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Enabling Problem Based Learning through Web 2.0 Technologies: PBL 2.0
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Enabling Problem Based Learning through Web 2.0 Technologies: PBL 2.0

Author: Efthimios TambourisEleni PanopoulouKonstantinos TarabanisThomas RybergLillian BuusAll authors
Publisher: International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Edition/Format: Article Article : English
Publication:Educational Technology & Society, v15 n4 p238-251 2012
Summary:
Advances in Information and Communications Technology (ICT), particularly the so-called Web 2.0, are affecting all aspects of our life: How we communicate, how we shop, how we socialise, how we learn. Facilitating learning through the use of ICT, also known as eLearning, is a vital part of modern educational systems. Established pedagogical strategies, such as Problem Based Learning (PBL), are being adapted for  Read more...
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Details

Document Type: Article
All Authors / Contributors: Efthimios Tambouris; Eleni Panopoulou; Konstantinos Tarabanis; Thomas Ryberg; Lillian Buus; Vassilios Peristeras; Deirdre Lee; Lukasz Porwol
ISSN:1436-4522
Language Note: English
Unique Identifier: 828866668
Awards:
Description: 14

Abstract:

Advances in Information and Communications Technology (ICT), particularly the so-called Web 2.0, are affecting all aspects of our life: How we communicate, how we shop, how we socialise, how we learn. Facilitating learning through the use of ICT, also known as eLearning, is a vital part of modern educational systems. Established pedagogical strategies, such as Problem Based Learning (PBL), are being adapted for online use in conjunction with modern Web 2.0 technologies and tools. However, even though Web 2.0 and progressive social-networking technologies are automatically associated with ideals such as collaboration, sharing, and active learning, it is also possible to use them in a very conservative, teacher-centred way limiting thus their impact. In this paper, we present PBL 2.0 framework, i.e., a framework combining PBL practices with Web 2.0 technologies. More specifically, we (a) explain the theoretical considerations and construct the PBL 2.0 framework; (b) develop a learning platform to support the PBL 2.0 framework approach; and (c) apply PBL 2.0 in a real-world setting for lecturing University students. Pilot results are encouraging as overall satisfaction with the developed platform and good acceptance of the new learning practices is observed. Although the full potential of PBL 2.0 could not be achieved due to different institutional and cultural obstacles, authors believe that PBL 2.0 framework provides good guidance for designing and implementing a PBL course. (Contains 3 tables and 9 figures.)

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