Abstract
This article is based on the assumption that the social web has potential for participatory learning. At the same time, it deals with the associated problem that with the use of social software, actual participatory learning, which is based on voluntariness, can only be realised to a limited extent in formal teaching and learning processes due to the system. Participation in formal educational contexts can thus only ever be a form of "prescribed participation" consciously enabled by teachers when designing learning environments. This (media) pedagogical contradiction can never be completely resolved in institutional educational contexts such as schools, but adequate options for action can be developed. In this sense, the article presents a step-by-step model that allows a differentiated approach to the limits and possibilities of social software in teaching and learning. It can support teachers in the planning and analysis of (supposedly) participative teaching and learning processes in determining more clearly the media-didactic conditions for (non-)participation and in taking appropriate measures.
