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The purpose of this paper is to focus on the underpinning dynamics that explain collective intelligence.

Collective intelligence can be understood as the capacity of a collective system to evolve toward higher order complexity through networks of individual capacities. The authors observed two collective systems as examples of the dynamic processes of complex networks – the wiki course PeSO at the Universidad de Los Andes, Bogotá, Colombia, and an agent-based model inspired by wiki systems.

The results of the wiki course PeSO and the model are contrasted with a random network baseline model. Both the wiki course and the model show dynamics of accumulation, in which statistical properties of non-equilibrium networks appear.

The work is based on network science. The authors analyzed data from two kinds of networks: the wiki course PeSO and an agent-based model. Limitations due to the number of computations and complexity appeared when there was a high order of magnitude of agents.

Better understanding can allow for the measurement and design of systems based on collective intelligence.

The results show how collective intelligence emerges from cumulative dynamics.

This paper aims to explore a national anti-hate messaging project, #USvsHate, and its call to students to create public messages refusing “hate, bias, and injustice.” Participants indicated that #USvsHate’s invitation to publicly express students’ ideas about equal human value functioned as a next step in furthering youth voice and critical consciousness toward societal inclusion and justice.

Using grounded theory, analysis drew from teacher interviews (n = 45), student focus groups (n = 30), anonymous participant questionnaires and student-created messages and backstories (n = 250) gathered between 2017 and 2020.

Participants indicated #USvsHate’s call to amplify student voice offered a next step to act upon awareness of social issues by denouncing hate while promoting inclusivity. Four invitations related to the project’s “anti-hate message” call emerged as important to participants: the invitation to comment personally on improving society; the creative invitation to share perspectives in any media form; the invitation to speak to a promised public audience; and the invitation to join a collective “us” improving society.

Youth voice and critical consciousness scholarship show the importance of supporting K12 youth to develop abilities to speak about injustice while pursuing an inclusive democracy. Still, less research highlights youth who might enter a classroom with some level of such awareness. This research extends existing scholarship by examining a potential next step to inviting critical consciousness and youth voice in any classroom. It also explores the potential pitfalls of this open-ended approach.