CSCL is based on the idea that computer applications can scaffold and implement advanced socio-cognitive processes for knowledge sharing and knowledge building. But do we really understand these processes that are supposed to be implemented? This paper will focus on the "epistemological infrastructure" of CSCL. We will analyze three models of innovative knowledge communities in order to better understand basic epistemological processes of knowledge advancement: i.e., Nonaka and Takeuchi's model of knowledge-creation, Yrjö Engeström's expansive learning model, and Carl Bereiter's theory of knowledge building. It is argued that these models provide a way of overcoming the dichotomy of the acquisition and participation metaphors of learning by providing a third metaphor of learning as a process of knowledge creation. In order to facilitate educational change through CSCL also certain kind of larger social infrastructure is needed that supports these epistemological processes.
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