Social Bookmarking

There are several theoretical frameworks from which to approach social bookmarking such as: Gredler (1997) Social Context for Learning; Siemens (2004) Connectivism: A Learning Theory for the Digital Age. Gredler argues that the nature of the learner’s social interaction with knowledgeable people is what is important in acquiring social meaning from important symbol systems. Siemens makes the argument that most of the learning we will need and acquire in the future will not be formal education but rather informal learning. This learning will occur in various ways such as “through communities of practice, personal networks, and through completion of work-related tasks” (¶ 4).

Social bookmarking challenges our prevailing ways of knowing and behaving as it moves away from individual learning and knowledge discovery to a broader social learning context. Through joining, and or creating, connected communities the learner becomes a part of something greater that can transcend the bindings of formal education and move to the realm of life-long learning.

There are number of ways that social bookmarking can be used in education. Teachers can organize lists of resources that they want students to read, watch, or listen to, as the bookmarks can be of anything that is retrievable on the Internet (Rosenfeld, 2008). There are several online tools or add-ons for browsers that allow one to tag, store and organize bookmarks over the Internet. Tools such as Del.icio.us, Diigo, Furl, and Technorati, have become quite popular, but the list is growing. Watch lists of topics can be created and through RSS, discussed elsewhere, the learner can be notified when someone has updated a site, bookmarked, or tagged the topic being followed. This can save a lot of time repeatedly going back to sites to check and see if there is anything new. If a unique tag is created for use by a learning group, it is easy for the group to locate all the resources the group has found through this tag (Dalsgaard, 2006). This could be used in Gredler’s social context for learning approach where a class or group of individuals, working on a topic, use social bookmark tags to alert the others of new information, or to create a comprehensive list of resources available on the topic.

There is also opportunity to add one’s own comments on the nature of the resource being tagged this allows for a sharing of opinion of the resource and the creation of a dialogue. As more people use social bookmarking to mark information they come across on the Internet the ability of the tool to help learners become a part of the learning community also grows. Siemens in his conclusion to his 2004 article says, “Connectivism presents a model of learning that acknowledges the tectonic shifts in society where learning is no longer an internal, individualistic activity” (p. 8). Social bookmarking may be one of those external, collective activities of learning.

Links

Del.icio.us, http://del.icio.us

Diigo, http://www.diigo.com

Furl, http://www.furl.net

Yahoo!Buzz, http://www.buzz.yahoo.com

Technorati, http://www.technorati.com/

Stumbleupon, http://www.stumbleupon.com/

http://www.teachinghacks.com/wiki/index.php?title=Social_bookmarking_tools Ideas for how it can be used in the classroom

References

Dalsgaard, C. (2006). Social software: E-learning beyond learning management systems. Retrieved January 30, 2009, from http://www.eurodl.org/materials/contrib/2006/Christian_Dalsgaard.htm

Gredler, M. (1997). Social Context for Learning. Retrieved February 13, 2009, from http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism

Rosenfeld, E. (2008). Useful Web 2.0 tools for teachers and Students, Teacher Librarian, 35(4), 72.

Siemens, G., (2004). Connectivism: A learning theory for the digital age. Retrieved February 10, 2009, from http://www.elearnspace.org/Articles/connectivism.htm

Joe

RSS

Really Simple Syndication (RSS) challenges the notion that knowledge is limited and proprietary as well as our patterns of interaction with it. Through RSS anyone can be a creator and or distributor of knowledge as well as a recipient of knowledge. Marhan (2006) contends that these tools support “connectivity, knowledge sharing, collaboration, and sociability” (p. 209).

RSS can be examined through similar educational frameworks, to that discussed under wikis. There is Dillenbourg and Schneider (1995) Collaborative Approach to Learning; Siemens (2004) Connectivism: A Learning Theory for a Digital Age; Kearsley and Shneiderman (1999) Engagement theory of Learning; and Phungphol (2005) Learner Centeredness. While the frameworks are similar, how we interpret these under RSS may be somewhat different. RSS allows individuals to receive or publish content from where they are without necessarily engaging others in dialogue. In this instance we have knowledge sharing and connectivity without any real learner engagement or sociability. This is different, for example, from the expected interactions that occur from those working on a wiki.

RSS has implications for teaching as well. Anderson (2006) suggests, that for education, this technology might be primarily of benefit to teachers in sharing content information and in receiving updates to that information in a “timely fashion” (p. 157). In a class setting, this could allow for closer interactions to be formed between teacher and student or student and student (Dalsgaard, 2006). With such closer interactions occurring as participants exchange content the possibility for engagement also increases. Phungphol argues learner centeredness “provides a rich assortment of creative teaching, learning, and assessment strategies that motivate and enhance learning” (p. 6). A teacher could syndicate his or her notes, podcasts and blog, through RSS, and in this way, send out to students the information that could be, or was, presented in class. This interaction and intimacy from receiving direct contact from the teacher may motivate students to become more involved in the learning process. Similarly, students who use blogs, or other RSS enabled media, could send out this information to the teacher, or any others who has subscribed, thus reciprocating the engagement of learning. A benefit to learners is that through this technology their knowledge on a topic can be updated, and their knowledge assessment skills developed, as they prepare to become life-long learners. Pettenati et al. (2007) suggest that the ability to stay connected and to belong to digital communities where interests are continually shared is a core competence for life-long learners. RSS is but one of the connectivity tools in the life-long learners tool chest.

Links

RSS – A quick start guide for educators by Will Richardson: http://weblogg-ed.com/wp-content/uploads/2006/05/RSSFAQ4.pdf

RSS Ideas in Education: http://www.teachinghacks.com/wiki/index.php?

RSS, The next killer app for education by Mary Harsch: http://technologysource.org/article/rss/

Feedster: http://www.feedster.com/

Syndic8: http://www.syndic8.com/

http://technologysource.org/article/rss/ Describes examples of how RSS can used in classroom and other areas

http://space.about.com/b/2009/02/13/257168.htm Guide to Space/ Astronomy

References

Anderson, T. (2006). Theory and Practice of Online Learning, Second Edition. Retrieved 13 February 13, 2009, from http://www.aupress.ca/books/120146/ebook/99Z_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdf

Barnes, T. (2007). ‘RSS’. Journal of Website Promotion. 1(4),15-30.

Dalsgaard, C. (2006). Social software: E-learning beyond learning management systems. Retrieved January 30, 2009, from http://www.eurodl.org/materials/contrib/2006/Christian_Dalsgaard.htm

Feldon, D. (n.d.). Perspectives on Learner-Centeredness: A Critical Review of Definitions and Practice. Retrieved February 15, 2009 from http://www.ed.sc.edu/feldon/papers/FeldonPerspectivesLearnerCentered.pdf

Pettenati, M. et al. (2007). Using Social Software for Personal Knowledge Management in Formal Online Learning. Turkish Online Journal of Distance Education. 8(3).

Phungphol, Y. (2005). Learner-Centered Teaching Approach: A Paradigm Shift in Thai Education. Retrieved February 15 2009, from http://www.journal.au.edu/abac_journal/2005/may05/v25n02-article02.pdf

Joe

Wikis

Wikis can be examined in relation to several learning theories put forth by: Dillenbourg and Schneider (1995) collaborative approach to learning; Siemens (2004) Connectivism: a learning theory for a digital age; and Kearsley and Shneiderman (1999) engagement theory of learning. The main tenant of Dillenbourg and Schneider’s collaborative theory of learning is focused around the idea of two or more individuals being engaged in some activity that requires them “to come to some agreement and reach a shared solution” (¶ 7). Siemens in his connectivism theory contends “… learning is no longer an internal, individualistic activity” (Conclusion: ¶ 2). He attempts to explain the impact technology is having on how we live, communicate, and learn. The engagement theory of learning put forward by Kearsley and Shneiderman proposes that students are more intrinsically motivated to learn when the nature of the activities and learning environment is meaningful.

Wikis provide for a more collaborative, connectivist and engaged approach to learning as opposed to the traditional individualistic approach. Achterman (2006) suggests that “the power of a wiki lies in its ability to provide a format for collaborative construction of knowledge” (p.19). In keeping with the Siemens connectivism theory wikis provide for learners to stay connected and belong to a digital community of interest that can be continually shared. As the learner continues to discourse and add to the content of the wiki they develop stronger connections to others working on the wiki thus fostering greater assimilation of shared knowledge. Watson et.al. (2008) found that a wiki could be part of a solution to the problem of students not being motivated by “throw away assignments” in that, through using a wiki, students “can become actively engaged in the ongoing and expanding development” of a project (p. 81). A wiki has many applications for learning based on the learning theories such as, “case libraries, project spaces, discussion forums, collaborative web writing” (Kaplan-Leiserman, 2004, p.1), resource creation tool, to name but a few of its applications. Connell, quoting Richardson (2006), suggested wikis could be used by teachers and students in collaboration to create web based textbooks for courses. Several examples of this in practice can be viewed here, http://wik.ed.uiuc.edu/index.php/Wiki_in_a_K-12_classroom. One benefit of this approach is that each year’s work could be built upon by successive classes. Achterman (2006) suggests that we have not tapped the full potential of wikis especially in the area of the ‘discussion’ page found in most wikis which allow for feedback and deeper discussion of the topic. It is on the discussion page that arguments for or against what is found in the wiki can be waged and the intellectual discourse engaged. Clyde (2005) suggests that wikis are supportive of collaborative activities as they “provide for an easy way to maintain and update site information, provide an easy way for members to submit contributions” (p.54). A wiki, by its nature, requires those working on its development to be engaged in the process, collaborate to come to agreement of content and in the process create something new. Dron (2007) states, “Wikis offer a rich evolutionary landscape where content is continually revised, deleted, refined and mutated to adapt to the needs and knowledge of the community whose knowledge is itself revised and mutated as a result” (p. 61)

Links

http://gmiller.wikispaces.com/ A Wiki for educators

http://pbwiki.com/academic.wiki A site for hosting educational wikis

http://edutechwiki.unige.ch/en/Educational_technology A wiki about educational technology

http://en.wikiversity.org/wiki/Educational_wikis A site to get an overview of educational wikis and related content

http://wikisineducation.wetpaint.com/thread/2352267/Educational+wiki?t=anon A site promoting itself as a free site for schools to host wikis but from commentary it appears this site should be used with caution.

References:

Achterman, D. (2006). Beyond Wikipedia. Teacher Librarian. 34(2), 19-22. Clyde, L. (2005). Wikis. Teacher Librarian. 32(4), 54-56,67.

Connell, S. (2004). Literature Review. Uses for Social Software in Education. Retrieved February 2, 2009, from http://soozzone.com/690outline.htm.

Dillenbourg, P., and Schneider, D. (1995). Collaborative learning and the Internet. Retrieved February 12, 2009, from http://tecfa.unige.ch/tecfa/research/CMC/colla/iccai95_1.html

Dillenbourg, P. (1999). Introduction: What do you mean by “collaborative learning”? Retrieved February 13, 2009, from, http://tecfa.unige.ch/tecfa/publicat/dil-papers-2/Dil.7.1.14.pdf

Dron, J. (2007). Designing the Undesignable: Social Software and Control. Educational Technology & Society. 10 (3), 60-71. Retrieved 22 January 2009 from, http://www.ifets.info/journals/10_3/5.pdf

Kaplan-Leiserson, E. (2004). We-Learning: Social Software and E-Learning, Part II. Retrieved February 2, 2009, from, http://www.astd.org/LC/2004/0104_kaplan.htm

Kearsley, G., and Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved February 12, 2009, from http://home.sprynet.com/~gkearsley/engage.htm

Siemens, G., (2004). Connectivism: A learning theory for the digital age. Retrieved February 10, 2009, from http://www.elearnspace.org/Articles/connectivism.htm

Watson, R. et al. (2008). Opening the Classroom. Journal of Information Systems Education. 19(1) 75-85.

Joe

Blogs

Blogs can be examined against several learning theories: Bandura (1977) social learning theory; Paulsen (1993) theory of cooperative freedom, and Kraft and Sakof (1988) reflective learning theory. Social learning theory, as proposed by Bandura, focuses on learning from our observations and modeling on others coupled with the internalization process involving reflection on what we have observed and modeled. From a different perspective, Paulsen’s theory of cooperative freedom focuses on giving students the freedom to express themselves in ways that are meaningful to them. Reflective learning, as discussed by Kraft and Sakof, is all about growing from your experiences through self reflection. This reflection should strengthen your learning and provide you with insight into your areas of strengths and weaknesses.

Cultural practices have historically been such that personal reflection has been a private and personal exercise, however, with technologies such as blogs, these personal reflections can now be open to scrutiny and comment from the world, if you so choose. Blogs can give students a voice where they might not otherwise have one and, when joined by one or more others, they can also become an educational dialogue. Lefever (2003, blog entry, http://www.leelefever.com/archives/000143.html) states that, “… social software links people to the inner workings of each others’ thoughts, feelings and opinions” (¶ 3). In this light, blogs are seen in the tradition of reflective learning (Naslund and Giustini, 2008). Borsheim, Merritt and Reid (2008) suggest that the incorporation of blogs into learning offers students an experience in multi-literacy that extends beyond the classroom. The longer we can keep students engaged around a topic, the more learning they should acquire from it; this makes blogs suitable for achieving this outcome. (Marhan (2006) suggests, tools such as blogs supports “connectivity, knowledge sharing, collaboration, and sociability” (p. 209). Leslie and Murphy (2008) in their study of Post-Secondary Students noted that student blogs were used primarily for social purposes such as “self-disclosure” and “sharing emotional responses to learning” rather than for “ instructional purposes” (p. 1).

A couple of good examples of blogs are, Downes (http://halfanhour.blogspot.com/) and Siemens (http://www.elearnspace.org/blog/). Anderson (2006) suggests that when learners are allowed to engage in a type of learning relationship with other learners, such as one that may occur through a blog; they may meet their need for freedom of relationship. This is in keeping with Paulsen’s theory of cooperative freedom where students should feel free to express themselves in ways that are meaningful to them.

Links

http://halfanhour.blogspot.com/ Stephen Downes Daily Blog
http://www.elearnspace.org/blog/ George Seimens Blog
http://theedublogger.edublogs.org/check-out-these-class-blogs/ Links to samples of blog types you could use with your class
http://www.colecamplese.com/2009/02/our-boom-de-yada/ I think this illustrates the simple power of the new social interaction

References

Anderson, T. (2006). Theory and Practice of Online Learning, Second Edition. Retrieved 13 February 13, 2009, from http://www.aupress.ca/books/120146/ebook/99Z_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdf

Bandura, A. (1977) Social Learning theory. Retrieved 13 February 2009, from http://tip.psychology.org/bandura.html

Borsheim, C., Merrit, K., and Reed, D. (2008). Beyond Technology for Technology‘s sake: Advancing Multiliteracies in the Twenty-First Century. The Clearing House. 82(2), 87-90.

Caverly, D., et al. (2008). Techtalk: Web 2.0, Blogs and Developmental Education. Journal of Developmental Education. 32(1), 34-35.

Hirsch, J. (2006). Is Student Blogging the New Social Disease? The School Administrator.

Kraft, D., & Sakofs, M. (Eds.). (1988). The theory of experiential education. Boulder, CO: Association for Experiential Education. Retrieved in .pdf format February 13, 2009, from http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/29/b1/9e.pdf

Lefever, L. (2003) Blog Entry, Retrieved from Internet February 13, 2008 from, http://www.leelefever.com/archives/000143.html

Leslie, P. and Murphy, E. (2008). Post-Secondary Students’ Purposes for Blogging. International Review of Research in Open and Distance Learning. 9(3). Retrieved January 22, 2009, from http://www.irrodl.org/index.php/irrodl/article/view/560/1140

Marhan, A. (2006). Connectivism: Concepts and Principles for Emerging Learning Networks, The1st International Conference on Virtual Learning, 209-216.

Naslund, J. and Giustini, D. (2008). Towards School Library 2.0: An Introduction to Social Software Tools for Teacher Librarians. School Libraries Worldwide. 14(2) 55-67.

Paulsen, M. (1993). The Hexagon Of Cooperative Freedom: A Distance Education Theory Attuned to Computer Conferencing. Retrieved February 13, 2009, from http://nettskolen.nki.no/forskning/21/hexagon.html

Joe