1.
The Challenge ^
2.
Responding to the Challenge ^
2.1.
Merging Simulation and Visualization in Contract Education ^
2.2.
Example: Using Visualization to Bridge the Gaps in the Contracting Process ^
2.3.
Gamification in Contract Education ^
2.4.
Example: Playing CREW, a Game for Enhanced Contract Learning ^
The participants work in teams and compete with other teams. Each team creates its own mix of contract terms by choosing from commonly used pre-set alternatives (buyer-friendly, seller-friendly or neutral). The less risk a team chooses, the more expensive it becomes and the less initial profit the team makes. This initial phase is interrupted by short mini-seminars where the game leader describes the law in relation to the alternatives. The mini-seminars are initiated by the participants’ questions in order to ensure maximum attention. At the next phase, the teams are exposed to events (delays, payment or quality problems, etc.). Then they apply their individual contract terms and see how the profit is affected by the events. The screenshots in Figure 2 show what appears on the login page and on a page where events have different effects on the profit, depending on the contract.
3.
Conclusions ^
4.
References ^
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Christina Ramberg, Professor, Stockholm University, Department of Law, Universitetsvägen 10A, 106 91 Stockholm, SE, christina.ramberg@juridicum.su.se; http://www.christinaramberg.se/CV?lang=eng
Helena Haapio, Business Law Teacher & Postdoctoral Researcher, University of Vaasa / International Contract Counsel, Lexpert Ltd, Pohjoisranta 20, 00170 Helsinki, FI, helena.haapio@lexpert.com; http://www.lexpert.com
- 1 Sample pages are presented at the web pages of the Program for Legal Technology & Design based out of Stanford University’s Institute of Design (d.school), http://www.legaltechdesign.com/reading-list. Further examples are available through http://www.lexpert.com/en/visualisation/ and http://www.lexpert.com/en/visualisation/visual1.htm.