Exploring Social Bookmarking Easter School 2009

661 views

Published on

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
661
On SlideShare
0
From Embeds
0
Number of Embeds
10
Actions
Shares
0
Downloads
2
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Exploring Social Bookmarking Easter School 2009

  1. 1. Exploring social bookmarking for learning and teaching E-learning Easter School 2009 Roger Gardner
  2. 2. Session outline <ul><li>Basics (definitions, functionality, tools) </li></ul><ul><li>Contexts of use </li></ul><ul><li>Application in learning and teaching, focussing on Diigo </li></ul><ul><li>Risks and issues </li></ul><ul><li>Questions and discussion </li></ul>
  3. 3. Your experience <ul><li>How many of you use a social bookmarking service e.g. delicious? </li></ul><ul><li>How many of you use bookmarks/favourites in your browser? </li></ul><ul><li>Both? (Neither?) </li></ul>
  4. 4. Social software <ul><li>Anderson defines educational social software as: </li></ul><ul><ul><li>“ networked tools that support and encourage individuals to learn together while retaining individual control over their time, space, presence, activity, identity and relationship” </li></ul></ul><ul><ul><li>Anderson,T. “Distance learning – Social software’s killer ap? ” http://www.unisa.edu.au/odlaaconference/PPDF2s/13%20odlaa%20-%20Anderson.pdf </li></ul></ul>
  5. 5. Social bookmarking
  6. 6. How does it work? REGISTER STORE TAG SHARE ACCESS FROM ANY PC LINKED TO THE WEB
  7. 7. Some available tools <ul><li>General </li></ul>Academic
  8. 8. 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
  9. 9. Tagging <ul><li>Tags Keywords “associated with or assigned to a piece of information” (Wikipedia) </li></ul><ul><li>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). </li></ul>
  10. 10. Types of tags
  11. 11. Diigo –Social information network? <ul><li>“ social networking through knowledge-sharing.” </li></ul><ul><li>people come to a SIN not mainly to socialize , but because it provides superior tools for collecting, annotating, organizing and discovering information </li></ul><ul><li>In time, the &quot;social&quot; 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.&quot; </li></ul>http://www.diigo.com/about
  12. 12. Benefits of Diigo <ul><ul><li>Annotation of webpages (private/public/group) </li></ul></ul><ul><ul><ul><li>floating sticky note (floats on top of page) </li></ul></ul></ul><ul><ul><ul><li>inline comments </li></ul></ul></ul><ul><ul><ul><li>page comment (under a bookmark) </li></ul></ul></ul><ul><ul><li>Share bookmarks with groups </li></ul></ul><ul><ul><li>Categorise bookmarks in &quot;Lists&quot; (as well as tagging) </li></ul></ul><ul><ul><li>Create presentations (webslides) on the fly </li></ul></ul><ul><ul><li>In-built group discussion fora </li></ul></ul>
  13. 13. Example 1 BOOKMARK TAG DESCRIBE CATEGORISE SHARE OR NOT!
  14. 14. Example 1 CREATE PRESENTATION FROM YOUR BOOKMARKS
  15. 15. Example 1 WHICH IS ANNOTATED ORDERED
  16. 16. Example 2 SEARCH IN DIIGO SEE WHAT OTHERS HAVE TAGGED – NEW LEADS SEE OTHERS’ ANNOTATIONS CONNECT TO OTHERS WITH SIMILAR INTERESTS
  17. 17. 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.
  18. 18. Visual Representation of Bloom's Taxonomic Hierarchy with a 21st Century Skills Frame.
  19. 19. When Diigo met Bloom Roger Gardner - http://rogergardner.wordpress.com/2008/05/14/when-diigo-met-bloom/ - 2008
  20. 20. When Diigo met Bloom
  21. 21. Case studies <ul><li>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. </li></ul><ul><li>Benefits (according to the students) included </li></ul><ul><ul><li>fostering online learning community </li></ul></ul><ul><ul><li>Liked “that sense of being part of a group, and an exchange of information and ideas, and problems and solutions” </li></ul></ul><ul><ul><li>Development of student skills working with technologies </li></ul></ul><ul><li>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 </li></ul>
  22. 22. Case studies <ul><li>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. </li></ul><ul><li>Benefits included: </li></ul><ul><ul><li>Tutor: </li></ul></ul><ul><ul><ul><li>student “engagement and involvement with the topic” </li></ul></ul></ul><ul><ul><ul><li>“ I had the confidence that they had done some work in advance” </li></ul></ul></ul><ul><ul><ul><li>Development of reusable resource </li></ul></ul></ul><ul><ul><li>Student: </li></ul></ul><ul><ul><ul><li>“ Got you thinking about the topic before the seminar which would help you come along with clarified thoughts” </li></ul></ul></ul><ul><ul><ul><li>“ I assume it was quite helpful for the tutor to see what direction to lead the seminars in” </li></ul></ul></ul>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
  23. 23. Clearing the BAR <ul><li>B enefits </li></ul><ul><li>A ppropriate </li></ul><ul><li>R isks </li></ul>
  24. 24. Issues and risks <ul><li>Interoperability – e.g. import / export </li></ul><ul><li>Size / nature of community e.g. Connotea primarily for the scientific community </li></ul><ul><li>Quality / Appropriateness of tags </li></ul><ul><li>Reliability / stability (caching?) </li></ul>
  25. 25. Where next? <ul><li>Try it out! Individual and/or group experiment </li></ul><ul><li>Join Diigo “ Easter School 2009 social bookmarking group” </li></ul><ul><li>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” </li></ul><ul><li>Find out more - contact [email_address] </li></ul>
  26. 26. Questions and discussion <ul><li>How might you / your students use social bookmarking? </li></ul><ul><li>Benefits? </li></ul><ul><li>Risks and issues? </li></ul>

×