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Journal Issue
Volume 10 Issue 1, ICEL 2011 / Mar 2012  pp1‑158

Editor: Philip Balcean

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Design and Evaluation of Student‑Focused eLearning  pp1‑12

Yongmei Bentley, Habte Selassie, Anjali Shegunshi

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Scaffolding Teachers Integrate Social Media Into a Problem‑Based Learning Approach?  pp13‑22

Lillian Buus

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Abstract

At Aalborg University (AAU) we are known to work with problem‑based learning (PBL) in a particular way designated “The Aalborg PBL model”. 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. The method has been tried out at the Faculty of Social Science, AAU during Spring 2011 and the article will present some of the preliminary findings in this. 

 

Keywords: social media, web 2.0, PBL, learning design, CoED

 

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Personal Devices in Public Settings: Lessons Learned From an iPod Touch / iPad Project  pp23‑31

Susan Crichton, Karen Pegler, Duncan White

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Using the Artistic Pedagogical Technology of Photovoice to Promote Interaction in the Online Post‑Secondary Classroom: The Students’ Perspective  pp32‑43

Margaret Edwards, Beth Perry, Katherine Janzen, Cynthia Menzies

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Implications of the Social Web Environment for User Story Education  pp44‑59

Terrill Fancott, Pankaj Kamthan, Nazlie Shahmir

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Collaboration Creation: Lessons Learned From Establishing an Online Professional Learning Community  pp60‑75

Colin Gray, Keith Smyth

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Correlating Questionnaire Data with Actual Usage Data in a Mobile Learning Study for High School Mathematics  pp76‑89

Vani Kalloo, Permanand Mohan

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The Global Classroom Project: Learning a Second Language in a Virtual Environment  pp90‑106

Brant Knutzen, David Kennedy

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Principled Assessment Strategy Design for Online Courses and Programs  pp107‑119

Janet McCracken, Sunah Cho, Afsaneh Sharif, Brian Wilson, Jeff Miller

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Acquiring Software Project Specifications in a Virtual World  pp120‑131

Vincent Ng, Zoe Tang

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Constructive Disruptions for Effective Collaborative Learning: Navigating the Affordances of Social Media for Meaningful Engagement  pp132‑146

Patient Rambe

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Can Online Peer Review Assignments Replace Essays in Third Year University Courses? And if so, What are the Challenges?  pp147‑158

Martin Smith

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