Posted by: jackjohnston | May 1, 2010

Threaded Discussion #3 Social Bookmarking Chapter 10

Summary: Chapter 10
Chapter 10 explores effective pedagogical applications of social bookmarking in higher education. Today, with the many resources available online, social bookmarking provides a way to organize, search, share, and manage bookmarks of web resources.
Saving bookmarks and tagging them with key words is beneficial for sharing online resources for scholarly collaboration. Students learn critical management skills when collaborative research is in process. The chapter suggests practical examples and strategies for using social bookmarking and how these practices influence students’ thinking and learning.
Social bookmarking can be used as a pedagogical strategy that can easily be implemented by instructors who want to provide their students with a learning environment where they are actively engaged and have a sense of ownership over the course material and their own learning process. The chapter suggests that expanding active learning environments for their students through social bookmarking will not only increase learning for the students, but additionally, instructors will enjoy the connections with their own research. When the instructor uses social bookmarking strategies in their courses, students learn information analysis and research skills in addition to having opportunities for scholarly collaboration.
The chapter explains that taxonomies and folksonomies provide learning opportunities for students to gain greater disciplinary vocabulary in a variety of ways and contexts. Folksonomies are generally considered informal, less controlled context for tagging and finding resources. Taxonomies, on the other hand are considered formal, require training, and tightly controlled. There are additional benefits for instructors and students beyond those of specific course objectives when social bookmarking along with disciplinary taxonomies are investigated. Combining the study of taxonomies and folksonomies results in increased scholarly communication skills and the development of classification skills.
The chapter gives examples of strategies for implementing social bookmarking for expanding learning into the following levels: lower-level undergraduate, upper-level undergraduate, and graduate level students. The authors detail the research and collaboration skills needed for each level, examples of learning objectives to meet these needs, social bookmarking activities that teach these skills, and the pedagogical value.

What are the strengthens of the chapter?
I think the chapter was well organized. It explained social bookmarking and its importance to education and then presented activities for implementation. It seems to me that an instructor in higher education could use these ideas to teach social bookmarking in their class. Modeling is an important step in teaching and the chapter gave examples of modeling the use of social bookmarking in the classroom.

How can the information be used by educators?
The information detailed in Chapter 10 can be used by educators to expand learning. The chapter pointed out that students learn more when they are actively involved in their own learning. When instructors encourage the use of social bookmarking, this allows students an opportunity to sense ownership over course material and their own learning process, thereby expanding learning. Social Bookmarking could be used as an efficient tool by instructors and students to collect and organize references for research and scholarly collaboration.

What did you learn from reading the chapter?
Before I read the chapter I knew very little about social bookmarking. I gained a greater understanding of tagging and how it can assist in collecting and organizing information for research and collaboration. I also understand the relationship between taxonomies and folksonomies and the important roles that each hold in education.

Did you feel that the chapter gave you a greater understanding of technology in education?
The chapter helped in my understanding of the use of technology in education. It was an easy to read chapter, however I had to read and reread to actually grasp the information. It is difficult to “retell” information unless I have a complete understanding. The next step for me is to apply social bookmarking in my learning.

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Responses

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