First, and make no mistake here, all three sacred learning spaces will have analogs in cyberspace. If they don’t, then cyberspace will cease to exist as a domain of interaction among humans. Those using the new media will create their own analogs for these learning places, even if they are not designed into the system.
Source: Campfires in Cyberspace: Primordial Metaphors for Learning in the 21st Century
This was written in the late 90s when the web was young. It presages the three speeds of collaboration of distributed work.
Design for neurological pluralism at work and school with the cave, campfire, and watering hole archetypal learning spaces.
I updated “Bring the backchannel forward. Written communication is the great social equalizer.” with a selection from “The neurodiversity movement: Autism is a minority group. NeuroTribes excerpt.”.
ANI launched its online list, ANI-L, in 1994. Like a specialized ecological niche, ANI-L had acted as an incubator for Autistic culture, accelerating its evolution. In 1996, a computer programmer in the Netherlands named Martijn Dekker set up a list called Independent Living on the Autism Spectrum, or InLv. People with dyslexia, ADHD, dyscalculia, and a myriad of other conditions (christened “cousins” in the early days of ANI) were also welcome to join the list. InLv was another nutrient-rich tide pool that accelerated the evolution of autistic culture. The collective ethos of InLv, said writer and list member Harvey Blume in the _New York Times _in 1997, was “neurological pluralism.” He was the first mainstream journalist to pick up on the significance of online communities for people with neurological differences. “The impact of the Internet on autistics,” Blume predicted, “may one day be compared in magnitude to the spread of sign language among the deaf.”
Source: The neurodiversity movement: Autism is a minority group. NeuroTribes excerpt.