Stahl provides no allowances for this in his CSCL as knowledge building tool discussion. Second, Stahl assumes that the important steps in the social knowledge building process must be completed to produce learning. Notably, people that lurk in a discussion, or are present for the entire social knowledge building process but do not actively engage in the cycle. These learners cannot complete the social knowledge building loop, but there is still evidence of their learning from the collaborative process. In Moose Crossing, users use the chat facilities to make public statements and listen to others statements.
Users create artifacts based on their personal understanding, which are also personal statements.
For example a user may create a story room focused on the Greek gods based on their social learning experience in school. These personal artifacts can be combined with other user s artifacts to form a shared understanding of a concept. During this process students had to create personal artifacts that interacted with other s artifacts. Together they came to a shared understanding of a cruise ship, formalized this and created a mechanism to navigate this space as a cultural artifact. Moose Crossing does not provide many explicit mechanisms as a computer system for capturing knowledge at the different stages in the process.