PBL and Networked Learning: Potentials and Challenges in the Age of Mass Collaboration and Personalization

Problem‐based learning (PBL), active learning, and various orchestrations of learning and technology (blended learning, e‐learning, distance education) have become increasingly pervasive in debates across the entire educational spectrum. Widely within education there is a growing interest in adopting moreactive, student‐centered approaches to teaching and learning, and new technologies and media are viewed as a means to realize these ideals. This interest in technology as an enhancement to learning lives among practitioners, researchers, and policy makers. It is fueled by both research and practice‐based experiences but equally by commercial interest as education is an increasinglyinteresting and massive market for traditional and new stakeholders. This has led to a growing concern with solutionism, meaning the belief that a particular pedagogical challenge or problem can be fixed through a technological solution, or that technology implementation in‐and‐of‐itself will result in innovative pedagogy and classroom practices (Jones, 2015; Selwyn, 2014).