Kollaborative Lernszenarien im Zeitalter des Web 2.0

For many years, new media have been an inherent part of the educational landscape. Unfortunately, this is primarily true to large companies and universities. But small and medium-sized enterprises (SME's) - the stakeholders of the vocational training - often do not have the infrastructure or the competencies needed to implement and use e-learning effectively. Thus, e-learning (still) plays only an inferior role within the vocational training in Germany. Collaborative learning scenarios combined with classic e-learning as well as web 2.0 technologies and methods offer a wide variety of potentials for this context. On the one hand digital learning media can be implemented across the learning locations of vocational training which would be reasonable in the economic sense. On the other hand it becomes possible to realize learning scenarios that follow the constructivistic paradigm and enable contextualized and situated learning in learning communities. At the beginning the paper summarizes the basic assumptions of the constructivistic learning paradigm and the potentials of collaborative learning scenarios for the overall learning process. The potentials of new media, especially social software, and the improvements in the field of digital learning environments are discussed from both the individual and the collaborative learning perspective. In conclusion first ideas are outlined how collaborative learning scenarios can be realized in the century of web 2.0. Thus the paper lays the theoretical ground for the new research project "Q2 - education initiative service quality" which focusses on technology-enhanced learning across the learning locations within the vocational training in the touristic branche of Mecklenburg-Westernpommerania. Within this project an innovative didactical concept will be developed that bases on the concept of "Learning Networks" [Fl96]. The main idea is to integrate both learning locations - enterprises, schools and industry-wide training centers - as well as e-learning and social software technologies. Thus constructivistic and collaborative learning will be enabled on all sides while the learning contents is as well developed and used by teachers, training supervisors and learners in technology-enhanced scenarios