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