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The culture appears to be grounded in not only a need to share, but also a desire to be recognized. Retweets – when someone sends your tweet (message) out to their followers (a term supporting the need for recognition) somehow elevates your status within this community.

Social Media as a dominant force for communicating has penetrated every element of society. Can a virtual community possess a culture? Every company and organization possesses a definable culture. Behaviors, decision-making models, intrinsic and extrinsic actions and how people are treated may all play a part in defining it. These elements of culture are measureable and easy to define within a controlled entity. Social media lives and breathes in a virtual reality. It permeates all corners of the world, allows people to communicate across all traditional boundaries and thrives 24 hours/day. So…does it have a definable culture? If you have spent any time on Twitter, you quickly realize thousands of people have a need to respond to the question, “What’s happening?” Twitter has developed it’s own language with tweets, retweets, tweeple, twitpics, twibes, etc. You can follow topics with a hashtag and people with lists. What is most apparent is the need people have to share. The culture appears to be grounded in not only a need to share, but also a desire to be recognized. Retweets – when someone sends your tweet (message) out to their followers (a term supporting the need for recognition) somehow elevates your status within this community. There are etiquette protocols as many people publicly thank you for following them and for retweeting. Retweeting becomes a type

As you get deeper into the structure of Twitter, you can join a twibe or tweeple group, which provides inclusion – another indication that the need for recognition is systemic.

Educational software and systems are not easily usable for many learners and educators, and for that matter present obstacles for educational institutions.

The necessary business models and key transactions that enable the missions of knowledge-driven institutions are not yet adapted to computers and distributed systems. Equally problematic: educational networks do not yet offer sufficiently high reliability to become a viable alternative to many educational media, such as desktop systems or traditional classroom techniques.

In the current environment, end users will have to wait some time yet until many technological advances such as virtual reality and distributed simulation become preferred tools among trainers and educators.