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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/3388

Title: Self-Reported Learning Effects of a Tagging Activity Carried out in a Personal Learning Environment (PLE) by Secondary-School Pupils
Authors: Verpoorten, Dominique
Glahn, Christian
Chatti, Amine
Westera, Wim
Specht, Marcus
Keywords: tags
tag cloud
PLEM
Personal Learning Environment
Web 2.0
recall
meta-learning
judgment of learning
JOL
secondary school
Issue Date: Mar-2011
Publisher: Infonomics Society
Abstract: This paper reports on the use of a Web 2.0 artifact by sixteen 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 five dimensions of their learning experience: satisfaction, feeling of learning, effects on recall, effects on understanding and sense of 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. The study also raises side questions about how pupils give an account of their learning experience and how they balance, or not, content and process aspects is such a description.
Description: Verpoorten, D., Glahn, C., Chatti, A., Westera, W., & Specht, M. (2011). Self-Reported Learning Effects of a Tagging Activity Carried out in a Personal Learning Environment (PLE) by Secondary-School Pupils. International Journal for Cross-Disciplinary Subjects in Education, 2(1), 276-284.
URI: http://hdl.handle.net/1820/3388
Appears in Collections:1. LMedia: Publications and Preprints

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