Lost in (virtual) Space

Threaded throughout my discussion thus far has been the idea that there is an online space. I have defined this as a points of interaction or a location where practices are shared. This space is first of all fractured (Brighum and Lankshear) in that there isn't a single physical location but rather there are multiple points of entry into this online space. However, there are certain aspects that define this as a space. First, there is the designed aspect (thanks to Joanne for her input on this one). That is this space has both purpose and intentionality in how it is laid out, the activities required of the students and its relationship to the rest of the classroom activities. Secondly, this design is for movement or development in the individual. That is there is a desire to move the students, through participation in this space, towards a specific new identity (this might be knowledgeable students in science, young scientists or merely progressing through the stages of being a student). This designed changed and movement within a space through specific activities is similar to the type of design work that is done in games (as Gee and others have pointed out). Yet, it is the very design which makes this space take on the unique qualities in school settings and that which is most intriguing to me. For a teacher who wants to utilize the 'power of social networking' in the classroom, she is designing and requiring participation in a space for the purpose of voluntary interaction and emergence of learning practices around a subject matter she has selected.
As can be seen, the design of a space and even requirement of activity, does not automatically elicit the type of participation desired for a more Web 2.0 mindset (Lankshear and Knobel). So, can space be designed to produce the type of interaction and practices which would make it the online space that is being sought? According to deCertau, the designed space may be taken up in very unexpected ways by the users of that space. So, then what would be the purpose of having this type of space? Well, first; we are expanding the range of practices that are possible through the use of these spaces.
Secondly, although these spaces may not mimic the spaces seen more broadly online, there is still good work that can be done in them. It just must be seen that these spaces must be designed in a manner congruent with the goals of inviting participation in the types of activities desired by the teacher.
Finally, part of the broader online spaces are the potential for the user to impact and change that space...or at least a corner of it. The design must allow for this AND ALSO there must be ongoing redesign to allow for practices to continue to emerge based on the varying resources and trajectories of the individuals.
I realize there are many claims made above that are not substantiated. However, as I think about spaces, these ideas are what peculate to the top.