Artificial intelligence has been used to code “agents” in the ways of conviviality and social norms. What does this mean? This means that in some immersive spaces, there are AI agents that simulate social niceties and behaviors that are appropriate for that particular cultural milieu. When people enter those spaces, they may learn about other ways of being. They may interact with these robots, and they may start forming awareness and habits that fit that particular social setting.

These technologies have been employed in virtual restaurant settings, foreign language learning situations, and regular sites. Actually, some of the AI agents I’ve “met” while in my avatar were downright non-convivial. One looked like a Storm Trooper and ignored my salutations and led me right up to a blocked high-security zone.

Infusing a Curriculum with Sociability and Conviviality

So if sociability and conviviality may be coded into intelligent agents, what about infusing a curriculum with a social element? In face-to-face (F2F) courses, instructors would find that easy enough. The embodied interactions between people, the shared assignments, the group discussion work, the sharing of food (“breaking of bread”), class parties, class fieldtrips, and other elements, may bring a sense of sociability and conviviality. So what about online? How may these social elements be brought into play?

Common Ways to Promote Sociability and Conviviality in Online Courses

A like of and enthusiasm for people may enhance a course build. That care for others is contagious, and when instructors model that, that begins to pervade an online class. This suggests the importance of designing telepresence and online interactions to show care. This also means that learner “social presences” should also be well represented in that online space. The uses of student profiles also enhances this socializing. Some learning taps into social spaces like Facebook to help learners connect or get to know each other better. Humor (if done well) may enhance an online learning experience and create a relaxed and positive atmosphere.

Instructors and course designers need to build in the “white spaces” in a course that allow students breathing room. This means a curriculum that isn’t defined at every term or highly busy. It is helpful to design casual spaces and informal interactions among learners—whether that is a virtual “lounge” or an assignment to interact with other students synchronously.

Faculty use civility clauses in their classes to define how they want students to treat each other, particularly in classes where people’s values may come into conflict. This would require follow-through in terms of backing up policies with “enforcement” and reinforcement.

In terms of assignment design, group assignments may be built to encourage student interactivity and reliance on each other to do well. Those endeavors have been shown to help students form more positive impressions of each other and to communicate more. Others set up the uses of professional e-portfolios and will host gallery shows where students critique each other’s work.

The spending of synchronous time may enhance a sense of conviviality, too. Hosting live virtual events requires complex skill sets but will pay back with a sense of warmth and cooperation, if done well.

Designing assignments and learning that is “fun” can also raise learner moods. This means a degree of game-play and light pressure for the learning.