In line with constructivist theories of learning, we argue that the development of knowledge on both levels is triggered by productive friction, that is, the prolific resolution of socio-cognitive conflicts.
These methods can help in the analysis of the interactions between the two levels that are relevant in computer-supported collaborative learning (CSCL) research: The individual level of learners and the collective level of the group or community. Using the online-encyclopedia Wikipedia as an example, we discuss several methods that can be applied to analyze the dynamic nature of knowledge-related processes in mass collaboration environments. The advent of the social web brought with it challenges and opportunities for research on learning and knowledge construction.
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