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|title=A systemic and cognitive view on collaborative knowledge building with wikis
|authors=Ulrike Cress, Joachim Kimmerle
|published_in=International Journal of Computer-Supported Collaborative Learning
type= Journal article| peer_reviewed= yes |article_language=English
|abstract=Wikis provide new opportunities for learning and for collaborative knowledge
building as well as for understanding these processes. This article presents a theoretical
cognitive conflicts which in turn activate the described processes of equilibration and
facilitate individual learning and collaborative knowledge building.
|topics=Deliberative knowledge collaboration
|domains=Knowledge management, Psychology
|theory_type=Design and action
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_datatype=