There is the major challenge in a sharing-oriented pedagogical approach which is "definition. why "difinition" ? because there is no "right answers but it will be different degrees of appropriateness on different dimensions. As i know, colleges students are sensitive to their scoring and making. if teachers give them more opn-ended contribution in classroom, the more conflict can develop around the grade. The problem is that it is not all students who would like to contribute to the group at the same level. what do we want ? we want to all this contrubutes to enhence the quality of learning from both the instructor's and learner's perspecitves.

According to Collis & Moonen, it will not be easy to embed web 2.0 tools and processes in higher education practice. if we want to increase our likelihood of this embedding, we may place some of following ideas.

(1)
"Both instructors and students must value an educational aproach where learner participation and contribution are balanced wth acquisition."

(2)
"A pedagocical approach must be used that reflects contribution-oriented activities where students create at least some of their own learning resources.

(3)

"The approach must be scaffolded in practice by interlinked support resources for both instructors and students. Uncertainty must be reduced as much as possible for the students in terms of what is expected of them,and to what standard.

(4)

"The processes as well as the products produced by the students must be assessed as part of overall course assessment practices.