========================================================================= Date: Thu, 19 Jan 1995 10:49:44 -0500 Reply-To: Journal of Virtual Reality In Education Complete Journal Sender: Journal of Virtual Reality In Education Complete Journal From: Dick Banks Subject: The Soul of a Moo Machine @Copyright DUVRE and David Morris bweaver@worf.infonet.net 1994 David Morris bweaver@worf.infonet.net 61 The Soul of a MOO Machine Abstract: In considering the attraction and future of Diversity University and other educational Virtual Realities, the author considers three aspects of the "Soul Factor" in people's connections to such environments. The author also maintains that this "Soul Factor" must be sustained for these environments to continue developing their fullest potential. Introduction: Whenever I try to explain to people what Diversity University is and what I spend so much time doing there I find myself struggling with realities. Well, my home computer uses the phone line and calls another computer where I have an account. This more powerful computer gives me access to the Internet. That computer connects through fiber optic cables to another computer in Daytona Beach, Florida. That computer has in it the MOO program and a database called "Diversity University." One database record has my name on it. When I connect I occupy that piece of the database. Other parts of that database are described as rooms or as objects to look at and use. Still other records are other people. And if you are connected at the same time as other people your pieces of the database can interact and it appears that you are talking. It is usually at this point that I notice a glazed look forming in people's eyes, and I wonder why people don't understand. Yet while this description sounds a little outlandish it does reflect one view of the virtual reality environment we call DU Moo. However, this techno-view of reality can easily become a trap. It is sometimes tempting to think only of the wonders (or the frustrations) of the computer terminal we are using, or the awesome knowledge that our touch triggers electric signals that travel at the speed of light from Iowa or Alaska, or Texas, or Israel, or Germany, or Australia or wherever we come from to gather someplace in Florida only to be sent out to all those places again. Or some programming conundrum can so capture our attentions and imaginations that we see DU as some crazy place to program fun things; being virtual gods in total control over the very nature of that reality. Or, if we have experienced text adventure games or some of the more combative Muds and Moos on the Internet, we can view educational or social environments as wonderfully inviting for mischief and competition. The techno-view is a trap, because when we are seduced by it, we fail to see what DU and other educational environments have that make them so different. Then even we who share a larger vision of those environments can end up messing up the future of such environments. For that not to happen we need to recognize and intentionally maintain what I call the "Soul Factor." David Morris bweaver@worf.infonet.net 62 "The Soul Factor" There are many parts to our lives. There is our intellectual part -- the place for ideas and understanding. There is the emotional part -- the locale for our reactions to events and our judgments about ourselves and the world in which we live. There is the physical part -- the place where we sense our reality and where we actively respond to it. Finally, there is the soul. I see the soul as that aspect of our living that gives meaning and significance to all the other parts. One could think of the soul as the unifying web of our lives: everything we do affects our soul and in return is influenced by what we deem important and worthy. We need to remember the "Soul Factor" in considering the present and future of virtual realities such as DU, because it was the soul of the place that encouraged our initial participation, and it is the soul of the place that either keeps us coming back or leads us away. Just as a human being needs an active soul to live a life of meaning and fullness, so does a place (even a virtual place) need a soul to continue to be vital to its participants. As I reflect upon my involvement in and continued commitment to Diversity University and as I consider the prospects of future expansion of its mission, I can identify three aspects of DU's soul that must not be forgotten or neglected in order for DU's future and the future of other similar educational realities to be long and fruitful. Soul Factor #1: Connected for Support Since I identified myself as an ordained minister of a church and set myself up as unofficial Chaplain at DU, I have been amazed at how often people come to myself or to others for emotional and spiritual support in trying to handle the circumstances of their lives. There are many nights when I have found myself bleary-eyed at 2 or 3 in the morning talking to someone who desperately needed to share their struggles with another human being who will listen. And I know that I am not the only one in that activity. I have even been in long-distance page conversations with people who need some advice on how to handle the stories they are hearing. There is an active 'alanon' support group with 3 loyal participants. And I have been told that at least 2 people on the verge of suicide have been "talked down" through the Moo environment. And it isn't only the negative parts of life that are shared here. I know of romances that have developed through the wires as well as friendships. I count as real friends a number of people whom I have never met physically, but with whom I have been connected through the words we type. Why is that? And more importantly, why SHOULD that be true? David Morris bweaver@worf.infonet.net 63 This is an important first factor in considering the soul of a Moo, because it reminds us that on the other end of all those cables and electrical signals sits another human being with hopes and hurts, and with visions and disappointments. There sits another person who is searching for something more in their life. Maybe they log on out of loneliness or because they seek for knowledge. Or possibly when they connect they are stumbling toward compassion and relationships yet want to remain hidden behind the secure filter of the words and the signals. Whatever the issues are (and I know I have heard only a fraction of them) they come along with the character that logs on. The danger of the filter is that people might interact as an altogether different character. On some Muds and Moos that sort of role playing is encouraged, but in an educational environment this sort of deception can be detrimental. Learning and growing involves a certain level of risk and of trust. The risk in learning comes as we lower the defences around what we already know and open the way for some new ideas to be entertained. Most of these ideas represent re-adjustments to what we already know. But some ideas represent radical changes to one's world view -- the fundamental way we approach life, the universe and everything. When you are open to learn you do not know what type of ideas will come your way. In order for people to continue taking that risk in learning there must be maintained an environment of trust, honest interaction and genuine concern. This is true in real life where one can see and touch and listen to the other person. Yet, when we come into a virtual reality situation where the only contact one has is through a set of words that appear on a computer screen, this environment of trust is more difficult to maintain. However, when the participants remember the need and intentionally foster and encourage supportive interactions, the learning environment will reinforce trust and allow people the opportunity to continue learning. Soul Factor #2: Connected for Curiosity When I was growing up, (before the gas crunch), my families Sunday afternoon entertainment was to go out driving. To explore the community, looking at the houses and yards, seeing what things are out there to see. My Dad had a particular way he would approach these drives: he would never repeat a path. We would drive along the road and my Dad would comment on how he'd never seen THIS road before and then he would turn onto it. I think the game he was playing was the let's-get-lost-and-see-if-we-can-find-home-again game. We always did make it home and we always saw some interesting things along the way. I continue part of that tradition while driving on my real life journeys as well as when I journey through virtual reality. David Morris bweaver@worf.infonet.net 64 Every few days (or sometimes every couple weeks) I set my programs aside and leave my construction unfinished and just 'walk' around the Moo. On those 'walks,' I always try to go to parts that I have not seen in a while. And when I do, I will sometimes see what old friends have been doing lately, but am more likely to meet new friends and experience new learning experiences. Why is it important for me to do that? A drive for curiosity. What makes an education institution (even a Virtual Reality one) continue is a genuine interest among its participants in the process of learning. Whether as a teacher or a wanderer, it is the prospect that through the next exit there might be an object, a room or a person that holds something new to learn or to think about. In talking with Jeanne McWhorter, one of the founders of Diversity University, she used the image of a "living encyclopedia" in referring to DU. I thought that image was both appropriate and intriguing in considering the future of educational realities. Through the diversity of people that participate and through the wide range of interests they represent it is not too far-fetched of an idea to see a virtual reality environment develop into just such a resource. And as more people have access to such educational environments it is ever more important for them to broaden those resources so that people's curiosity will continue to be captured and many more people will go out and "walk the moo." Another aspect of text-based virtual realities that makes education there so interesting and accessible is that with creatively programmed objects and some description skills the journey of learning can be one of true discovery. Why just read about bones when you can walk through Yorick the human skeleton. Or imagine how you can discover pre-history by joining cave-people in fishing or hunting, or even rediscovering the spiritual joys of delighting in the world and in one's self by becoming a child in a playground of delight. One's imagination is the only limitation in how different ideas and facts can be taught and demonstrated. And when the learning is fun, people will continue to explore. And as people continue to explore they will be inspired to share some of what they know and the cycle continues. Soul Factor #3: Connected for Partnership One of the objects that takes up a surprisingly large amount of my time is the "Generic Notice Board" on DU and Collegetown. It started out as my attempt to make a place where I could store interesting quotes without having to bother the wizards for quota for $note objects. It also provided a worthy first programming project. Well, I worked on the initial version for a couple weeks and set it up and convinced a couple friends to use it as part of its testing. It was simple and I was pleased with how it turned out. David Morris bweaver@worf.infonet.net 65 Then a couple people paged me one day. "I'm using your Notice Board and think it's really great, but have you thought about making it do this..." They both then shared with me their vision for how they could use the object much more efficiently if it did something more or different. Well, I guess I am a sucker for good ideas and they convinced me of their vision. So, I took out my code and looked at it with some new eyes and adapted the code to add the new options that were suggested. Not too long after that and then again and then again other people paged me or wrote me with their appreciation and then their suggestions for making it more useful in fitting into their vision for their participation in DU. Some of the suggestions have been easy, I can call up the verb in my editing window and work on it while we are talking and they can try it out right away. Others have been more far-reaching in the scope of the changes and take a couple days or even (as is the case in the last major change) a couple weeks. But the time and energy have not been an issue for me, because I have caught some piece of someone else's vision for using not just my object, but for using the environment. This is one example of the type of partnership that is possible in a Moo environment. While some types of large group discussions are often confusing and difficult, the ability to have people from various locations interact in real time makes possible other types of cooperative endeavors. This exploration of ways of cooperation are important to the soul of the Moo. A shared vision for what we can do together in this place. As long as there is an attitude of co-creating the virtual world (with the freedom and responsibility that goes with co-creation) then the soul will be strong. But when either of those two polarities overpowers the other, the soul is in danger. When freedom is abused and seen as freedom to do anything to anyone because the virtual world is not really real then people will choose to leave rather than face the offensive behavior. On the other hand if too much emphasis is placed on control, then anyone with an urge or desire to make something useful and interesting will not find support or encouragement and will go elsewhere with their gifts, or might even stop desiring to create and contribute from their unique experience and set of interests. Conclusion These three pieces of the soul of the Moo need to be honored because they form an environment for growth and development. And even if we must continue to deal with people who come and trample on our flowers or insult the neighbors or even punch us in our virtual faces, when we remember our connections as human beings, our connections as learners and our connections as creators, the environments will continue to thrive and face the challenges and celebrations that come from our participation. David Morris bweaver@worf.infonet.net 66 Author: David Morris is an ordained minister in the United Methodist Church living in Green Mountain, Iowa. He has been a participant in Diversity University Moo (DU) since April of 1994 where he is currently a Programmer. His major projects at DU include the Interfaith Center and the Generic Notice Board. DaveM on Diversity University and Collegetown bweaver@worf.infonet.net