Information Technology Reference
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Various technology-based learning environments support collaborative knowl-
edge building (Chan & van Aalst, 2006; Hoadley & Kilner, 2005; Lai & Law, 2006;
Scardamalia & Bereiter, 1994). Recently, web 2.0 is being applied in education
(Alexander, 2006; Bryan, 2006; Collis & Moonen, 2008), and several studies have
discussed its contribution to knowledge building (Cress & Kimmerle, 2008; Mark &
Lee, 2008). Thus, both web 2.0 and knowledge building view knowledge as artifacts
that people can construct, change, and improve. Building knowledge at web 2.0 is
what we call society 2.0.
While web 1.0 focused mainly on supporting reading, web 2.0 emphasizes col-
lective intelligence by supporting participatory, collaborative, and dynamic online
learning (O'Reilly, 2007). In this chapter, we explore how web 2.0, with its focus on
collaboration, provides support for the cognitive, communicative, social, and emo-
tional needs of knowledge builder. We argue that to use web 2.0 technologies in
the design of learning environments that support knowledge building they must be
rooted in appropriate theories of learning and pedagogical practices.
This chapter will first introduce how knowledge building has been used as a
pedagogy to develop classroom communities; second, web 2.0 is introduced briefly
with respect to how it transforms perceptions of knowledge as artifacts and how it is
spawning modes of collaborative knowledge creation rooted in knowledge building;
third, contemporary learning theories that support the understanding and application
of web 2.0 are introduced; fourth, web 2.0 technologies, such as blogs, wikis, and
social bookmarking, are discussed with respect to how their design can be informed
and enhanced by knowledge building theories of learning; finally, the challenges
and opportunities of web 2.0 for advancing our understanding of the new sciences
of learning are discussed.
Knowledge Building
The theory of knowledge building is founded on Popper's (1972) differentiation
of three worlds: the physical world (World 1), the mental world (World 2), and the
world of human knowledge and ideas (World 3). Popper (1972) held that knowledge
is not entirely dependent on individual knowers. Rather knowledge can be treated as
an object for others. Learning can be differentiated from knowledge building. Thus,
the former occurs in World 2 and focuses on the mental contents of individual know-
ers, while the latter occurs in World 3 and focuses on the advancement of knowledge
(Bereiter, 2002). Traditional theories of learning focus mainly on improving the
mental content of individual learners, while knowledge building focuses mainly on
the advancement of knowledge within communities of knowledge builders. Thus
in school settings, it is important for learners to work as members of communi-
ties, with the collective goal of advancing the frontier of community knowledge. It
is important for learners to experience knowledge not as entirely located inside of
their heads but as an artifact that everyone can work on, contribute to, improve and
ultimately create.
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