This wiki page is provided for recording small group discussions about issues relating to the assessment of student contributions to social bookmarking tools in higher education.
Participants
Robert Fitzgerald
Merrilyn Goos
Belinda Tynan
Arthur Winzenried
Scribe: Asma Md Ali
Discussion question:
When university students are asked to demonstrate their learning by sharing and tagging resources using social bookmarking tools, what academic standards, and assessment and reporting practices are essential or desirable?
social bookmarking = SB
butcher's paper
presenter
writer
example site:
delicious, digg, ISA knowledge
features:
bookmark favourite site, share with others, comments, group/manage things(bookmarks)
scientific/scholarly site (with social bookmarking):
upload and dl from endnote, capture journal publication
connotia, cite-u-like
scenario:
teacher list bookmark,student find there
teacher want student to add and share for essay
giving marks: add 10 list=10 marks?
net gen project:
using it for non-university work. how to do that academically?
created another bibliography,
tag reference,
can read and put stars
to assess?
what kind of learning to assess? why would u asess it?
may encourage the students to use it but not assess it (the process)
diigo
the questions:
strategies
academic work?
apply academic standard?
support for literature review
should be engaged or not? (library staff)
how do we organised an unorganised things?
therefore, web 2.0 = a door to learning
peer review each other literature to develop the skill specifically in the assignment.
marking references/annotation
same issues to assess group work but can include individual assessment.
opportunity vs challenges
optimism vs realism=assessment
Is SB ideal tool to practice their ontology developing skills?
what underlying learning so that changes of tools still enables the usage of the learning? what are we assessing? how to assess for individual work?
do we assess the impact factor?
how to go about it?
people use it and why?