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The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
The use of Social Bookmarking by Health Care Students to create Communities of Practice
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The use of Social Bookmarking by Health Care Students to create Communities of Practice

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Teaching and learning health and social care in a digital age produces many challenges for students and their teachers. A common hurdle for healthcare students and practitioners is the sheer amount of …

Teaching and learning health and social care in a digital age produces many challenges for students and their teachers. A common hurdle for healthcare students and practitioners is the sheer amount of information that they have to make sense of. Another challenge is where this information is captured and stored, with people utilising personal, as well as institutionally owned devices. A potential solution to these problems is the use of social bookmarking applications such as “delicious”, where users can create a centralised repository of online resources, share them with other users, and view what others are bookmarking. This paper describes research conducted at the University of Greenwich involving 160 participants across three Schools and 5 modules, including Health and Social Care who were encouraged to integrate social bookmarking into their learning and teaching. Participants were instructed to tag their resources with an appropriate module code tag e.g. NURS1297 so that a repository of module specific bookmarks was created. Over a 4 month period, 160 users created 1430 bookmarks with 5032 tags. Further analysis of the bookmarking behaviour is discussed along with reflections on the suitability of social bookmarking to create digitally literate health care communities of practice.

Published in: Health & Medicine, Technology
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  • 1. The use of Social Bookmarking by Health Care Students to create Communities of Practice Ed de Quincey, Avril Hocking, Josephine O’Gorman, Simon Walker and Liz BaconSocial Bookmarking
  • 2. Dr Ed de Quincey @eddequinceySenior Lecturer, School of Computing and Mathematical SciencesHead of the Web 2.0/Social Web for Learning Research Group, eCentre Social Bookmarkinghttp://www2.gre.ac.uk/research/centres/ecentre/research-groups/web-2.0
  • 3. Social Bookmarking Information Overload
  • 4. Social Bookmarking
  • 5. Social Bookmarking
  • 6. Social Bookmarking
  • 7. Social Bookmarking Toolbox
  • 8. Social Bookmarking
  • 9. Social Bookmarking
  • 10. Social Bookmarking
  • 11. Social Bookmarking
  • 12. Social Bookmarking
  • 13. Social Bookmarking
  • 14. Social Bookmarking
  • 15. Social Bookmarking
  • 16. Social Bookmarking
  • 17. Social Bookmarking
  • 18. “Tags are one-word descriptors that you can assign to your bookmarks on Delicious to help you organize and remember them.” http://www.delicious.com/help/faq#tagsSocial Bookmarking
  • 19. Social Bookmarking
  • 20. Social Bookmarking
  • 21. Social Bookmarking
  • 22. Social Bookmarking
  • 23. Social Bookmarking
  • 24. Social Bookmarking
  • 25. COURSECODE e.g. NURS1297 COMP1444Social Bookmarking
  • 26. Social Bookmarking
  • 27. Research Questions 1.  What patterns of user tagging activity emerge through analyses of tagging frequency and co-word analysis? (based on the work of Kipp and Campbell, 2006) 2.  What patterns of user bookmarking activity emerge through analyses of the resources bookmarked and the tags used to bookmark them? 3.  What is the temporal distribution of bookmarking during an academic semester? 4.  What types of tags are being used i.e. do students/lecturers utilise task and time related tags? 5.  What are the levels of use of social bookmarking in relation to resource discovery i.e. do students browse/follow fellow students bookmarks and tags to discover resources? 6.  What are students and lecturers perceptions of the advantages and disadvantages of social bookmarking and tagging? 7.  What are the motivations for using social bookmarking services? 8.  What features are currently missing from social bookmarking websites?Social Bookmarking
  • 28. Explicit & Implicit FeedbackSocial Bookmarking
  • 29. Bookmark and Tag AnalysisSocial Bookmarking
  • 30. Social Bookmarking
  • 31. Social Bookmarking Questionnaires
  • 32. Social Bookmarking Pilot: NURS1297
  • 33. Social Bookmarking Resource Pack
  • 34. Bookmarks vs FavoritesSocial Bookmarking
  • 35. 5 modules across the Schools of Computing and Mathematics, Engineeringand Health and Social Care, participated in this study. Courses ranged fromMasters (Level 7) to first year undergraduate (Level 4) Social Bookmarking
  • 36. Social Bookmarking
  • 37. Social Bookmarking
  • 38. Bookmark and Tag AnalysisSocial Bookmarking
  • 39. 160 users created 1,430 bookmarksSocial Bookmarking
  • 40. 1,430 bookmarks with 882 distinct URL’sSocial Bookmarking
  • 41. Number of bookmarks created by users 59% of users (94) created 5 or more tagged resources during the duration of the projectSocial Bookmarking
  • 42. ! Normalised temporal distribution of bookmarking activitySocial Bookmarking
  • 43. Social Bookmarking
  • 44. 5,032 tags (1,069 unique)Social Bookmarking
  • 45. ! Total number of Tags per BookmarkSocial Bookmarking
  • 46. Social Bookmarking
  • 47. 58% of bookmarks (829) contained notesSocial Bookmarking
  • 48. Social Bookmarking Questionnaires
  • 49. 81% of respondents said that they used delicious to bookmark web pages as good resources with 46% saying they used delicious to share resourcesSocial Bookmarking
  • 50. 30% indicated that they used delicious to find relevant resourcesSocial Bookmarking
  • 51. 49% found resources via the module code tag with 77%finding resources via tags related to the module i.e. subject related tags. Around 70% of students viewed otherstudents’ bookmarked resources.Social Bookmarking
  • 52. 84% of respondents stated that they would use the delicious website againSocial Bookmarking
  • 53. 49% of students felt that using delicious had improved their ICT skillsSocial Bookmarking
  • 54. One of the interesting findings is that although bookmarking activity decreased during the duration of the project, a key indicator of success is the building of the repository itself, as opposed to the number of contributors.Social Bookmarking
  • 55. In applications such as Wikipedia, there is a great level of inequality “with less than 10% of the total number of authors being responsible for more than the 90% of the total number of contributions” (Ortega, 2008)Social Bookmarking
  • 56. From this study, supposing that creating over 10 tagged bookmarks is a reasonable level of contribution, then 33% of users achieved this level.Social Bookmarking
  • 57. Social Bookmarking Final thoughts

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