to choose from, and as consequence a service is designed to
please in order to attract and keep the customers.
This stimulation of active participation distinguishes Web
2.0 based learning from traditionalWeb 1.0"learning, which
is exemplied in traditional learning management systems,
where users read Web pages and solve exercises but cannot
contribute and social interactions are restricted to forums.
Together with the social dimension captured by the har-nessing of the power of the crowds", these two principles
are the most visible ones and as such the most analyzed
and stressed by pedagogical research: Downes stresses the
constructivist nature of these principles and contrasts the
delivered learning of learning management systems with the
learner-centered activities triggered by Web 2.0 applications:
he Web was shifting from being a medium, in which infor-mation was transmitted and consumed, into being a plat-form, in which content was created, shared, remixed, repur-posed, and passed along" [19].
However, this raises the question how the learner is sup-ported in his usage of these tools and resources. Studies
show that students rarely develop explicit learning strate-gies on their own. According to [35], disorientation and cog-nitive overload are the principal obstacles of self-regulated
learning in technology-enhanced learning. This and similar
studies [29] provide evidence that students must learn to
self-regulate their learning process since most of them do
not posses this skill.
While in traditional Web-based technology-enhanced learn-ing existing research shows how to provide pedagogically
supported access to resources and learning supporting tools
within a server-based learning environment [38], only little
research has investigated on using such techniques for Web
2.0 based learning (e. g., [36] for personalization of mashups
in the domain of tourism).