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"journalAbbreviation": "", "DOI": "10.1006/ceps.1999.1020", "citationKey": "", "url": "http://linkinghub.elsevier.com/retrieve/pii/S0361476X99910202", "accessDate": "2012-11-04T20:14:32Z", "PMID": "", "PMCID": "", "ISSN": "0361476X", "archive": "", "archiveLocation": "", "shortTitle": "Intrinsic and Extrinsic Motivations", "language": "", "libraryCatalog": "CrossRef", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2012-11-04T20:14:57Z", "dateModified": "2012-11-04T20:14:57Z" } }, { "key": "8W8G68HG", "version": 1, "library": { "type": "group", "id": 40097, "name": "ScandLE", "links": { "alternate": { "href": "https://www.zotero.org/groups/scandle", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/40097/items/8W8G68HG", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/scandle/items/8W8G68HG", "type": "text/html" } }, "meta": { "createdByUser": { "id": 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The\naim of this paper is to point to discrepancies in the views of learning, knowledge, and the goals of the practice implicit\nin Web 2.0 and educational practices and to argue that these discrepancies lead to theoretical tensions and practical challenges\nwhen Web 2.0 practices are utilized for educational purposes. The article is structured into four main parts: First, Web 2.0\nis characterized from a practice perspective. Second, some conceptual discrepancies between the “practice logics” of Web 2.0\nand educational practices are identified. Third, the question of transcending the discrepancies is raised through a discussion\nof related pedagogical strategies. Fourth, it is argued that the conceptual discrepancies bear out in practice as concrete\nchallenges concerning collaboration, evaluation, and the general aim and status of the material produced by students. These\nchallenges are illustrated with examples from the author’s practical experience with Web 2.0-mediated learning activities\nin eight courses at the BA and MA levels.", "publicationTitle": "International Journal of Computer-Supported Collaborative Learning", "publisher": "", "place": "", "date": "2009", "volume": "4", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "343-363", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1007/s11412-009-9066-8", "citationKey": "", "url": "http://dx.doi.org/10.1007/s11412-009-9066-8", "accessDate": "2009-07-14T09:17:47Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Web 2.0", "language": "", "libraryCatalog": "SpringerLink", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Collaborative Learning" }, { "tag": "Elearning" }, { "tag": "Learning theory" }, { "tag": "Web 2.0" }, { "tag": "education" }, { "tag": "wisdows of 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Evaluative mostly to develop a theoretical framework

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Focus: PBL

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Academic Quality

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Relevance

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The three continua: problem, work process and solution with the poles teacher controlled and participant controlled are useful to categorise web 2.0 activities in a way where they are not seen as clear cut cases of either VLE or PLE.

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In PBL the focus is on participant control, knowledge sharing, collaboration among participants, which makes it interesting to consider the integration of social media in the learning that takes place. In this article I would like to depart from the use of this pedagogical model, which integrates social media. The article will look at a learning design model, which could be a spring‑board scaffolding teachers at AAU in their pedagogical approach to learning design when combining the PBL approach with social media or web 2.0 activities or/and technologies. With regard to the discussions about PBL, three important characteristics of PBL can be extracted; the problem, the work process, and the solution, which can be used to distinguish between various theoretical and practical constructions of PBL – regardless initially of whether it is collaborative or cooperative. The three dimensions can then be thought of as stretched between two ends of a continuum between teacher and participant control. These fundamental questions of ownership and control seem also to be more generally applicable in relation to wider debates about social media and learning. The learning design model is based on the collaborative eLearning design (CoED) method. The CoED‑workshop methodology aims to support the design of targeted networked learning. The method scaffolds the design work of practitioners and has been developed and tried out in a number of different settings. Drawing on knowledge and theoretical concepts within the fields of design, systems development and collaborative learning, emphasis is on bringing focus and structure to the early stages of the design process. The method aims to develop design specifications and/or early prototypes within a few hours of starting work. In order to achieve one of the objectives of my PhD, I aim to further developing and elaborate on this method, which hopefully will lead to a pedagogical design method scaffolding teachers in their learning designs, taking into account the PBL approach and integration of social media and web 2.0 technologies. This article will be based on theoretical and methodological considerations within PBL, social media and web 2.0 technologies, together with learning designs trying to illustrate a pedagogical design model scaffolding teachers in their learning design when integrating social media and web 2.0 technologies into the PBL approach at AAU. 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