{"id":724,"date":"2014-03-18T16:59:55","date_gmt":"2014-03-18T20:59:55","guid":{"rendered":"http:\/\/blogs.law.harvard.edu\/hlscasestudies\/?p=724"},"modified":"2014-04-09T09:11:59","modified_gmt":"2014-04-09T13:11:59","slug":"case-studies-in-cyber-citizenship","status":"publish","type":"post","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2014\/03\/18\/case-studies-in-cyber-citizenship\/","title":{"rendered":"Case Studies in Cyber-Citizenship"},"content":{"rendered":"

Professor Charles Nesson\u2019s course fosters innovation in law and technology<\/strong><\/p>\n

\u201cThink of what we are doing as re-designing the Ames [Moot Court] Competition, producing an Ames Competition in Cyberspace,\u201d Professor Charles Nesson said to his students. \u00a0Skillful judgment, innovation, and active participation governed Nesson\u2019s fall 2013 course \u201cInternet & Society: Creating the Public Domain.\u201d Inspired by his colleague Jonathan Zittrain, who co-taught the inaugural Advanced Problem Solving Workshop with John Palfrey in 2012, Nesson too adopted the problem solving methodology. The course used case studies with significant social impact to consider \u201cthe history of the Internet, its generative capacity for expanding our public realm, public access to open knowledge, and Internet-mediated civic engagement and political participation,\u201d said Nesson. The cases also serve as primers on recent technology, including peer-to-peer downloading, mobile applications, and online learning platforms.<\/p>\n

\"\"<\/a>

2013 Brazilian protests<\/p><\/div>\n

The course kicked off with \u201cIn the Stadium and in the Street: The Brazil Soccer Riots<\/a>,\u201d a case study about protests over the upcoming World Cup. Nesson designed the case to explore group dynamics, the legacy of Big Sport, and the Internet\u2019s role in conflict. In class, students adapted the roles of FIFA, the Brazilian government, or the Brazilian citizenry to analyze the crisis. During the second class session, the FIFA and government groups presented policy statements about the protests, to which the citizen group responded. Students worked to anticipate opportunities and consequences in a situation with lightning-fast Internet communication.<\/p>\n

The case study Ching Pow: Far East Yardies!!<\/a> anchored a module on \u201cfencing off the commons.\u201d Nesson, who has worked for over fifteen years advancing justice in Jamaica<\/a>, profiled Jamaican filmmaker Bruce Hart and his quest to navigate the realm of orphaned works and transnational copyright permissions. In addition to discussing legal implications and options, the class explored Creative Commons and its potential in influencing a public realm registry of orphaned digital works. Stay tuned for a blog post from the case writer that features Ching Pow in the classroom.<\/p>\n

For the same module, Nesson created a spinoff of From Sony to SOPA: The Technology-Content Divide<\/a>, a popular case study about the conflicts between copyright holders and technology producers. The new case, Sue the Consumer: Digital Copyright in the New Millennium<\/a>, chronicles the conflicts between copyright holders and individual consumers. Nesson based the student exercises, included in the forthcoming teacher\u2019s manual, on his own pro bono work defending Joel Tenenbaum in an illegal downloading suit brought by record labels. Participants reviewed the Tenenbaum case in order to prepare complaints, deposition questions, motions for sanctions, and subpoenas. Nesson paired the case with two supplementary readings: \u201cStatutory Damages: A Rarity in Copyright Laws Internationally, but for How Long?<\/a>\u201d and \u201cStatutory Damages in Copyright Law: A Remedy in Need of Reform<\/a>.\u201d<\/p>\n

Nesson worked with tech journalist Jeffrey R. Young to develop MOOCs and Consequences for the Future of Education<\/a>, a case study on free online education discussed in detail last week here on the blog<\/a>. As students, the participants reflected on their institution\u2019s best practices for disseminating knowledge; as citizens, the participants considered the strengths and limitations of the virtual public sphere.<\/p>\n

\"\"<\/a>

Edward Snowden<\/p><\/div>\n

Nesson used two of the original Advanced Problem Solving Cases: Game Changers: Mobile Gaming Apps and Data Privacy<\/a> and The WikiLeaks Incident: Background, Details, and Resources<\/a>. In previous iterations of the Advanced Problem Solving Workshop, WikiLeaks class discussions centered on how to respond to leaks of classified information and how the Internet influenced whistleblowing and its related legal issues. Nesson, however, focused on information dissemination in the Internet age, civil disobedience versus treason, and the role of the citizen in cyberspace; he supplemented the case with readings on Edward Snowden and the NSA.<\/p>\n

Nesson\u2019s case studies<\/a> are available for free on the Case Studies website, which also features a teaching unit<\/a> to help professors adopt an Internet & Society module.<\/p>\n","protected":false},"excerpt":{"rendered":"

Professor Charles Nesson\u2019s course fosters innovation in law and technology \u201cThink of what we are doing as re-designing the Ames [Moot Court] Competition, producing an Ames Competition in Cyberspace,\u201d Professor Charles Nesson said to his students. \u00a0Skillful judgment, innovation, and … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":5482,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[88569],"tags":[],"class_list":["post-724","post","type-post","status-publish","format-standard","hentry","category-problem-solving-workshop-blog-posts"],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p4CR8M-bG","jetpack-related-posts":[{"id":703,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2014\/03\/12\/is-online-education-supporting-or-suppressing-the-public-domain\/","url_meta":{"origin":724,"position":0},"title":"Is Online Education Supporting or Suppressing the Public Domain?","author":"Elizabeth Moroney","date":"March 12, 2014","format":false,"excerpt":"New Product: MOOCs and Consequences for the Future of Education Professor Charles Nesson believes that the Internet has a \u201cgenerative capacity for expanding our public realm\u201d; it seems that the creators of MOOCs, or massive open online courses, share his philosophy. Industry leaders like Coursera, Udacity, and edX have rapidly\u2026","rel":"","context":"In "Problem Solving Workshop Blog Posts"","block_context":{"text":"Problem Solving Workshop Blog Posts","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/category\/problem-solving-workshop-blog-posts\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/blogs.law.harvard.edu\/hlscasestudies\/files\/2014\/03\/Nesson-zoomed.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":933,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2015\/03\/04\/new-mooc-blends-multimedia-case-studies-and-synchronous-online-participation\/","url_meta":{"origin":724,"position":1},"title":"New MOOC Blends Multimedia Case Studies and Synchronous Online Participation","author":"Elizabeth Moroney","date":"March 4, 2015","format":false,"excerpt":"JuryX: Deliberations for Social Change By Amanda Reilly One of the central duties of the traditional institution of jury was to preserve popular conceptions of justice and evaluate the power of the government\u2014to determine the truth or falsity of factual allegations and to maintain impartiality. Yet over time, the institution\u2026","rel":"","context":"In "Legal News and Debate"","block_context":{"text":"Legal News and Debate","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/category\/legal-news-and-debate\/"},"img":{"alt_text":"juryx_608x211_0212","src":"https:\/\/i0.wp.com\/blogs.law.harvard.edu\/hlscasestudies\/files\/2015\/03\/juryx_608x211_0212-500x173.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":831,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2014\/07\/22\/the-problem-solving-workshop-a-video-introduction\/","url_meta":{"origin":724,"position":2},"title":"The Problem Solving Workshop: A Video Introduction","author":"Elizabeth Moroney","date":"July 22, 2014","format":false,"excerpt":"by Lisa Brem, Case Studies Program Manager The Problem Solving Workshop (PSW)\u2014a mandatory first-year course at Harvard Law School\u2014has been successfully integrated into the curriculum for five years. The course is a major departure from the rest of the first-year doctrinal courses, focusing instead on hands-on participation from students and\u2026","rel":"","context":"In "Problem Solving Workshop Blog Posts"","block_context":{"text":"Problem Solving Workshop Blog Posts","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/category\/problem-solving-workshop-blog-posts\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/img.youtube.com\/vi\/cUTXCD4A968\/0.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":1004,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2015\/07\/28\/the-jury-is-in-new-cases-deliberate-social-issues-in-cyberspace\/","url_meta":{"origin":724,"position":3},"title":"The Jury Is In: New Cases Deliberate Social Issues in Cyberspace","author":"Elizabeth Moroney","date":"July 28, 2015","format":false,"excerpt":"New Products: The Art of Deliberation; The Snowden Effect; Thinking Big: Bringing Big Sport\u2019s Energy and Innovation to Education; The Decriminalization of Marijuana in Jamaica: A Key Step toward International Legalization?; The Color of Police Action in these United States A new suite of free workshop-based case studies convenes participants\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":740,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2014\/04\/08\/far-east-yardies-in-the-classroom\/","url_meta":{"origin":724,"position":4},"title":"“Far East Yardies” in the Classroom","author":"Elizabeth Moroney","date":"April 8, 2014","format":false,"excerpt":"the emotional stakes of legal analysis By Saptarishi Bandopadhyay In a sense, the Ching Pow: Far East Yardies!! case study is a prequel to cases in the Langdellian tradition. Where the latter begins with the facts elaborated on in a judicial opinion, Ching Pow speaks to the abundance of conflicts\u2026","rel":"","context":"In "Problem Solving Workshop Blog Posts"","block_context":{"text":"Problem Solving Workshop Blog Posts","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/category\/problem-solving-workshop-blog-posts\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":1015,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2015\/08\/25\/talking-about-the-elephant-in-the-room-how-to-create-a-safe-space-for-online-case-discussion\/","url_meta":{"origin":724,"position":5},"title":"Talking about the Elephant in the Room: How to Create a Safe Space for Online Case Discussion","author":"Elizabeth Moroney","date":"August 25, 2015","format":false,"excerpt":"Some case discussion groups have the luxury of preexisting rapport, having already achieved affiliation and understanding. 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