Problem-based learning and social software: Difference between revisions
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== Introduction == | == Introduction == | ||
This wiki explores some of the links between problem-based learning and social software. | This wiki explores some of the links between problem-based learning and social software. | ||
;[[User:Card6620 | Leonia Card]] | |||
:''Memorial University of Newfoundland and Labrador'' | |||
[http://www.dirkdavis.net/cbu/edu524/resources/Problem%20based%20learning%20An%20instructional%20model%20and%20its%20constructivist%20framework.pdf Problem-based learning] (PBL) is an innovative educational approach that transforms passive learners into active participants who construct knowledge by building upon previously gained knowledge and experiences ([http://www.communication.uottawa.ca/eng/faculty/luppicini.html Luppicini], 2003; [http://www.rapidintellect.com/AEQweb/mop4spr01.htm Major & Palmer], 2001). PBL reflects the following principals of [[constructivism]]: understanding comes from interactions with the environment, the learner must focus on a stimulus or goal, and knowledge evolves through the social environment ([http://www.dirkdavis.net/cbu/edu524/resources/Problem%20based%20learning%20An%20instructional%20model%20and%20its%20constructivist%20framework.pdf Savory & Duffy], 2001). [http://au.linkedin.com/pub/catherine-mcloughlin/10/ab/791 McLoughlin] and [http://csusap.csu.edu.au/~malee/ Lee] (2007) state that [[Web 2.0]] technologies, such as [[social software]] tools (SSTs), have a foothold in lifelong effective learning and have considerable potential to address the diverse needs of students. Here PBL will be explored as a learning approach coupled with the technological trend of SSTs. | |||
== Problem-based learning == | == Problem-based learning == | ||
Revision as of 01:17, 28 January 2010
Introduction
This wiki explores some of the links between problem-based learning and social software.
- Leonia Card
- Memorial University of Newfoundland and Labrador
Problem-based learning (PBL) is an innovative educational approach that transforms passive learners into active participants who construct knowledge by building upon previously gained knowledge and experiences (Luppicini, 2003; Major & Palmer, 2001). PBL reflects the following principals of constructivism: understanding comes from interactions with the environment, the learner must focus on a stimulus or goal, and knowledge evolves through the social environment (Savory & Duffy, 2001). McLoughlin and Lee (2007) state that Web 2.0 technologies, such as social software tools (SSTs), have a foothold in lifelong effective learning and have considerable potential to address the diverse needs of students. Here PBL will be explored as a learning approach coupled with the technological trend of SSTs.