Based on sequentially documenting the process of CKB by analysing the transformations in the

CKB activity system and using Stahl’s model of CKB (Stahl, 2000a) as a starting point, we present

an integrated model of CKB. It would be wrong to assume that the process of CKB always

goes through same sequence as shown. CKB involves a set of complex processes and different

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interacting variables (group size, gender, social environment, nature of task, technology used,

language, group composition, and relations) (Dillenbourg, 1999; Dillenbourg et al., 1996). To

establish causal links between these variables or to represent the process diagrammatically is almost

impossible. The model, however, can be a useful starting point for identifying the processes

involved within CKB, understanding those processes, developing a sound theory, and possibly

identifying processes for which technological scaffolds can be provided.

The model (Figure 5) includes a cycle of personal understanding that is focusing at the individual

level. Cycle 1 shows the use of reflective thinking as a tool at the individual level to develop reflective

conceptual artefacts discussed in Phase 1. The reflective conceptual artefacts are used by

participants while discussing different perspectives. Tacit pre-understanding represents the individual’s

use of prior experiences and knowledge. When faced with a problematic situation, an

individual uses reflective thinking to articulate tacit knowledge in the form of conceptual artefacts

and it is through interacting with these artefacts that individuals interpret meaning, are able to

engage in discussions, develop a shared understanding and collaboratively build knowledge