Back in the early days of internet bulletin boards and discussion platforms, there was a seminal piece on forming virtual communities that was passed around by educators interested in using technology to do more than record grades and attendance. Its author (Howard Rheingold, maybe?) posited a working theory of how virtual communities evolve, and the kinds of connections they built, if they were allowed to exist over time without moderation.
The author said most groups and interactions tend to cluster, over time, into three patterns: Sex. Religious veneration. Common villains. (Or something pretty close to those.)
What s/he meant was that people in online groups either flirt, worship particular heroes, heroines or initiatives—or communally post critiques about persons or initiatives they don’t like.
These were not the outcomes of virtual communication that I wanted to consider when I read this white paper. Back then, I wanted to believe that real and complex work, deep learning and genuine community could be accomplished online, and that the crummy habits we develop in face to face encounters could be avoided. But no.
If you wallow in ed-related social media (and if you’re reading this, you likely do), then CONTINUE READING: The Villains of Education | Teacher in a strange land
