A systemic and cognitive view on collaborative knowledge building with wikis
Ulrike Cress & Joachim Kimmerle
Computer-Supported Collaborative Learning (2008) 3:105–122
DOI 10.1007/s11412-007-9035-z
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Abstract
Wikis provide new opportunities for learning and for collaborative knowledge building as well as for understanding these processes. This article presents a theoretical framework for describing how learning and collaborative knowledge building take place.
In order to understand these processes, three aspects need to be considered:
Ulrike Cress & Joachim Kimmerle
Computer-Supported Collaborative Learning (2008) 3:105–122
DOI 10.1007/s11412-007-9035-z
Abstract
Wikis provide new opportunities for learning and for collaborative knowledge building as well as for understanding these processes. This article presents a theoretical framework for describing how learning and collaborative knowledge building take place.
In order to understand these processes, three aspects need to be considered:
- the social processes facilitated by a wiki,
- the cognitive processes of the users, and
- how both processes influence each other mutually.
For this purpose, the model presented in this article borrows from the systemic approach of Luhmann as well as from Piaget’s theory of equilibration and combines these approaches. The model analyzes processes which take place in the social system of a wiki as well as in the cognitive systems of the users.
The model also describes learning activities as processes of externalization and internalization. Individual learning happens through internal processes of assimilation and accommodation, whereas changes in a wiki are due to activities of external assimilation and accommodation which in turn lead to collaborative knowledge building. This article provides empirical examples for these equilibration activities by analyzing Wikipedia articles. Equilibration activities are described as being caused by subjectively perceived incongruities between an individuals’ knowledge and the information provided by a wiki. Incongruities of medium level cause cognitive conflicts which in turn activate the described processes of equilibration and facilitate individual learning and collaborative knowledge building.
Conclusions
In this article we developed a model which helps us to better understand collaborative knowledge building with wikis.
The model also describes learning activities as processes of externalization and internalization. Individual learning happens through internal processes of assimilation and accommodation, whereas changes in a wiki are due to activities of external assimilation and accommodation which in turn lead to collaborative knowledge building. This article provides empirical examples for these equilibration activities by analyzing Wikipedia articles. Equilibration activities are described as being caused by subjectively perceived incongruities between an individuals’ knowledge and the information provided by a wiki. Incongruities of medium level cause cognitive conflicts which in turn activate the described processes of equilibration and facilitate individual learning and collaborative knowledge building.
Conclusions
In this article we developed a model which helps us to better understand collaborative knowledge building with wikis.
For this purpose we combined Luhmann’s systems theory with Piaget’s cognitive theory. Luhmann’s approach is very thorough with respect to social systems, whereas Piaget’s theory primarily focuses on cognitive development. Consequently, it was clearly necessary to examine whether the processes described by Piaget could be translated into social systems in order to better understand collaborative knowledge building.
The model attempts to demonstrate the interplay of the social system wiki and individuals’ cognitive systems. This consideration of the structural coupling of social and cognitive systems illustrates collaborative knowledge building with artifacts and might be a fertile approach for CSCL research.
Our next steps will comprise experimental tests of the model in various contexts in order to further elaborate on this approach and to expand its empirical foundation. Examinations in controlled settings will allow not only for describing external processes of equilibration but also for analyzing indicators for internal processes of assimilation and accommodation. We believe that this will help us to better understand the interplay of individual learning and computer-supported collaborative knowledge building.
The model attempts to demonstrate the interplay of the social system wiki and individuals’ cognitive systems. This consideration of the structural coupling of social and cognitive systems illustrates collaborative knowledge building with artifacts and might be a fertile approach for CSCL research.
Our next steps will comprise experimental tests of the model in various contexts in order to further elaborate on this approach and to expand its empirical foundation. Examinations in controlled settings will allow not only for describing external processes of equilibration but also for analyzing indicators for internal processes of assimilation and accommodation. We believe that this will help us to better understand the interplay of individual learning and computer-supported collaborative knowledge building.
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