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EJ969432 - Scaffolding Teachers Integrate Social Media into a Problem-Based Learning Approach?

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ERIC #:	EJ969432
Title:	Scaffolding Teachers Integrate Social Media into a Problem-Based Learning Approach?
Authors:	Buus, Lillian
Descriptors:	Foreign Countries; Social Sciences; Problem Based Learning; Systems Development; Cooperation; Workshops; Faculty Development; Scaffolding (Teaching Technique); Electronic Learning; Computer Assisted Instruction; Program Effectiveness; Program Descriptions; Program Implementation; Student Attitudes; Interviews; Data Analysis; College Students; College Faculty; Teacher Attitudes; Social Networks; Educational Technology; Instructional Design; Integrated Learning Systems; Open Source Technology; Web 2.0 Technologies
Source:	Electronic Journal of e-Learning, v10 n1 p13-22 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Academic Conferences Limited. Curtis Farm, Kidmore End, Nr Reading, RG4 9AY, UK. Tel: +44-1189-724148; Fax: +44-1189-724691; e-mail: info@academic-conferences.org; Web site: http://academic-conferences.org/ejournals.htm
Publication Date:	2012-00-00
Pages:	10
Pub Types:	Journal Articles; Reports - Descriptive
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. (Contains 2 figures and 2 footnotes.)
Abstractor:	As Provided
Reference Count:	24

Note:	N/A
Identifiers:	Denmark
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1479-4403
Audiences:	N/A
Languages:	English
Education Level:	Higher Education; Postsecondary Education
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