies focus on evaluation of a recently developed site for learning and teaching, Cloudworks, which harnesses Web 2.0 functionality to facilitate the sharing and discussion of educational practice. The case studies aim to explore to what extent the Web 2.0 affordances of the site are successfully promoting the sharing of ideas, as well as scholarly reflections, on learning and teaching

Social Software, Groups, and Governance

Formal groups play an important role in the law. Informal groups largely lie outside it. Should the law be more attentive to informal groups? The paper argues that this and related questions are appearing more frequently as a number of computer technologies, which I collect under the heading social software, increase the salience of groups. In turn, that salience raises important questions about both the significance and the benefits of informal groups. The paper suggests that there may be important social benefits associated with informal groups, and that the law should move towards a framework for encouraging and recognizing them. Such a framework may be organized along three dimensions by which groups arise and sustain themselves: regulating places, things, and stories

Video game preservation in the UK: a survey of records management practices

Video games are a cultural phenomenon; a medium like no other that has become one of the largest entertainment sectors in the world. While the UK boasts an enviable games development heritage, it risks losing a major part of its cultural output through an inability to preserve the games that are created by the country’s independent games developers. The issues go deeper than bit rot and other problems that affect all digital media; loss of context, copyright and legal issues, and the throwaway culture of the ‘next’ game all hinder the ability of fans and academics to preserve video games and make them accessible in the future. This study looked at the current attitudes towards preservation in the UK’s independent (‘indie’) video games industry by examining current record-keeping practices and analysing the views of games developers. The results show that there is an interest in preserving games, and possibly a desire to do so, but issues of piracy and cost prevent the industry from undertaking preservation work internally, and from allowing others to assume such responsibility. The recommendation made by this paper is not simply for preservation professionals and enthusiasts to collaborate with the industry, but to do so by advocating the commercial benefits that preservation may offer to the industry

Artificial Beings Worthy of Moral Consideration in Virtual Environments: An Analysis of Ethical Viability

This article explores whether and under which circumstances it is ethically viable to include artificial beings worthy of moral consideration in virtual environments. In particular, the article focuses on virtual environments such as those in digital games and training simulations – interactive and persistent digital artifacts designed to fulfill specific purposes, such as entertainment, education, training, or persuasion. The article introduces the criteria for moral consideration that serve as a framework for this analysis. Adopting this framework, the article tackles the question of whether including artificial intelligences that are entitled to moral consideration in virtual environments constitutes an immoral action on the part of human creators. To address this problem, the article draws on three conceptual lenses from the philosophical branch of ethics: the problem of parenthood and procreation, the question concerning the moral status of animals, and the classical problem of evil. Using a thought experiment, the concluding section proposes a contractualist answer to the question posed in this article. The same section also emphasizes the potential need to reframe our understanding of the design of virtual environments and their future stakeholders

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

Transforming pre-service teacher curriculum: observation through a TPACK lens

This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning

Virtual public administration: improving public administration procedures through project management

The best way to contribute electronic and mobile Government is by creating a public administration network in virtual communities. This is essentially the definition of Virtual Public Administration (VPA). A virtual community (a good example of which would be the well acclaimed virtual reality world Second Life), could potentially provide the platform to offer improved public administration services. Arguably, the quality of these services to citizens and businesses in virtual communities are more competitive than in reality. Therefore, the social, economic and technological impact is more inquiring because we could potentially offer to the end users more motivation to join these communities. Furthermore the success of the VPA is based on the virtual project management application. Our paper examines, theoretically and empirically, how VPA could potentially contribute to better public administration services and how effective project management application could facilitate the proposed transition. The research strategy is based on a combination of qualitative and quantitative methodological approaches. In that respect pertinent data is been collected through both semi structured interviews and questionnaires, with executives and others, in the Greek and UK public administration sector. Preliminary theoretical results demonstrate the improvement achieved by integrating time in virtual and real worlds and by testing impact to the quality of service provided by public sector to citizens/businesses. To that end, our study provides both qualitative (statements of directors, observations) and quantitative (metrics) examples related to these improvements. Three UK based councils have agreed in principle to participate to the study. Furthermore, in Greece the General Inspector of Public Administration, the National University of Athens and others has also agreed to participate. Our paper concludes with the contribution of our work along with some interesting avenues for further research