TY - JOUR

T1 - Enabling Problem Based Learning through Web 2.0 Technologies

T2 - PBL 2.0

A1 - Tambouris,Efthimios

A1 - Panopoulou,Eleni

A1 - Tarabanis,Konstantinos

A1 - Ryberg,Thomas

A1 - Buus,Lillian

A1 - Peristeras,Vassilios

A1 - Lee,Deidre

A1 - Porwol,Lukasz

AU - Tambouris,Efthimios

AU - Panopoulou,Eleni

AU - Tarabanis,Konstantinos

AU - Ryberg,Thomas

AU - Buus,Lillian

AU - Peristeras,Vassilios

AU - Lee,Deidre

AU - Porwol,Lukasz

PB - International Forum of Educational Technology & Society

PY - 2012/11/5

Y1 - 2012/11/5

N2 - 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, and 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 a 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 undergraduate 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.

AB - 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, and 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 a 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 undergraduate 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.

KW - Web 2.0

KW - Problem Based Learning

KW - Collaborative Learning

KW - e-learning platform

KW - PBL

KW - PBL 2.0

KW - learning

UR - http://www.ifets.info/journals/15_4/21.pdf

JO - Educational Technology & Society

JF - Educational Technology & Society

SN - 1436-4522

IS - 4

VL - 15

SP - 238

EP - 251

ER -