|A systemic and cognitive view on collaborative knowledge building with wikis|
|Authors:||Ulrike Cress, Joachim Kimmerle|
|Citation:||International Journal of Computer-Supported Collaborative Learning 3 (2): 105-122. 2008 June.|
|Publication type:||Journal article|
|Google Scholar cites:||Not available|
|Added by Wikilit team:||Added on initial load|
|Article:||Google Scholar BASE PubMed|
|Other scholarly wikis:||AcaWiki Brede Wiki WikiPapers|
|Web search:||Bing Google Yahoo! — Google PDF|
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.
"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."
|Topics:||Deliberative knowledge collaboration|
|Domains:||Knowledge management, Psychology|
|Theory type:||Design and action|
|Wikipedia coverage:||Sample data|
|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."
|Collected data time dimension:||Cross-sectional|
|Unit of analysis:||Article|
|Wikipedia data extraction:||Live Wikipedia|
|Wikipedia page type:||Article|
"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"