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, 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 supporting teachers at
AAU in their pedagogical design when combining the PBL approach with social media or web 2.0.
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 e-learning design (CoED) method. The
CoED-workshop methodology aims to support the design of targeted networked learning. The method
supports 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 supporting teachers in their
learning designs, taking into account the PBL approach and integration of social media and web 2.0
technologies.
The method is to be tried out at the Faculty of Social Science during spring 2011. Therefore, 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
supporting teachers in their learn