Joachim Kimmerle
ABSTRACT
Learning "the wiki way", learning through wikis is a form of self-regulated learning that is independent of formal learning settings and takes place in a community of knowledge. Such a community may work jointly on a digital artifact to create new, innovative and emergent knowledge. We regard wikis as a prototype of tools for community-based learning, and point out five relevant features. We will present the co-evolution model, as introduced by Cress and Kimmerle [3][4], that may be understood as a framework to describe learning in the wiki way. This model describes collaborative knowledge building as a co-evolution between cognitive and social systems. To investigate learning the wiki way, we have to consider both individual processes and processes within the wiki, which represent the processes that are going on within a community.
This paper presents three empirical studies that investigate learning the wiki way in a laboratory setting. We take a look at participants' contributions to a wiki indicating processes within the wiki community, and measure the extent of individual learning at the end of the experiment. Our conclusion is that the model of co-evolution has a strong impact on understanding learning the wiki way, may be helpful to designers of learning environments, and serve as framework for further research.
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Index Terms
- Understanding learning: the Wiki way
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Reviews
Xiaohong Yuan
Learning through wikis is a form of informal learning that involves a community of learners. To understand it, one has to understand its two components: the cognitive process of the individual learners and the knowledge-building process within the community. The authors use a coevolution model-the coevolution of cognitive and social systems-to describe these two components. Kimmerle, Moskaliuk, and Cress point out five characteristics of learning through wikis, describe the coevolution model, and present three empirical studies that investigate learning "the wiki way." Their empirical studies measure the results of both cognitive learning and knowledge building, under different levels of incongruity between a user's knowledge and the wiki's information. Using the coevolution model as a framework, the authors design three empirical studies, in a laboratory setting, that investigate how different kinds of incongruity between the information in a wiki and its users' prior knowledge affect knowledge building and individual learning. The authors' findings indicate that the coevolution model can serve as a framework for further research on learning with wikis. Online Computing Reviews Service
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