1. Swarm spaces are non-hierarchical
2. Swarm spaces allow students to create simultaneously
3. Swarm spaces allow participants to remain anonymous: Individuals in the group are not identified during the collaboration. There is no cognitive debriefing during the collaboration so participants are not required or expected to defend any of their contributions. I have personally used these concepts both for writing and for sculpting and visual arts.  In all cases, my subjective impression over a period of several years was an increase in the creativity of the participants.  The outcomes in terms of completion of degrees, college placement, awards, etc. seems to encourage further exploration of these techniques.
4. Swarm spaces create group identity through a solidified group goal.
SOME RESEARCH:
Since Amabile wrote about the social component of creativity, the idea that "removal or diminution of salient extrinsic constraints in the social environment" (373) has been taken as a possible way to increase creativity in a group.  Anonymity in a closed group allows students to dismiss all the extrinsic constraints of the classroom and explore freely.
"A factor that is likely to improve interaction processes and minimize process losses is the visual anonymity offered by many collaborative technologies (CTs)." (Carte 2)
In the pedagogy of creativity, teachers will overlook the impact of social structures on the outcome.  As established by Amabile (Source 8), creative output is impacted by all sorts of social events.  In the case of young students, the effect of perceived failure in creative production may be devastating for future endeavors.
During the 80s, a wave of psychological research began to focus on the importance of the social components in creativity.
Those components are particularly relevant in pedagogy, which tends to take place within social groups, and in today's highly connected world, which emphasizes immediate performance and immediate feedback.
5. Swarm Spaces are trusted spaces
A pedagogical unit (such as a classroom) already has a level of trust that would be conducive to better collaborative outcomes in online situations.
Creativity needs an environment that allows for failure. Young students have a lot of peer pressure and are in the most important part of their social life, trying to establish themselves. Therefore, many creative endeavors are not undertaken by those who succumb to the social pressure. The ability to create an environment that allows for anonymity within their social group allows young students to develop creatively without the pressure of their social peers.
QUOTE: "Previous research has established that higher trusting teams have better cooperation and experience improved outcomes" (Owens 157)

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