Personal Learning Environment on a Procrustean Bed – Using PLEM in a Secondary-School Lesson

Abstract

This paper reports on the use of a Web 2.0 artifact by nine 14/15 year-old pupils in a formal learning context. The gathered data provides a first appreciation of how the participants saw the action of tagging resources as affecting four dimensions of their learning experience: satisfaction, feeling of learning, effects on memorization and understanding and personalization of the learning sequence. Based on these self-reported judgments, a discussion is opened on the mere decision to divert highly complex Web 2.0 tools into "ordinary" learning tools.