Reflections about Renninger and Shumar, Introduction and Chapters 1-3 and "Times Person of the Year: You!"

According to Renninger and Shumar (2002), a community is a group of people who hold something in common or who share a bond of identity or interest.  Interaction occurs in some fashion.  Whereas, a virtual community is where the internet provides a means for the following features: 1) a core of people who are able to return over time for discussions, activities, and feedback; 2) a combination of physical and virtual interactions and relations are a possibility; and 3) a means of communication that is fluid and flexible as well as a function of social imagination.  A virtual learning community (VCL) is where learning, development, and cognitive change take place in an electronically mediated and globalized manner (Shumar & Renninger, 2002, p. 6).
The Times article gives many examples of how virtual communities have started and continue to make an impact on people's lives.  The theme seems to be that people want to experience reality and be able to form their own opinions rather than accept what the mainstream media tells them they should think or feel.  Participants seem to want to see ordinary people doing extraordinary things.  One example is that car companies are running design contests rather than using professional designers.  Web 2.0 is a social experiment where anyone can watch hours of video of a person telling about their day while in their home (Grossman, 2006, p. 41).  Although I am aware of blogs, wikis, and YouTube, I am astounded by the influence of virtual communities on all of our lives.
Chapter 1 of Building Virtual Communities discusses the demise of a virtual reality environment entitled MediaMOO.  The demise is explained and the lessons learned are discussed.  The discussion identifies factors for a successful virtual community.  The factors for success include: a) continually forming new subgroups; b) putting a distributed architecture in place which allows subgroups independence while maintaining a connection and affiliation with the parent group; c) maintaining cutting edge technology and the ability to reinvent oneself continuously; d) assuming a "stage of life" population model to replenish members who leave with new professionals; and e) developing new enthusiastic leadership (2002, p. 31-32).
Chapter 2 discusses ways to increase interest in computer use for female and minority groups of students.  The focus is on three types of changes: alterations in interest, alterations in attitude, and alterations in competence (Davidson & Schofield, 2002, p. 35).  Females usually approach situations in a more relational context than do males.  A case study describes the response of third-grade girls in a virtual community-based learning environment, a MOO.  The females in the case study were placed in an instructional environment where they were asked to use the MOO for self-expression and social exchange.  They also used collaboration by working in small groups which increased their interest and attitude about computer-based learning.  They were able to observe their teacher, a technically competent female role model, which helped increase their computer competence.  When interviewed about their experience, the girls were able to relate that when they were encouraged and empowered with computer knowledge, they were able to enter into a more personalized relationship with technology.  This chapter is able to show how all students can learn and be a part of a virtual learning community.
Chapter 3 discusses a successful virtual learning community called The Math Forum.  The online community enhances learning and teaching through the internet as well as promotes communication between math professionals.  As discussed in chapter 1, new subgroups are being formed and the structural feature of the website enables and encourages participants' autonomy in using as few or as many of the resources they want.  The staff has protocol for responding to participants: they are to welcome and listen to participants, confirm an understanding of the question(s), and provide links to the necessary information.  Instructional techniques called indirect and multivocal involve asking questions to facilitate learning rather than giving the correct answer.  Most of the website is interactive.  The structure or architecture is to encourage an increase in knowledge and encourage growth as mathematical thinkers through scaffolding, modeling, and apprenticeship.  Descriptions of the community include: an ever-deepening range of quality content about mathematics and technology as well as increased knowledge that continues to evolve (Renninger & Shumar, 2002, p. 76).  Participants are expected to change and assume leadership roles which continue to produce enthusiastic leaders.
Through the use of virtual learning communities, people are able to build relationships and learn reciprocally.  Participants are empowered to be able to view situations and express their opinions and feelings rather than blindly accept what others say.  The ordinary person has a voice and has the means to be able to speak and be heard by others.