The learning potentials and challenges when integrating Web 2.0 in a problem-based learning approach

摘要

This PhD dissertation uses action research to study how teacher can integrate Web 2.0 and social media in their teaching practice by designing Web 2.0-mediated learning activities, and furthermore study how to scaffold this kind of technology integration. The ideology of Web 2.0 provides research opportunities to study phenomena such as collaboration, active students and user participation, and combined with PBL and networked learning terms like student-centred (user-generated) content, active participation (creating), interaction (group work), engaging in (social) networks and sharing of knowledge can be added. The research identifies different learning potentials when designing for Web 2.0-mediated learning activities, but it also show challenges and tensions that needs awareness. Another outcome from this research is a learning design methodology for scaffolding teachers when they design and integrate Web 2.0-mediated learning activities. The learning design methodology builds on an existing collaborative e-learning design method (CoED). The research in this PhD dissertation is inspired from the authors work in the e-Learning Cooperative Unit (ELSA) as e-learning consultant and her involvement in an international European Union (EU) project in collaboration with colleagues from the e-Leaning Lab – Center for User Driven Innovation, Learning and Design (eLL).