Difference between revisions of "A systemic and cognitive view on collaborative knowledge building with wikis"

From WikiLit
Jump to: navigation, search
(CSV import - 30 publication, dates, publisher, conference location, peer_reviewed, language)
(Removed conceptual)
 
(12 intermediate revisions by 5 users not shown)
Line 1: Line 1:
 
{{Publication
 
{{Publication
 +
|type=Journal article
 
|title=A systemic and cognitive view on collaborative knowledge building with wikis
 
|title=A systemic and cognitive view on collaborative knowledge building with wikis
|authors=Ulrike Cress, Joachim Kimmerle  
+
|authors=Ulrike Cress, Joachim Kimmerle
 
|published_in=International Journal of Computer-Supported Collaborative Learning
 
|published_in=International Journal of Computer-Supported Collaborative Learning
|type=Journal article
+
|year=2008
|peer_reviewed=yes
+
|month=June
|language=English
+
 
|volume=3
 
|volume=3
 
|issue=2
 
|issue=2
|month=June
 
|year=2008
 
 
|pages=105-122
 
|pages=105-122
 
|url=http://dx.doi.org/10.1007/s11412-007-9035-z
 
|url=http://dx.doi.org/10.1007/s11412-007-9035-z
 +
|peer_reviewed=Yes
 +
|added_by_wikilit_team=Added on initial load
 +
|article_language=English
 
|abstract=Wikis provide new opportunities for learning and for collaborative knowledge
 
|abstract=Wikis provide new opportunities for learning and for collaborative knowledge
 
building as well as for understanding these processes. This article presents a theoretical
 
building as well as for understanding these processes. This article presents a theoretical
Line 30: Line 31:
 
cognitive conflicts which in turn activate the described processes of equilibration and
 
cognitive conflicts which in turn activate the described processes of equilibration and
 
facilitate individual learning and collaborative knowledge building.
 
facilitate individual learning and collaborative knowledge building.
|research_questions=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.  
+
|doi=10.1007/s11412-007-9035-z
|topics=Deliberative knowledge collaboration
+
|gscites=17267976798388607285
|domains=Knowledge management; Psychology
+
|topics=Deliberative collaboration
 +
|domains=Knowledge management, Psychology
 +
|research_questions=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.
 
|theory_type=Design and action
 
|theory_type=Design and action
 
|wikipedia_coverage=Sample data
 
|wikipedia_coverage=Sample data
Line 41: Line 44:
 
For this purpose we borrow perspectives from systems theoretical approaches (cf. Luhmann 1984, 1995, 1997; von Bertalanffy 1950, 1968). According to Luhmann’s sociological systems theory social systems can be distinguished from cognitive systems. In this section we will first of all outline the functionality of a social system, and then we will address the functionality of cognitive systems. After that, we will describe the processes responsible for transitions between the social system and people’s cognitive systems. In this context, we distinguish the process of externalization from the process of internalization, and we describe both processes in detail. In order to present our ideas as comprehensibly as possible, we will first introduce the major concepts on a general level, and then we will explain them in more detail, applying real-life examples from Wikipedia.  
 
For this purpose we borrow perspectives from systems theoretical approaches (cf. Luhmann 1984, 1995, 1997; von Bertalanffy 1950, 1968). According to Luhmann’s sociological systems theory social systems can be distinguished from cognitive systems. In this section we will first of all outline the functionality of a social system, and then we will address the functionality of cognitive systems. After that, we will describe the processes responsible for transitions between the social system and people’s cognitive systems. In this context, we distinguish the process of externalization from the process of internalization, and we describe both processes in detail. In order to present our ideas as comprehensibly as possible, we will first introduce the major concepts on a general level, and then we will explain them in more detail, applying real-life examples from Wikipedia.  
  
The equilibrium theory describes the way people try to maintain a balance between the environmental information on the one hand and their prior knowledge on the other hand. If information is new and not in line with existing knowledge this incongruity causes a cognitive conflict. When information cannot be promptly decoded and integrated into existing knowledge, people have to adapt to this new environment (cf. also the taxonomy of responses in anomalous data provided by Chinn and Brewer 1993, 1998). Piaget points out that such cognitive conflicts can lead to new knowledge.  
+
The equilibrium theory describes the way people try to maintain a balance between the environmental information on the one hand and their prior knowledge on the other hand. If information is new and not in line with existing knowledge this incongruity causes a cognitive conflict. When information cannot be promptly decoded and integrated into existing knowledge, people have to adapt to this new environment (cf. also the taxonomy of responses in anomalous data provided by Chinn and Brewer 1993, 1998). Piaget points out that such cognitive conflicts can lead to new knowledge.
 
+
|research_design=Case study
 
+
|data_source=Wikipedia pages
|collected_datatype=WIkipedia pages
+
|collected_data_time_dimension=Longitudinal
|collected_data_time_dimension=Cross-sectional
+
 
|unit_of_analysis=Article
 
|unit_of_analysis=Article
 
|wikipedia_data_extraction=Live Wikipedia
 
|wikipedia_data_extraction=Live Wikipedia
|wikipedia_page_type=Article
+
|wikipedia_page_type=Article, History
 
|wikipedia_language=English
 
|wikipedia_language=English
 
|conclusion=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.
 
|conclusion=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
 
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
|comments=Cress & Kimmerle *** build a theoretical model based on Luhmann’s systems theory with Piaget’s cognitive theory, to describe "how learning and collaborative knowledge building take place" (p. 105).  This model demonstrates "the interplay of the social system wiki and individuals’ cognitive systems" (p. 119) in the context of Wikipedia knowledge building.
 
 
}}
 
}}

Latest revision as of 16:41, February 6, 2014

Publication (help)
A systemic and cognitive view on collaborative knowledge building with wikis
Authors: Ulrike Cress, Joachim Kimmerle [edit item]
Citation: International Journal of Computer-Supported Collaborative Learning 3 (2): 105-122. 2008 June.
Publication type: Journal article
Peer-reviewed: Yes
Database(s):
DOI: 10.1007/s11412-007-9035-z.
Google Scholar cites: Citations
Link(s): Paper link
Added by Wikilit team: Added on initial load
Search
Article: Google Scholar BASE PubMed
Other scholarly wikis: AcaWiki Brede Wiki WikiPapers
Web search: Bing Google Yahoo!Google PDF
Other:
Services
Format: BibTeX
A systemic and cognitive view on collaborative knowledge building with wikis is a publication by Ulrike Cress, Joachim Kimmerle.


[edit] 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.

[edit] Research questions

"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."

Research details

Topics: Deliberative collaboration [edit item]
Domains: Knowledge management, Psychology [edit item]
Theory type: Design and action [edit item]
Wikipedia coverage: Sample data [edit item]
Theories: "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.

In the remainder of this article we will present a theoretical model of collaborative knowledge building with wikis by assuming a systemic perspective. In this context we will discuss the differential modes of operation in social and cognitive systems.

For this purpose we borrow perspectives from systems theoretical approaches (cf. Luhmann 1984, 1995, 1997; von Bertalanffy 1950, 1968). According to Luhmann’s sociological systems theory social systems can be distinguished from cognitive systems. In this section we will first of all outline the functionality of a social system, and then we will address the functionality of cognitive systems. After that, we will describe the processes responsible for transitions between the social system and people’s cognitive systems. In this context, we distinguish the process of externalization from the process of internalization, and we describe both processes in detail. In order to present our ideas as comprehensibly as possible, we will first introduce the major concepts on a general level, and then we will explain them in more detail, applying real-life examples from Wikipedia.

The equilibrium theory describes the way people try to maintain a balance between the environmental information on the one hand and their prior knowledge on the other hand. If information is new and not in line with existing knowledge this incongruity causes a cognitive conflict. When information cannot be promptly decoded and integrated into existing knowledge, people have to adapt to this new environment (cf. also the taxonomy of responses in anomalous data provided by Chinn and Brewer 1993, 1998). Piaget points out that such cognitive conflicts can lead to new knowledge." [edit item]

Research design: Case study [edit item]
Data source: Wikipedia pages [edit item]
Collected data time dimension: Longitudinal [edit item]
Unit of analysis: Article [edit item]
Wikipedia data extraction: Live Wikipedia [edit item]
Wikipedia page type: Article, History [edit item]
Wikipedia language: English [edit item]

[edit] Conclusion

"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"

[edit] Comments


Further notes[edit]

Facts about "A systemic and cognitive view on collaborative knowledge building with wikis"RDF feed
AbstractWikis provide new opportunities for learniWikis 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.
ning and collaborative knowledge building.
Added by wikilit teamAdded on initial load +
Collected data time dimensionLongitudinal +
ConclusionIn this article we developed a model whichIn 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 researchht be a fertile approach for CSCL research
Data sourceWikipedia pages +
Doi10.1007/s11412-007-9035-z +
Google scholar urlhttp://scholar.google.com/scholar?ie=UTF-8&q=%22A%2Bsystemic%2Band%2Bcognitive%2Bview%2Bon%2Bcollaborative%2Bknowledge%2Bbuilding%2Bwith%2Bwikis%22 +
Has authorUlrike Cress + and Joachim Kimmerle +
Has domainKnowledge management + and Psychology +
Has topicDeliberative collaboration +
Issue2 +
MonthJune +
Pages105-122 +
Peer reviewedYes +
Publication typeJournal article +
Published inInternational Journal of Computer-Supported Collaborative Learning +
Research designCase study +
Research questionsThis article presents a theoretical framewThis 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.h processes influence each other mutually.
Revid11,156 +
TheoriesFor this purpose, the model presented in tFor 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.

In the remainder of this article we will present a theoretical model of collaborative knowledge building with wikis by assuming a systemic perspective. In this context we will discuss the differential modes of operation in social and cognitive systems.

For this purpose we borrow perspectives from systems theoretical approaches (cf. Luhmann 1984, 1995, 1997; von Bertalanffy 1950, 1968). According to Luhmann’s sociological systems theory social systems can be distinguished from cognitive systems. In this section we will first of all outline the functionality of a social system, and then we will address the functionality of cognitive systems. After that, we will describe the processes responsible for transitions between the social system and people’s cognitive systems. In this context, we distinguish the process of externalization from the process of internalization, and we describe both processes in detail. In order to present our ideas as comprehensibly as possible, we will first introduce the major concepts on a general level, and then we will explain them in more detail, applying real-life examples from Wikipedia.

The equilibrium theory describes the way people try to maintain a balance between the environmental information on the one hand and their prior knowledge on the other hand. If information is new and not in line with existing knowledge this incongruity causes a cognitive conflict. When information cannot be promptly decoded and integrated into existing knowledge, people have to adapt to this new environment (cf. also the taxonomy of responses in anomalous data provided by Chinn and Brewer 1993, 1998). Piaget points out that such cognitive conflicts can lead to new knowledge.
itive conflicts can lead to new knowledge.
Theory typeDesign and action +
TitleA systemic and cognitive view on collaborative knowledge building with wikis
Unit of analysisArticle +
Urlhttp://dx.doi.org/10.1007/s11412-007-9035-z +
Volume3 +
Wikipedia coverageSample data +
Wikipedia data extractionLive Wikipedia +
Wikipedia languageEnglish +
Wikipedia page typeArticle + and History +
Year2008 +