...
- 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).
Wikis represent an example of "community constructivism" which has potential for university education. Characteristics of this pedagogical potential...
...