Exploring Social Bookmarking Easter School 2009

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? REGISTER STORE TAG SHARE ACCESS FROM ANY PC LINKED TO THE WEB

Some available tools
General
Academic

Context(s) of use? Personal Social Work Pleasure 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 Diigo
Annotation of webpages (private/public/group)
floating sticky note (floats on top of page)
inline comments
page comment (under a bookmark)
Share bookmarks with groups
Categorise bookmarks in "Lists" (as well as tagging)
Create presentations (webslides) on the fly
In-built group discussion fora

Example 1 BOOKMARK TAG DESCRIBE CATEGORISE SHARE OR NOT!

Example 1 CREATE PRESENTATION FROM YOUR BOOKMARKS

Example 1 WHICH 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 of Bloom's Taxonomic Hierarchy with 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 studies
Blogs, 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 studies
Blogs 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
B enefits
A ppropriate
R isks

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_address]

Questions and discussion
How might you / your students use social bookmarking?
Benefits?
Risks and issues?

Exploring Social Bookmarking Easter School 2009

by Roger Gardner

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Exploring Social Bookmarking Easter School 2009 Presentation Transcript

https://www.ole.bris.ac.uk	5
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