That sounds very different than my memory of MUDs. The ones I remember were much more a text-based version of "World of Warcraft" or other similar MMOs where you navigate through a world, complete quests, etc. You could chat with other players but it was more about teaming up for quests than a creative writing/roleplaying exercise.
Not to say that what you're describing didn't exist, but I don't think it was defining feature of all MUDs.
There was a distinct split between people there for the grind and people there for the RP. I was there for the RP and I was mostly on MUCKs, MUSHes, and the occasional MOOs (multi-user chat kingdoms, multi-user shared hallucinations, and mud (object-oriented) ). They all had a combat system lurking somewhere in their code but those routines rarely got used.
Firstly, "multi-user chat kingdom" is a backronym that was not envisioned by the original authors of TinyMUCK, but perhaps by the users or developers of some future fork. TinyMUCK is notable for having a "Fuzzball" edition or fork, that powered FurryMUCK itself, as well as related worlds which hosted and catered to people in furry fandom.
Secondly, exactly none of these had a "combat system" of any kind. These were all derived from TinyMUD, written by Jim Aspnes at CMU. https://en.wikipedia.org/wiki/James_Aspnes
TinyMUD was a "social MUD" and its explicit goals were to be a glorified chat room, and a sort of "blank slate" for people interested in building their own extensible worlds, based on a pure textual interface. There was absolutely no "combat system" at all--in stark contrast to the other "MUDs" on the scene in those days, such as AberMUD, DikuMUD, and LPmud, which were arguably way more popular, way more violent, and way more into the "combat" or "PvP" or also PvE type play styles.
There was, of course, a "kill" command to allow one player to kill another. But the results of the kill were quite nerfed: the player was sent to their $HOME, and collected an "insurance policy" of pennies, which was partly based on the killer-determined "cost" to kill them in the first place. This wasn't combat by any means--basically, a way to sort of put an exclamation mark on a conversation.
MOO, though it was not derived from any Tiny* codebase, was also one of those "talkie" muds at its heart: it was an object-oriented, fully-programmable, extensible world-building server, where indeed, any combat system could've been implemented, if the players/programmers of a certain world agreed to include combat. But MOO was unique in giving a "barebones" server to program from first principles. So, no, none of these had combat systems, and that's their chief appeal.
I sure spent a lot of time on Furry. I think the penultimate time I logged on there was something like a decade ago; the last time was to attend Tugrik's wake.
It’s also a diabolical amount. My friend bought a house in San Jose, and both, the buyers and sellers agent got $50,000 each on a $2M house. They didn’t even help with the house search much.
> not about you being forced to pay a particular commission
It's literally in the first paragraph of the article.
"At trial, a federal jury found that they violated antitrust law by conspiring to force home sellers to pay inflated commissions to real estate agents."
There is a difference between "forced to pay a fee" and "forced to pay an inflated fee." The GP said it's not about being forced to pay a particular commission, which is the first one, which is accurate.
> I read a few years ago about a teacher (I think highschool) who put his lectures on YouTube for students to view in their own time and then used the in class hours for interaction, questions, tests.
That seems like a smart approach. It reverses the traditional model of "lecture in class, homework outside of class".
A smart approach that does not solve the AI problem - actually flipped classrooms work worse now due to AI usage.
My own experience with flipped classrooms (which seems to be shared by quite a few people who have tried it out): they only work well if all students actually read/watch the materials beforehand. In small, advanced courses, intrinsic motivation may be sufficient - but in most cases you need some extrinsic coercion - such as a mandatory quiz about the materials or hand-written lecture notes that need to be shown at each in-person session.
With AI, some people don't watch the lectures but let ChatGPT give them a summary which they submit. Then these people poison your in-person session with their lack of knowledge and motivation.
Research has shown that testing is far and away the most valuable academic tool.
Just have a quiz every day. In fact, have _TWO_ quizzes, one at the start of class and one at the end, and take the higher of the two scores. In between the first quiz and the second, work through problems with the students designed to help people that bombed the first test figure out how to pass the second.
The best part of a quiz everyday is that in addition to the testing effect, you can easily fit in the spacing effect and interleaving effect. It’s a rock solid combo, that is well studied. We have pretty strong evidence that it works for all students in all domains.
I actually like this idea - makes sense at face value - as long as they design the test in such a way that it aptly applies the knowledge instead of just learning for the sake of passing test like questions...
My Cryptography professor did this during COVID, since the classes were split in person. It was an interesting model. I'm not sure if I loved it or not, but it was at least a change of pace. Getting 100% of the class time to ask questions was really nice, but it ended up with him re-teaching most of the online lecture in class because some quarter to half the class just didn't watch the lectures.
If done more stringently (if you didn't watch the lecture, I'm not reteaching it), it maybe would've had a bigger impact, but I'm not sure.
Office hours remained king for serious Q and A for the class.
One way to fix that issue that I’ve seen is a daily quiz to start the class. The key is the quiz is super easy. Even if you were confused by the lecture, if you watched it at all you’d likely get a 100 on the quiz. If you didn’t watch it you’d likely get a 0. This quickly for people watching the lectures online ahead of class.
Flipped classroom pedagogy has been the subject of a huge amount of research. Ultimately "one weird trick" solutions don't tend to work in education. Enough students don't watch the lectures that you end up needing to go over the material in class anyway. Funding and autonomy works, but nobody likes to pay more.
I always absolutely hated when a teacher did a reverse classroom and I had to “learn” at home and then practice in the classroom. I think the solution is more engaging lessons and less outside work. I know why homework exists, but homework is a chore that most people want to get done as fast as possible. If kids got to learn something interesting in school and then have their free time after school, there would be less dependence on AI. If they’re interested in the topic, they’ll put more effort into it. If not, they were never going to retain it anyway
When left to their own devices, 99% of children are not interested enough in math, history, literature, languages, or almost any other school subject to engage with it willingly. Only teaching "interesting" things that kids are "interested" in is both impossible (too many varied kids per class for that to work 100% of the time) and even if possible, would leave kids with zero practical knowledge, because learning most of that stuff is not something kids inherently want to do.
College is different, because theoretically you should be taking classes that are relevant to your field (although there are still "core" requirements that are somewhat high-school adjacent).
I’m not saying only teach interesting things, I’m saying teach things in an interesting and engaging way so that kids don’t feel the need to cheat their way through it to just get it done.
College is a different dynamic from a middle/high school classroom, but I don’t remember 95% of the material from my college engineering classes anyway, it’s the problem solving and information finding that I’ve retained and have helped me do the things I do. I remember the stuff from the classes that taught me the material in an engaging way though.
>I’m not saying only teach interesting things, I’m saying teach things in an interesting and engaging way so that kids don’t feel the need to cheat their way through it to just get it done.
"Just do it right and it won't be a problem." This is not an actionable plan. What is engaging? Who gets to decide that? The teacher? The students? The parents? How do deal with certain kids finding different approaches more or less engaging? How do you expect a teacher to curtail their teaching approach to dozens of children at the same time?
> homework is a chore that most people want to get done as fast as possible
Worksheets certainly are. But good homework, even if it's challenging, is what makes a reasonably fast-paced course even possible. In a well-paced university course you're typically spending proportionally several times as much time working on it out of class than you are in class. Then class time is both preparation and catch-up, similar to office hours.
This was true of my most demanding humanities courses (sometimes reading 100 pages a week directly from academic journals, not easy reading) as well as my most challenging math courses (group theory, ring theory). Once the pace gets fast, there just isn't enough time for you to learn everything you need to inside the classroom anyway.
And in those classes, where homework was really essential for learning at the required pace and depth of mastery, my instructors didn't even need to factor the homework into my grades at all. In some of them, we could get "feedback" on homework but it was never officially recorded in our grades... and yet, anyone who didn't do it would fail the next test. If homework doesn't have that characteristic, it probably doesn't need to be assigned at all.
If "flipped classroom" means that students are expected to do all of their homework in class, then indeed it'll feel like a waste of time to many of the smarter kids, and it will also just be unfeasible for advanced courses (which theoretically should be most courses in a university, though it currently isn't). But if it means "we don't even have time to lecture you on every single thing you need to learn, therefore you must arrive already having done the reading and the exercises, and we'll use this time to help clear up misunderstandings"... that's already how classes for grown-ups are in universities.
>If kids got to learn something interesting in school and then have their free time after school, there would be less dependence on AI.
Kids get to learn lots of interesting things in school. The problem is that they're kids! They want immediate gratification from phones/games/recess, not to do the hard work of learning.
How does this scale in practice? We already require students be at school for 7 hours a day. If they now have to watch 3-4 hours of lectures at home every day, then students are left with little time to do anything else.
What about those students who don't have stable home environments? How are they supposed to find multiple hours a day to watch lectures?
How does this address the underlying issue of students off loading work? You've replaced homework with lectures, but haven't solved the problem of making sure the student is actually participating.
Logistically, this could only work if you shortened the school days, but then you would need to adjust the rest of society around that. Many parents structure their work days around their kids school schedules, and if kids need to go school later in the day, or get out earlier, that places a burden on the parents.
We’re discussing university, right? It’s supposed to be a full-time effort, at least for a normal pace undergrad or any post- graduate program.
For secondary school, I do agree with you - homework load can be problematic for some students. But at the same time, my honors classes all came with hours of homework and I’m not sure I would have been as prepared for uni without it.
From my experience it works fine if it's one class that's doing it. If multiple classes are doing it then like you said it's literally a couple extra hours a day watching lectures and most students end up skipping them, forcing the instructor to end up teaching during class time anyways.
I've not worked at Meta, but I was at a similar scale of company for 2 years before being let go. Once you factor in RSUs, they essentially paid double what I've ever made anywhere else. Knowing how volatile those sorts of positions can be, I just saved & invested all the extra, which worked out quite well.
The sun still. It's just that that side never points towards the earth, but it still gets sunlight. Same as how the side we see isn't fully lit except during a full moon.
Not to say that what you're describing didn't exist, but I don't think it was defining feature of all MUDs.