Social Bookmarking Pedagogies in Higher Education: A Comparative Study

Abstract

This paper compares two projects that adopted social bookmarking (SB) technology in different educational contexts at the same institution, a large, research-intensive university in the north of England. The first study used social bookmarking in a multicultural postgraduate class to increase interactivity within the whole class and to produce an archive of course-related online resources to engage potentially isolated students. The second study used social bookmarking to support first year undergraduate students' independent research activities, to facilitate collaboration and to aid the tutor's preparation for seminar classes. The paper provides an outline of the two studies, including a description of the pedagogic approaches adopted in them, developments in the pedagogy over time and evaluative and usage data that were collected. The discussion focuses on five main issues: SB literacy; SB benefits; SB costs and risks; SB pedagogy; and SB alternatives.

Effective Tagging Practices for Online Learning Environments: An Exploratory Study of Tag Approach and Accuracy

“…Formal instruction on how to use Diigo was provided to students at the outset of the first lesson. Prior studies have found that university students, regardless of level, generally do not understand social bookmarking and tagging activities (Frisch, Jackson, & Murray, 2013;Neier & Zayer, 2015), and they need instruction both about the underlying purpose of social bookmarking as well as how to do it effectively (Taha, Wood, & Cox, 2016). During the first week, students were taught and tasked with generating bookmarks along with tags and descriptions of each item bookmarked.…”