Both collective and collaborative ways of producing knowledge are a new trend nowadays. Therefore, even those who are internal dialogue kind of students, are able to provide feedback, for instance, in e-learning environments, especially if the platform allows anonymous assessment, such as Scholar, for example. So maybe they can actually be more engaged in active learning. But even if the tool used does not allow anonymous interactions, such as blogs, students tend to feel more comfortable and thus motivated to write because they consider the experience much more like peer-to-peer learning, even though there might be a teacher involved. Besides, the fact that learners have the chance to carefully consider what they want to say before they actually do so, increases their comfort in collaborating and thus developing collective intelligence.

As a consequence, learners develop a sense of achievement which is higher than in traditional educational practices, especially if in these environments, they are asked to come up with artefacts. The reasons for that are not only due to the fact that the product had a different target audience (other peers) rather than the teacher only, but also because it was socially built, thus enhancing possibilities of learning, since different views provide a much richer learning experience. Besides, as pointed out in the second video, collaborative work produces collaborative intelligence, which produces higher standards and depth of knowledge. Connected to that, I have to say that I really liked the discussion on extrinsic (i.e. institutional rewards, like grades, for instance) x intrinsic motivation, which relates to tasks, collaborations, possibilities of having a project published, for example, and how this connects with the idea of reciprocity. The Facebook, for instance, as a great example of that social stickiness can therefore help us think about how education could be thought of nowadays. After all, our students do connect there, but not in our classrooms and their traditional roles. Then the question should be: how can we provide students with more activities in which reciprocity takes place, so that they can feel more motivated and collective intelligence can be a reality?