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For a moment, imagine an active online learning community of writers,artists, and designers, many spending more than eight hours a week composingprojects. In this community, young people, primarily between the ages of 18-26,regularly critique, facilitate, and support each other in their compositionactivities. They are motivated to participate by their shared interest andaffinity for their creative work. In the age of Wikipedia, this might not seemparticularly novel, but what I am actually describing is an online discussionboard, RPGmakerVX.net. Elsewhere, I have presented a general outline of thekinds of individuals involved in this community and the way that the site as awhole functions as an open learning environment (Owens, 2010). In this essay, Ipresent a case study of one participant in this community. His user name is Mr.Moo, and at the time I interviewed him, he was a 19 year old college studentfrom Calgary, Canada. When he created his first role-playing game, Prelude ofIdentity, he was eighteen. After providing a conceptual context for this casestudy in work on collective intelligence, I draw out the relationship betweenthe technical system of the discussion boards and the creative process ofengaging with peers in the production of a video game. I suggest that thediscussion board rules and interaction enable a dialogue around compositionthat ultimately leaves Mr. Moo with a valuable learning experience while alsoproducing a role-playing game. Thinking about this system from the perspectiveof collective intelligence enables us to use these kinds of interest-driven,online affinity communities as tools in an open education tool kit foreducators in more formal learning environments. Ultimately, discussion boardsin gaming communities, both the technical and social systems they represent,could be thought of as instructional tools.

Mr. Moo's First RPG: Rules, Discussion and the Instructional Implications of Collective Intelligence on the Open Web