Some miscellaneous thoughts:

• Online community design is an important subfield of group rationality, which is arguably more important than individual rationality. It's hard to deny that many of the biggest group rationality failures are happening online nowadays.

• A great thing about online communities is they let you aggregate the work of a variety of sporadic contributors. People have heard of Yvain because he writes good stuff on a consistent schedule. Imagine alternate universe Yvain whose blog has two posts, spaced 6 months apart: Meditations on Moloch and The Control Group Is Out Of Control. Since alternate universe Yvain does not write on a consistent schedule, few people have heard of his blog and his insights aren't read by many people.

I think the "Self-Improvement or Shiny Distraction" post is wrong, which is unfortunate because I suspect it played a big role in killing LW.

Let's rewind to the dawn of the internet era. We're having coffee with Tim Berners-Lee and talking about his new invention, the World Wide Web. Speculatively we can see the Web disrupting many industries, but predicting that the Web will disrupt academia seems downright unimaginative. Heck, Tim is using the Web to share physics research already. After all, the Web means

• An end to credentialism. Now any amateur physicist can contribute in their spare time.

• Smoother, better peer review processes.

• Cheap, universal distribution.

Academia could use a shakeup anyway: much academic writing stinks, and philosophy in particular has gone astray.

Now fast forward to the present. The academic utopia we envisioned has happened to some degree--see Wikipedia and the AskHistorians subreddit, for instance. But it hasn't happened to the degree we hoped. Why not? I can think of a few reasons:

• Financial incentives and prestige inertia that benefit established systems. See e.g. Bryan Caplan on this.

• Lack of a profit motive. The Web revolutionized areas it was possible to get rich revolutionizing. Revolutionizing academia has much less profit potential. (Revolutionizing credentialing might make someone rich, but academia serves valuable roles for society that aren't credentialing and are hard to make money from. For example, it certifies smart people as high status topic experts. If you've attended high school you know that smart people are not high status by default. We're lucky to live in a world where journalists are more likely to interview college professors for trend pieces than celebrities. If colleges went away and cons + Mensa became the primary places smart people gathered, that might change.)

• The acceleration of addictiveness. The Web is selecting for addictive stimuli. Blogs are a more addictive version of personal websites. Twitter and Facebook are more addictive versions of blogs. If the web-based version of academia is optimizing for something other than addictiveness, it's likely to get crowded out. (I suspect this is playing a role in Wikipedia's decline.)

All of these factors seem surmountable, and indeed LW made decent progress despite them. They haven't been surmounted due to a combination of apathy and this problem not being on peoples' radar.

That's the research side of academia. Now let's look at the teaching side.

Imagine you're a professor teaching a critical thinking class. Out of all the classes in the general education curriculum, the case for your class actually helping the lives of your students is among the strongest. You're a really good teacher, and your students are so engaged with your assigned readings that they are putting off homework for other classes to do them. Sounds great right?

That's basically the problem Patri's post complained about. It's a "first world" problem by professorial standards. If your students are really having issues with their other classes because they are so excited about the readings for your class, maybe do the readings during class so they aren't a distraction while doing other homework, prevent students from reading ahead, or something like that.

The higher education bubble is likely going to "pop" eventually. (Maybe when employers realize that taking Coursera classes is a positive signal of conscientiousness, curiosity, and having the wisdom to avoid debt... Google's HR guy is already on record saying people who make their way without college are "exceptional human beings".) The market will provide a new solution for credentialing because there's money in that. There's less money in the other stuff academia does, and it'd be great if we could start laying the foundation for that now. Stretch goal: bake EA principles in from the start.