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- knowledge building "over time" (through versions and groups);
- progressive problem-solving (particularly open-ended problems, e.g. Brereton et al, 2003) and even problem redefinition (Scardamalia et al., 1994).
For example, Wikis could work well for a COP (communities of practice) whose goal is to develop solutions to common problems over time in order to improve practice (Godwin-Jones, 2003); - explaining increasingly diverse and contrary ideas, as well as examining the relatedness of ideas from diverse contexts (Scardamalia et al, 1994);
- combining, synthesizing and evaluating definitions and terminology across disciplines (Fountain, 2005c; Scardamalia et al, 1994; Brereton et al., 2003);
- questioning underlying causes and principles (ibid. Scardamalia, et.al, 1994) ;
- critically reading, and responding in a constructive and public way, to others' work;
- learning how to add both nuance and complexity to concepts in a given field, through systematic engagement and analysis with work produced by more advanced students, specialists and experts (Fountain, 2005c; Brereton et al., 2003); and
- learning to observe deeply, stereotype less, and avoid premature judgment (Brereton et al., 2003).
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