are not viable. As a theory of education, radical constructivism emphasizes the experiences of the learner, differences between learners and the importance of uncertainty. Relational constructivism Björn Kraus' relational constructivism can be perceived as a relational consequence of radical constructivism. In contrast to social constructivism, it picks up the epistemological threads and maintains the radical constructivist idea that humans cannot overcome their limited conditions of reception. Despite the subjectivity of human constructions of reality, relational constructivism focuses on the relational conditions that apply to human perceptional processes. Social constructivism In recent decades, constructivist theorists have extended the traditional focus on individual learning to address collaborative and social dimensions of learning. It is possible to see social constructivism as a bringing together of aspects of the work of Piaget with that of Bruner and Vygotsky. Communal constructivism The concept Communal constructivism was developed by Leask and Younie in 1995 through their research on the European SchoolNet which demonstrated the value of experts collaborating to push the boundaries of knowledge i.e. communal construction of new knowledge between experts rather than social construction of knowledge as described by Vygotsky where there is a learner to teacher scaffolding relationship. "Communal constructivism" as a concept applies to those situations in which there is currently no expert knowledge or research to underpin knowledge in an area. "Communal constructivism" refers specifically to the process of experts working together to create, record and publish new knowledge in emerging areas. In the seminal European SchoolNet research where for the first time academics were testing out how the internet could support classroom practice and pedagogy, experts from a number of countries set up test situations to generate and understand new possibilities for educational practice. Bryan Holmes in 2001 applied this to student learning as described in an early paper, "in this model, students will not simply pass through a course like water through a sieve but instead leave their own imprint in the learning process." Influence on computer science and robotics Constructivism has influenced the course of programming and computer science. Some famous programming languages have been created, wholly or in part, for educational use, to support the constructionist theory of Seymour Papert. These languages have been dynamically typed, and reflective. Logo and its successor Scratch are the best known of them. Constructivism has also informed the design of interactive machine learning systems, whereas Radical Constructivism has been explored as