Conceptualising Web 2.0 enabled learning designs

Abstract

This paper describes an approach to conceptualising Web 2.0 enabled learning design based on the TPACK model of educational practice. Anderson and Krathwohl’s Taxonomy of Learning, Teaching and Assessing, along with different types of constructive and negotiated pedagogies are related to a range of contemporary Web 2.0 based learning tools. The model is resilient to the emergence of new Web2.0 tools in so far as it views technology as only a mediator of pedagogy and content. A framework of typical use cases is offered to illustrate the range of learning designs that may be applied for different purposes, in order to promote more expedient application of Web2.0 technologies in teaching and learning.