While I'm not trained in all of these pedagogical frameworks through my education, the two that I have found most applicable to how I work and teach and learn are Bloom's Taxonomy and Critical Pedagogy.
Bloom's Taxonomy has always served as a basis for course development, what are students to learn, and only after this development could learning and assessment pieces be added to the course. Through this, and perhaps in some ways to contrast this, I'm a firm believer that learning facts or other information might be important, but is easily forgotten. This is where critical pedagogy comes into play, it's not only important that something is 'correct' but to understand why it is so, to understand the issue, idea, etc. at a deeper level. To relate it to the individual, to society, to not just throw a seed of knowledge out there, but provide multiple paths to deepen learning.
It's also important for me to think of student motivation. It's no surprise that inherent motivation is a rare commodity within student populations. It's a troubling question, when I ask how to motivate students when we only participate in a small sliver (regarding time) of their entire lives. Motivation isn't an optional, it's a gatekeeper, and hence that is part of why Community 2.0 is important to me and I hope to learn much from everyone.
2. In terms of classroom application, what I do now works quite well, but I look forward to STEALING ideas from the group! :)
3. I think my approach will look to utilize Web 2.0 tools to increase student buy in and motivation. Some ideas brought up by the group meetings included having my speech students blog and respond to one another regarding the stresses that come along with public speaking. While they could discuss this within the classroom, for the most part they avoid doing so. I believe it's due to the face to face nature of the class, not wanting to admit weakness in front of their peers physically, but an online environment may provide the necessary conditions to permit this type of communication, allow students to provide support and their own strategies to assist their peers, etc.