"The problem of why good classes fail has become a bit of an obsession for me lately. I visit several colleges and universities every semester to talk to faculty about teaching and learning, and everywhere I go I try to sneak away for just a bit and slip into the back of an unsuspecting class just to see how things are going. This has allowed me to see a broad range of techniques and styles, and to see how students respond to them. What inspires this essay is that it is more often than not that I am disappointed by what I find. At worst, I see people feeling disengaged, disconnected, and alienated, and that’s just the professors. At best, I see rooms full of people dutifully playing the game of school, listening carefully, taking notes, etc. … which is okay as far as it goes, but I rarely see people getting lit up, inspired, excited, upset, or even a little uncomfortable (which would be a pretty good place to be for a breakthrough learning moment). The apparent levels of disinterest are astounding, especially in the face of rich content that has included everything from the capacity of ants to create eerily human-like civilizations to the promiscuous (though changing) sexual practices of teenage Trobriand Islanders. (“Really!?” I’m thinking as I sit in the back of the room, “You are not even a little bit interested in this?!” and I realize I could just as well be thinking this about the professor, who seems to be showing as little interest in the material as the students.)"
Wesch is describing the tension that all of us involved in technology-enhanced learning go through: the ease with which the use of social tools establishes bonding capital in a cohort without building the bridging capital that we see. Hence the failure of the Small Worlds and Scireadr projects. Like Wesch, I am still struggling towards the optimum blend.