1. e-portfolio, e-didactics, e-teaching, e-learning, it's all about the "e-"!
   Can ( and if so, how? ) we speak of e-pedagogy?
   Could such an e-pedagogy be distinguished from general pedagogy as a subset or even as an entirely different category?
2. What and where could be the purpose of Elgg in e-pedagogy?

The first question now has got an answer added, where the "e-" denominates a function, wich lets pedagogy handle "The next Society" ( Drucker 2002 ). The "e-" is itself a paradox, as e.g. e-learnings other side is learning and the unity of the difference ( Luhmann 1997 ) becomes learning, incorporating both learning and e-learning. On the question: can we speak of e-pedagogy, we may now answer with a yes.
E-pedagogy itself denominates only one side of a difference, with it's unmarked state ( Spencer-Brown 1969 ) being pedagogy and the unity of the distinction is pedagogy. By 'handling' the paradox, pedagogic communication can invisibilize the one side of the paradox by using the term "learning", "knowledge", "teaching" and not stating, if the "e-" is included or excluded. Pedagogy can in this way still actualize old pedagogic theories - may this refer to Aristotele, Kant, Schleiermacher, Herbart, Humboldt, Locke or newer theorists like Dewey - with teir use of words like "learning", adding the paradox communication of "e-" and "non e-" to modern, IT-driven innovations and kontexts for pedagogy.
This lets us grasp the paradoxical function of "e-" in pedagogic communication as an pedagogic eigen-value (von Foerster), that let's it actualize old theories on new situations in a radical changing world, driven by the dissemination of digitally mediated networks (Castells 2000,2004).

This is where I am now. I don't have an answer to the second question, so any opinions are welcome. I can only repeat the last section of the before mentioned widget:
Drop me a line with your thoughts and considerations, I really would like to get in touch with anyone, who shares a similar interest.

http://elgg.net/spejderlars/dashboard/ 

Omfattende kommunikation per mail er gået forud.

Som sammenfatning må dispostionen se omtrent således ud:

Hejsa
Bestille Iced Latte Machiato
"Hvad er pædagogik"
Selvopretholdelsestrang - Kierkegaard m.fl.?
Litteraturforslag: pædagogisk historie
Emnegodkendelse - underskrift ( før 18. dec.! )
Næste skridt i skriveprocessen
Aftaler om fremtiden?
Farvel

Der er ikke noget, vi decideret skal forberede. Hun læser vore bachelor-idéer i weekenden.
Hun har endivdere opgivet et mobilnummer, vi kan bruge i fald af akut aflysning.

[DANISH] Så er det overstået. Hermed præsenterer vi vores forslag til, hvordan, hvornår og hvorledes, det er hensigtsmæssigt at implementere en remedierende platform i folkskolens ældste klasser. Den strategi, vi præsenterer, er baseret på to testforløb [http://elgg.net/kulturfag/weblog] [http://elgg.net/samf9c/weblog] her på Elgg.net, der gennemførtes fra januar til marts dette år. Paperet er del af vores pædaogik-didaktik-eksamen, der afholdes den 21. juni. Opgaven er skrevet på dansk.
Tak til Dave og Ben for deres assistance samt hele Elgg.net udviklingsteamet for at levere en så brugbar platform og fortsat udvikle Elgg bevægelsen.
Choosing an e-learning platform [application/pdf] 

Taster du "kontekstualiseret læring" ind i google, kommer vores model frem på førstepladsen - foran div. universitetssider. Det er lidt cool...
vores model: Didaktikmodellen [application/pdf]
/Lars