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Exploring social bookmarking for learning and teaching
E-learning Easter School 2009
Roger Gardner
Session outline
• Basics (definitions, functionality, tools)
• Contexts of use
• Application in learning and teaching, focussing on Diigo
• Risks and issues
• Questions and discussion
Your experience
• How many of you use a social bookmarking service e.g. delicious?
• How many of you use bookmarks/favourites in your browser?
• Both? (Neither?)
Social software
• Anderson defines educational social software as:“networked tools that support and encourage
individuals to learn together while retaining individual control over their time, space, presence, activity, identity and relationship”
Anderson,T. “Distance learning – Social software’s killer ap?” http://www.unisa.edu.au/odlaaconference/PPDF2s/13%20odlaa%20-%20Anderson.pdf
Social bookmarking
How does it work?REGISTERSTORETAGSHARE
ACCESS FROM ANY PC LINKED TO THE WEB
Some available tools
General Academic
Context(s) of use?
Personal
Social
WorkPleasure
Personal research interest
Easter school resources for colleagues, participants and others interested in social bookmarking
My son’s football team
Campsite I go to with friends
Tagging
Tags
Keywords “associated with or assigned to a piece of information” (Wikipedia)
Folksonomy
“the practice and method of collaboratively creating and managing tags to annotate and categorize content. In contrast to traditional subject indexing, metadata is generated not only by experts but also by creators and consumers of the content. Usually, freely chosen keywords are used instead of a controlled vocabulary” (Wikipedia).
Types of tags
Diigo –Social information network?
• “social networking through knowledge-sharing.”• people come to a SIN not mainly to socialize, but
because it provides superior tools for collecting, annotating, organizing and discovering information
• In time, the "social" aspect of the network manifests in several ways. Some users will find that connecting with friends through content is a great and effortless way to learn both from friends and about friends. Some users will find that it provides a great way to find people with certain expertise, or connect and engage with people who share similar interests . Some users will find that it provides new ways to discover content."
http://www.diigo.com/about
Benefits of Diigo1. Annotation of webpages
(private/public/group)• floating sticky note (floats on top of page)• inline comments• page comment (under a bookmark)
2. Share bookmarks with groups3. Categorise bookmarks in "Lists" (as well as
tagging)4. Create presentations (webslides) on the fly5. In-built group discussion fora
Example 1
BOOKMARK
TAG
DESCRIBE
CATEGORISE
SHARE
OR NOT!
Example 1
CREATE PRESENTATION FROM YOUR BOOKMARKS
Example 1WHICH IS
ANNOTATED
ORDERED
Example 2
SEARCH IN DIIGO
SEE WHAT OTHERS HAVE TAGGED – NEW LEADS
SEE OTHERS’ ANNOTATIONS
CONNECT TO OTHERS WITH SIMILAR INTERESTS
Application in learning & teaching
Bloom’s revised taxonomy
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of
Bloom's Taxonomy of educational objectives: Complete edition, New York : Longman.
Visual Representation ofBloom's Taxonomic Hierarchywith a 21st Century Skills Frame.
When Diigo met Bloom
Roger Gardner - http://rogergardner.wordpress.com/2008/05/14/when-diigo-met-bloom/ - 2008
When Diigo met Bloom
Case studiesBlogs, wikis and social bookmarking to support web-based research
(University of Leeds) : Students used a social bookmarking service to store and share resources they were collecting for a project.
Benefits (according to the students) included– fostering online learning community– Liked “that sense of being part of a group, and an exchange of
information and ideas, and problems and solutions”– Development of student skills working with technologies
From Jisc “A study on the effective use of social software by Further and Higher Education in the UK to support student learning and engagement” 2009
Case studiesBlogs and social bookmarking for exploration of historical sources
(University of Sheffield): Students were asked to identify useful resources relating to tutorial discussion topics in advance of F2F session.
Benefits included:– Tutor:
• student “engagement and involvement with the topic”• “I had the confidence that they had done some work in advance”• Development of reusable resource
Student:• “Got you thinking about the topic before the seminar which would help you
come along with clarified thoughts”• “I assume it was quite helpful for the tutor to see what direction to lead the
seminars in”
From Jisc “A study on the effective use of social software by Further and Higher Education in the UK to support student learning and engagement” 2009
Clearing the BAR
• Benefits
• Appropriate
• Risks
Issues and risks• Interoperability – e.g. import / export
• Size / nature of community e.g. Connotea primarily for the scientific community
• Quality / Appropriateness of tags
• Reliability / stability (caching?)
Where next?
• Try it out! Individual and/or group experiment• Join Diigo “Easter School 2009 social
bookmarking group”• Further reading: Jisc “A study on the effective
use of social software by Further and Higher Education in the UK to support student learning and engagement”
• Find out more - contact [email protected]
Questions and discussion
1. How might you / your students use social bookmarking?
2. Benefits?
3. Risks and issues?
