Transcript of the Virtual Worlds Education Roundtable: February 7, 2019
Topic: Moving a Decision-Making Game from the Classroom to Second Life
Photos by Beth Ghostraven
Moving a Decision-Making Game from the classroom to Second Life. This session introduces Rockville, a role playing game used in ethics education of teachers and other educators. Session participants will learn about the purpose, aims, and flow of the game and then, participate in a walk through the game environment in Second Life. One purpose of the session is to provide feedback to the game creator and to suggest improvements and modifications.
The session will start at the usual VWER gathering place; for introductions, and to share the project background and purpose. Then we will go to Rockville
http://maps.secondlife.com/secondlife/Rockville/40/127/27 . Scot will help us get the lay of the land and then enter into discussion about how to accomplish the goals of the game: through technical means, through strategies and tactics.
Scot Jung (Scot Headley IRL) is a professor of educational leadership at George Fox University in Oregon USA. His scholarly interests are in the professional development of educators and effective teaching and learning in an online environment
Sheila Yoshikawa: Hi everyone, and welcome to the Virtual Worlds Education Roundtable. We meet on Thursdays at 12 noon SLT for an hour. 8pm In UK, 3pm EST. VWER is a forum to educate and inform the community about issues that are important and relevant to education in virtual worlds. This is a public meeting, so we will be keeping and publishing a transcript. The transcripts can be found at https://vwer.info/ The VWER continues to develop a community of educators from around the world. Please join the VWER group here in SL. If you are on Facebook please join our group there http://www.facebook.com/groups/159154226946/ I’m hosting today, but Scot Jung is leading the session. I will hand over to him as soon as we have had introductions
Sheila Yoshikawa: Let’s start as we normally do and introduce ourselves in text chat
Sandrine Han (kristy.handrick): 🙂 Hi Beth, I am Sandrine, from UBC, Canada
Sheila Yoshikawa: I teach and research in the Information School, University of Sheffield, UK and am lead organiser of VWER
Beth Ghostraven: I’m Beth Ghostraven, middle school teacher-librarian in RL and owner of the Book and Tankard Pub in Victoria City, Caledon in SL; owner of Ghostraven Professional Attire, classic clothing for educators in SL (http://bethghostraven.com ); Communications Chair for the VWBPE Conference; Communications Chair and Focus Sessions Producer for the ISTE Virtual Environments Network; and unofficial liaison between education groups in SL. For information on events for the educational groups that I work with, see the ISTE VEN Massive Open Online Calendar at http://venetwork.weebly.com/calendar.html ; Twitter: @booklady9 I’ll be taking photos to publish with the transcript and recording this session on video; if you have any objection, please IM me.
Su Nacht: Susanna Nocchi lecturer in the Technical University Dublin (Ireland). I lecture in Italian and research in 3D virtual environments for language learning.
ThinkererSelby Evans (thinkerer.melville): Selby Evans, blogger
Opensim Fest Rises in March 2019
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Letty Luckstone: Leticia De Leon, Professor of Teaching and Learning, University of Texas Rio Grande Valley
ThisGhost: Hello everyone I am a student at UBC and multi-media artist
Shailey Garfield: Shailey Minocha, Open University, UK
Sheila Yoshikawa: Thanks everyone. Just to repeat you get Scot’s notecard as well as an introductory one, in a folder, when you click the box on the table. The folder is called “VWER 7 Feb 2019”
TedWhitecrow: I am a retired engineer from Armenia
Sheila Yoshikawa: Do you want to start while people are finishing up introductions, Scot?
Scot Jung: sure. Thank you Sheila for this invite. I have a project going in the beginning stages and need your help. The concept is working in face to face courses, but most of my work is online. So, today, as you visit Rockville, I encourage you to imagine with me how I can make this work well. If you read the intro card, you see I am a professor of educational leadership. Most of my students are educators, working on a doctoral degree or in admin preparation.
Scot Jung: shortly we will be traveling to Rockville. My colleague, Morena Tully, who is the public works director will join as well. Has everyone had a chance to scan the Rules card?
[NOTECARD:] Rockville Rules
Rockville: Life on the Margin (Board game rules)
(Rockin’ in the Free World by Neil Young provides the theme of the locale)
General Rules of the original board game (character outlines are provided to players ahead of time and players flesh out their character)
The Goal of Rockville: Life on the Margin is to be a finalist in a competition, permitting you to receive an “Education for Life” grant from the Thousand Points of Light Foundation. Up to two awards will be granted, allowing for all educationally related expenses to be paid for the rest of your life.
Players will play in character throughout the game, unless specifically instructed to step out of character for a particular activity. Each player is responsible for keeping track of her/his own attribute levels, locations, and turns.
Characters will proceed through Rockville along the designated path (observe numbered stations and directional arrows) unless specifically instructed otherwise by the Mayor or by a superior rule.
In the event of any disputes or differences of opinion, or in cases where judgment needs to be used to determine an outcome, the decision of Rockville Mayor J. L. Jackson (Game Master) is final.
Players are expected to play by the rules of the game. If you break the rules you will suffer consequences.
Each player must complete his/her current round before proceeding to the next, unless instructed to do so by the Mayor or by situation cards or superior rules of the game.
Station 1: Florence Knight Park. All characters assemble here at the beginning of the game. Each person, in turn, from youngest to oldest, introduces her/himself in one minute and advances to the Community Hall.
Station 2: The Red White and Blue Community Hall. Each character forms a team with two others, per the following instructions. Each team must have at least one male and one female member, and each team must have at least one member 18 or older. Once you form a team, you have six minutes to create a community service project for Rockville. At the conclusion of the six minutes, each team will have two minutes to present their project. The Mayor will judge each project, and whether the pair stayed within time limits. Each winning project team will advance to The School District Office. If your project is not selected, you lose a turn and then advance on your next turn.
Station 3: Rockville School District #89 Office. Representatives from the Thousand Points of Light Foundation will be conducting a seeding lottery for the grant award process. Characters will be given the opportunity to accumulate points and advance out of the District Office to the Parking Lot upon amassing 20 points. Probability cubes will be used to determine point accumulation. On the first try, a character gets to roll twice, on the second round, three times, on the third try, four rolls are permitted to accumulate 20 points. If a character does not move on to the Parking lot on her/his turn, all accumulated points are lost and on the next turn, start at zero.
Station 4: Parking Lot. Await transportation home. Any character with a low social or family/friend level wait one turn, all others proceed to Home on that turn.
Station 5: Home. At home, select a situation card, read it aloud and follow the instructions on the card. Once you have read the card, or as a result of the card, move on the Day of Rest (unless instructed otherwise by the situation card).
Station 6: Day of Rest. Enjoy worship and a day of rest here (Sermon for the day: Would we be better off dead?). No adverse effects can happen to you while on your day of rest (e.g. losing a turn, being moved back or dropping a level). You may choose to remain here for one additional turn. Upon leaving the Day of Rest, proceed to First and Main.
Station 7: The corner of First and Main. On the turn of the first and fourth character to reach this station, a rally of the “Kinder, Gentler Machine Gun Hand Association” occurs in town. This group’s slogan is “America for Americans”. Their purpose is to return America to its past glory. During the rally, all characters with an X factor lose a turn. Proceed to the Pizza Parlor on your next turn.
Station 8: This activity is done Out of Character (OOC) The Free World Pizza Parlor. The Pizza Parlor has a karaoke and game night when the first and third characters reach the parlor. On these nights, the first or third character pick three friends to form a team and the other five players comprise another team. Each team is presented with a Pre-assessment question and has 10 minutes to discuss and 3 minutes to present a response. The Mayor judges the correctness of the answer and the winning team(s)’ characters all advance one station. From the Pizza Parlor, advance to the Percival Young Elementary School Auditorium.
Station 9: Young Elementary School Auditorium. The PTO is offering a quiz night at the school. When you arrive at the auditorium, you create a quiz question based on course content and call on a friend to answer it (short answer type). If your friend answers correctly, you both move forward one station. The Mayor will decide if the question is too easy. The Mayor and group will decide if the answer is correct. If the question is too easy, you will have one more chance to create a question on your current turn. If your friend answers incorrectly you and your friend wait until your next turn. When you proceed to the Bush Memorial Gym, you have become a finalist in the grant competition. Once four finalists have entered the gym, the final round will begin.
Station 10: The Bush Memorial Gymnasium. Four finalists will have five minutes to develop a brief statement as to why they should be awarded the Education for Life grant. Each of the finalists will be given 3 minutes to make their statement. After the four finalists have presented their statement, the remaining players, as a scholarship committee and OOC, will decide who receive the grants, and defend their decision based on one or more of Shapiro and Gross’s four ethical models. One or two awards may be given.
https://goo.gl/forms/kw0yyuyJGJkhw3NR2 Brief response form
Scot Jung: I encourage you to give me feedback at the end or anytime thereafter by following the link to the google form
Sheila Yoshikawa: BTW I could drop the landmark on everyone, although it’s in the notecard it might be helpful?
Scot Jung: either way– it is on the rules card. The sim is open for visiting at all times
Sheila Yoshikawa: I will wait here a few minutes anyway for late comers
Shailey Garfield: Yes, I have noted the link to google forms
Marly (marly.milena): If one has never played a game like this in virtual, will it be too complicated to follow?
Scot Jung: and besides the Rockville site, there is a lot of nice open space and a meeting area for Quakers in SL, my other project. well, that is a good question, Marly, and what I am trying to determine. I have taken students in who have played the game in RL to see their reaction, but there is a lot of untapped potential with the technology here, and of course induction of those who are new to SL
ThinkererSelby Evans (thinkerer.melville): Can I publish an article about this in my blog?
Scot Jung: sure
Ellie Brewster: Sorry, Scott, but where is the link to the Google form?
Scot Jung: the link to the form is embedded in the rules card
Ellie Brewster: kk thx
Scot Jung: when you go to rockville, we will meet in the welcome plaza. We will not play the game today, but as you walk around and read the rules you will get a sense of what we are doing. Stay at the welcome plaza when you get to rockville
Su Nacht: Are the rules of the game only in the card? Or do you have them around the island?
Scot Jung: only on the card
Su Nacht: Ok 🙂
Scot Jung: we have relays on the island so we should be able text at a distance from each other. We will move together to the center of the village, and then we can explore a little on your own, and meet at the amphitheater at about 12:45 for discussion
Scot Jung: so, are we ready?
Sheila Yoshikawa: great yes
Su Nacht: Yes 🙂
ThisGhost: I think so
Shailey Garfield: yes, good plan
Sandrine Han (kristy.handrick): Yes
ThinkererSelby Evans (thinkerer.melville): ready to go?
Second Life: Teleport completed from VSTE Island (19,19,22)
Scot Jung: there is a conference room and a sandbox above
Scot Jung: Welcome to rockville
Su Nacht: Thanks
Scot Jung: someone help me know when we are all here, or most all
Scot Jung: there is Mo! Hi, Mo
Morena Tully: hi all 🙂
Su Nacht: Hi 🙂
Scot Jung: if you have tech questions ask her, she is our designer and support staff
Scot Jung: is Sheila here?
Su Nacht: Sheila said she would wait around in VWER to meet latecomers
Scot Jung: one advantage of using SL for a game is that there are no constraints as there would be in a premade game. Of course, that is a limitation as well, as we have to design and build from the ground up. The concept is a depressed little town. Players assume the role of a character who is a marginalized student
Marly (marly.milena): Do we need to keep the Station info on our screens to do this?
Scot Jung: no
Marly (marly.milena): OK, TY
ThisGhost: depressed as in the ‘great depression’?
Morena Tully: “poor”
Scot Jung: well, not quite the great depression–poor. I want players to experience the perspective of a student. I want this to also point out barriers to a good education
Scot Jung: so, we will walk together to the park in the center of town, and then i will say a few more words, and then you can explore on your own for a little
Shailey Garfield: Sheila is now here
Scot Jung: if you are a Neil Young fan, there are some easter eggs from the song, “Rockin in the Free World”, which is the inspiration for the game
Morena Tully: there’s relays for local chat, range only matters if you wander into wilderness
Scot Jung: go up over the bridge, into town, over the bridge, and find the park. Think about the types of elements that SL affords, that can be introduced to advance or hinder people
Shailey Garfield: what is the motivation for this game?
Scot Jung: what do you mean motivation? mine or students?
Shailey Garfield: your?
Sandrine Han (kristy.handrick): Scot, the target students who “play” here are teachers, is that correct?
Scot Jung: i was concerned that my students were only engaging intellectually
Shailey Garfield: so, how do you feel it would help the students? is it to sensitise them?
Scot Jung: not with their feelings. I wanted them to feel what it is like to lose, to realize that they could be denied education because of their race, or because they are poor, or have a disability of some type
Shailey Garfield: ok, that’s helpful to know, Scot. Thank you.
Ellie Brewster: Can we turn off the streaming media and still participate in the game?
Morena Tully: (media isn’t needed)
Beth Ghostraven: Scot, Sandrine had a question about your target audience–is it teachers?
Scot Jung: yes, teachers and other school people
Sandrine Han (kristy.handrick): Thank you, Beth!
Beth Ghostraven: yw :o)
Scot Jung: so, if you look at the rules as written, students move through the town with finalists eventually winning a scholarship. They have to come out of character on occasion to deal with content in the course, questions, a combination board game and role play
Sheila Yoshikawa: how long does it take to play in the physical world – did you say it was a board game?
Scot Jung: about 2 hours with an hour for debriefing, and the debrief is a critical component
Su Nacht: So, your students are give a character, which could be at risk of being disadvantaged for instance?
Scot Jung: i encourage you to wander and meet back at the amphitheater at 45 after the hour
Scot Jung: yes, Su
Scot Jung: that is right
Su Nacht: Thanks
Scot Jung: I will stay here to address questions
Scot Jung: and then we will visit at the amphitheater at 45 after for discussion
Sandrine Han (kristy.handrick): why do you want to use SL to replace the board game/role play? are these students online students?
Sheila Yoshikawa: what if they choose to opt out, to just stay in the park and play?
Marly (marly.milena): What, specifically, will you want feedback on since we are not actually playing the game?
Scot Jung: San, yes, for my online students, I want to use this as i do the board game in rl
Sheila Yoshikawa say whilst playing on the swing
Su Nacht: I guess the experience in the VW is more immersive and would make identifying with the character easier?
Sandrine Han (kristy.handrick): I see! thank you, Scot!
Scot Jung: feedback on the potential elements to use in the game
Marly (marly.milena): You mean metaphorical experiences to bring out inequities?
Scot Jung: that is a great question, i give them a week to develop their character, with imposed constraints
Scot Jung: yes, Marly, that is right
UBCDude: what does it mean (InAEA)?
Scot Jung: UBC not sure what you mean
Beth Ghostraven: Ghost’s group tag
Beth Ghostraven: UBCDude, what is UBC?
Scot Jung: my students have embraced this as a concept as a board game as a viable alternative to engage content, as opposed to lecture discussion.
Marly (marly.milena): Can you give an example of how an inequity might work in this space? Do you mean that certain characters, for instance, would prevent others from using the swings?
Scot Jung: I want to create enhanced case studies, if you will. Well, Marly, the goal is to win a scholarship, a student with a learning disability will progress more slowly or a student who is a racial minority is impacted by a hate rally in town, or a poor student cannot get tutoring
Beth Ghostraven: UBCDude, if you look at ThisGhost’s profile, she has a group listed called InAEA. When you click on the group profile, it says “International Art Education Association http://www.inaea.org“
UBCDude: i got it. thank u.
Scot Jung: i want to figure out how to use those situations here perhaps with meters, with tokens, with hindrances from npcs
Beth Ghostraven: InAEA is Sandrine’s group
Sandrine Han (kristy.handrick): from my experience, adults are fine, but if this is a place for k-12 students, they won’t follow the rule you gave to them, they will mostly play around… but for adults, you don’t need to make the confined pathway for them…
Marly (marly.milena): I understand the concept but am not sure how you would set up the use of this space to experience that
Scot Jung: this is for adults
ThisGhost Resident: My first impression of the environment is that it reminds me of apocalypse-survival games etc..where poverty is used as a backdrop, some users might be used to that and it might impact their perspective
Sandrine Han (kristy.handrick): Have you consider to have your students to just explore instead giving them “rules”? So they need to find their way by themselves?
Scot Jung: Thank you Marly, that is what I am wrestling with. they are welcome to explore, yes, and the rules can be loose, but as in any game, there is a goal, to win
Ellie Brewster: Perhaps some kind of easter egg hunt would work
Sheila Yoshikawa: I was asking earlier “what if they choose to opt out, to just stay in the park and play?” – I think there is more likelihood of someone wanting to subvert, of getting a sense of freedom running around and exploring NOT doing the game
Ellie Brewster: Or maybe a photo assignment
Marly (marly.milena): Scot, the way I do it is with SymMods (symbolic modeling). We can talk later (or come to my VWER session on Feb 21)
Beth Ghostraven: Where is the Red White and Blue Community Hall?
Sheila Yoshikawa: but they would also have experience to feedback
Scot Jung: okay, thanks, Marly. The community hall is now city hall.
Sheila Yoshikawa: they might end up feeling excluded after playing truant
Beth Ghostraven: which direction from here, Scot?
Scot Jung: we will go back to the amphitheater in about 7 minutes, on the other side of the bridge. Walk around town or take a quick tour of the sim
Sheila Yoshikawa: if they haven’t used a virtual world before, to some extent they are disadvantaged already. I wonder if that could be built in?
Beth Ghostraven: I see City Hall now, NE of here
Scot Jung: correct, Sheila, Mo had designed some training for that, but you are right, though I do not want them to get hung up on the tech
Sheila Yoshikawa: it’s not just the tech though, it’s learning to be in the virtual world
Scot Jung: yes, good point
Kristy Handrick: I might want to create some distractions in the game, such as no food (but you ask them to get food…), no place to stay, no guidance… to really help my students to “experience” the situation?
Scot Jung: yes, Kristy, great points
Kristy Handrick: 🙂
Sheila Yoshikawa: a distraction for me is this is a lovely place to wander round,perhaps they need some time to get to know the place, as you would if it were a real place? Rather than starting straight in the task.
Scot Jung: and that is fine too, I welcome wandering, Mo has created a nice place to be. Sure, good point, again
Marly (marly.milena): I walked around but couldn’t attach meaning to the spaces without some guidance re the purpose of each venue
Scot Jung: I got that Marly, many of the places are associated with a station in the current rules
Morena Tully: just wandering is a good way to settle into their character too, to feel it
ThisGhost Resident: maybe the game could have ‘promises’ of opportunities or scholarships, that are eventually taken away – the idea that you ‘take yourself out of poverty’ would be challenged because an external factor (money, distance, race, disability, family) prevents the user from getting out of this town
Sheila Yoshikawa: lol wheeras I imbued the places with meaning that they probably haven’t got
Scot Jung: as they move from one station to the next, something happens
Sheila Yoshikawa: actually because immediately the beach reminded me of a beach in Australia
Scot Jung: ThisGhost, yes, this is part of it as well, for sure
Marly (marly.milena): Haha Sheila
Scot Jung: Not sure if Mo has been to Aus, but she does nice work setting a mood
Morena Tully: nope, haha
Scot Jung: i will head back to the amphitheater
Sheila Yoshikawa: I thought the first task sounded rather challenging to start off with e.g. just getting into groups of three, physically getting away from other groups of three, working out how to start discussion could already take the 6 minutes. in some ways starting with a more emotional experience, that was simpler?
ThisGhost Resident: some of the interiors of these homes are too nice for poverty.
Morena Tully: mostly the buildings are meant as props only
Scot Jung: not all of the folks are poor. I will wait here as others gather.
Su Nacht: Once you are in character, it would help to have bots (or humans) you can interact with, who can really make the experience more realistic and immersive.
Scot Jung: great idea, Su
Sheila Yoshikawa: I was saying I thought the first task sounded rather challenging to start off with e.g. just getting into groups of three, physically getting away from other groups of three, working out how to start discussion could already take the 6 minutes. in some ways starting with a more emotional experience? that was simpler?
Sheila Yoshikawa: yes I did also expect some chat from the figures, seeing them as NPCs
Scot Jung: well, in the board environment it worked, but I like what you are suggesting for this, Sheila.
Morena Tully: I plan on inserting them with dialogue, whenever a plot or something is sorted
Shailey Garfield: I don’t have any feedback today but I will come back and explore.
Sheila Yoshikawa: Yes I can see doing something like that in the classroom, but everything takes longer in SL.
Scot Jung: yes, for sure. I also am open to the possibility that this experience could be several weeks long, an hour a week over weeks with different permutations
Shailey Garfield: I am not fully clear in my mind – why SL? why game? for making students aware of hardships of others?
ThisGhost Resident: maybe make the police more threatening, or police officers could change how they look or what they say – depending on the character they interact with
Sheila Yoshikawa: actually, but it might be traumatic, starting the “privileged ones” in places which were well signposted and the others teleporting in in different places, that they had to find their own way to the “starting point”
Scot Jung: Shailey, good questions and i may not be able to fully answer now.
Kristy Handrick: I like the extended experience time! with discussions, it would be more meaningful
Morena Tully: SL just offers more immersion. It’s harder to work through problems this way, and more meaningful, than on paper
Sheila Yoshikawa: I mean using the fact that the environment may be a little confusing as a metaphor.
Shailey Garfield: that’s ok, Scot. I was just thinking out loud.
Ellie Brewster: You know, you might think of creating some kind of online app in which they are assigned their social status before they even begin. Sort of like an online crapshoot. Then you avoid having to establish the parameters of your exercise.
Sheila Yoshikawa: to being disadvantaged and confused by the educational system
Scot Jung: good idea, Ellie, that is what I have been doing in the board game, I love the idea.
Sheila Yoshikawa: give them time to build up a character, then they might be eager to start
Ellie Brewster: 🙂
Scot Jung: Brilliant, yes, the character development is what sells it for the player
Morena Tully: absolutely seconded 🙂
Scot Jung: i have had a number of the students say, “I am her, she is me”, and “I cried when i lost a turn or when I did not get the scholarship”.
Su Nacht: If each student were to experience the environment on his/her own for the first time, interacting with the place and ‘feeling it’ while at the same time interacting with some characters, that might also set the start of the game
Sheila Yoshikawa nods
Marly Milena: You might also think about certain roles having particular animations that enable them to block, obfuscate, fall down, etc at appropriate times in the game
Sheila Yoshikawa: yes
Scot Jung: cool ideas, Su and Marly!
Sheila Yoshikawa: I think the privileged characters ought to have an edge, like having landmarks that make it easy to teleport, whereas the others have to plod on foot
Shailey Garfield: if they are new to SL, they may find the whole thing a bit intimidating to start with
Su Nacht: Good idea Sheila!
Scot Jung: using the sl medium itself as advantage or not https://goo.gl/forms/kw0yyuyJGJkhw3NR2 (feedback form)
Scot Jung: Colleagues, you are being so helpful.
Shailey Garfield: If they are given a chance to socialise in SL and so some other activities, they would find it more comfortable to settle in the game.
Scot Jung: please continue with the feedback form if you think of something else later
Sheila Yoshikawa: yes Shailey, just thinking you could say that this was a deliberate thing – I mean that getting education can itself be baffling and challenging if you don’t have people who are inthe know etc
Scot Jung: great point, Shailey
Marly Milena: Also, re grass roots input, have suggestion boxes around the venue for teachers to give you feedback about how something is working or not, plus ideas for improvements
Scot Jung: thanks, Marly
Shailey Garfield: good point, Marly
Scot Jung: This has been wonderful for me.
Sheila Yoshikawa: it might help if to start with they were in teams – like the teams of three – to help each other
Scot Jung: i have so many ideas now, almost overwhelming.
Sheila Yoshikawa: that would be a help when the environment is all very new
Scot Jung: teams could work
Sheila Yoshikawa: then part way through they are on their own, have to leave the team.
Su Nacht: This place and whole idea has a lot of potential
Sheila Yoshikawa: yes
Shailey Garfield: yes, Sheila. I liked to be with people when I first came into SL
Scot Jung: help me realize its potential
Su Nacht: I actually liked being on my own
Marly Milena: Thanks for trying to use the SL environment for some meaningful work on important issues!
Beth Ghostraven: Scot, are you speaking to another education group in SL soon?
Scot Jung: I think it is an ISTE group, Beth, and it will be a similar type of experience, as I believe educators who know sl can help me figure this out, on February 19 about 5 pm slt
Scot Jung: any last questions or comments? you are always welcome here. Wander around, enjoy the peaceful surroundings away from town.
Sandrine Han (kristy.handrick): Thank you, Scot! Very interesting game idea!!
Ellie Brewster: Thanks so much, Scott, I’ll definitely leave feedback.
Sheila Yoshikawa: If you want people to test out a specific scenario – that could be another VWER meeting in a month or so, not time for the whole thing
ThisGhost: thank you!
Scot Jung: great idea, Sheila, I love it
Sheila Yoshikawa: but one or two of the activities
Su Nacht: That’s a good idea Sheila …
Sheila Yoshikawa: Thanks very much Scot for suggesting this.
Scot Jung: i appreciate your inviting me, I have learned a lot
Shailey Garfield: Thank you, Sheila and Scot. It has been a great session. Nice to visit Rockville.
Scot Jung: Keep Hope Alive
Morena Tully: grins
Scot Jung: is the motto of the mayor of Rockville, the gamemaster
Sheila Yoshikawa: 😉
Su Nacht: Who’s Hope? 😉 😉 😉
Scot Jung: ha
Su Nacht laughs
Scot Jung: the concept, not the woman!
Morena Tully: oh we totally need a Hope NPC involved, lol
Su Nacht: 😀 😀 😀 😀
Scot Jung: yes, we do
Morena Tully: save Hope!
Sheila Yoshikawa: lol yes
Scot Jung: the mayor did not make his appearance today, next time
Beth Ghostraven: Morena, the landscaping here is gorgeous!
Morena Tully: thank you!
Scot Jung: Thank you all for visiting and for the great suggestions and questions!
Morena Tully: this helped a lot
Scot Jung: Sheila, thanks for guiding us through the session and helping me stay focused
Shailey Garfield: Thanks a lot, See you all soon
VWER Meeting Transcripts by Virtual Worlds Education Roundtable is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.
Based on a work at http://vwer.info.