Upload
johannes-moskaliuk
View
2.301
Download
0
Tags:
Embed Size (px)
Citation preview
Visualizing Wiki-Supported Knowledge Building: Co-Evolution of Individual and Collective Knowledge
Andreas Harrer, Catholic University Eichstätt-Ingolstadt
Johannes Moskaliuk, University of Tuebingen
Joachim Kimmerle, University of Tuebingen
Ulrike Cress, Knowledge Media Research Center
WikiSym‘08, September 10th, Porto
Wikis are valuable tools for successful collaborative
knowledge building.
knowledge building as a socio-cultural process
that takes place in a community
a knowledge building community may use (social) software
to contribute their ideas
What exactly happens during knowledge building?
How can we describe knowledge-building in more detail?
Interplay between social systems and a cognitive system
wiki‘s informationsocial system
people‘s knowledgecognitive system
Mutual evolution of a social and a cognitive system
internalization
externalization
Four processes of learning and knowledge building
externalization internalization
assimilation quantitative knowledge building
quantitative individual learning (acquisition of factual knowledge)
accommodation qualitative knowledge building
qualitative individual learning (acquisition of conceptual knowledge)
Wikis are first-class examples of sucessful knowledge buildingsupported by (social) software
users have many
opportunitiesto influence the content
wikis are perfect for inducing
socio-cognitiveconflicts
framework for solving conflicts
socio-cognitive conlict
socio-cognitive conflicts and their solution asthe key “incitement” factor
energy iswave-like
energy isparticle-like
Wave–particle duality
How to investigate knowledge building?
Research on the co-evolution model
fictitious example
Cress & Kimmerle 2007
one particularwikipedia page
Cress & Kimmerle 2008
experimentallaboratory
Moskaliuk et al. 2008
real-life wiki community
WikiSym 2008
Social Network Analysis
boundary spannerhigh centrality
k-cycle
Example: Causes of Schizophrenia
biological triggers
social factors
diathesis-stress model
psycho-analysis
http://de.wikipedia.org/wiki/Schizophrenie
Two relevant perspectives
biological communitysocial community
author network
artifact network
no valid version at t2003
redlink
connected pages
boundary spanner
remaining pages
psychoanalyticalcluster
biologicalcluster
boundary spanner
biologicalcluster
socialcluster
psychoanalyticalcluster
psychoanalyticalcluster
merged biological and social cluster
Development of authors
biological community
social community
diathesis-stress community
<page><title>Diathese-Stress-Modell</title><category>Diathese</category> <id>1375337</id>
<revision><id>15422297</id><timestamp>2006-04-06T19:22:35Z</timestamp><contributor><username>Meriko</username><id>152605</id></contributor>
<text xml:space="preserve">Das Diathese-Stress-Modell sowohl Diathese als auch
Stress nötig sind.</text>
</revision>
[…]</page>
biological community
social community
diathesis-stress community
2003 2004 2005
Conclusion
Artifact network
convergence of social and biological
position
Author network
contributing tointegrative
articles
Evidence for the co-evolution hypothesis
Wiki Wiki Shuttle at Honolulu International Airport
Thanks for your attention.
References
• Cress, U. and Kimmerle, J. 2007. A theoretical framework of collaborative knowledge building with wikis – a systemic and cognitive perspective. In Proceedings of the 7th Computer Supported Collaborative Learning Conference, C. A. Chinn, G. Erkens, and S. Puntambekar, Eds. International Society of the Learning Sciences, New Brunswick, NJ, 153–161.
• Cress, U. and Kimmerle, J. 2008. A systemic and cognitive view on collaborative knowledge building with wikis. International Journal of Computer-Supported Collaborative Learning 3, 105-122.
• Moskaliuk, J., Kimmerle, J., & Cress, U. 2008. Learning and Knowledge Building with Wikis: The Impact of Incongruity between People’s Knowledge and a Wiki’s Information. In G. Kanselaar, V. Jonker, P.A. Kirschner, & F.J. Prins (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008, Vol. 2. Utrecht, The Netherlands: International Society of the Learning Sciences, Inc. 99-106