Main Article Content

Francisco José Santos-Caamaño
Universidade de A Coruña. Facultade de Ciencias da Educación
Spain
Biography
Mercedes González-Sanmamed
Universidade de A Coruña. Facultade de Ciencias da Educación
Biography
Vol. 2 No. 2 (2015), Articles, pages 95-100
DOI: https://doi.org/10.17979/reipe.2015.2.2.422
Submitted: May 9, 2015 Accepted: Nov 25, 2015 Published: Nov 25, 2015
How to Cite

Abstract

They are shown here the results of an ICT-mediated education experience, where the employ of social tagging; i.e, sets of tags made by multiple users in a web 2.0 environment, played an important role. It served as a vehicle of textual utterance, related to online available contents, and it proved to be useful in class through three learning strategies: in the taxonomic sorting and categorization of the contents worked in class, in his capacity for synthetically emphasize key concepts, and finally by facilitating to the student an easy way for expressing his subjectivity and attitudes towards the content they worked with.

Downloads

Download data is not yet available.

Article Details

References

Al-Khalifa, H. S. & Davies, H. C. (2006). Folksonomies versus Automatic keyword Extraction: an Empirical Study. IADIS International Journal on Computer Science and Information Systems, 1(2), 132-143. http://core.ac.uk/download/pdf/1507162.pdf

Alonso Arévalo, J. (17 de Diciembre de 2009). Gestores de referencias sociales [Mensaje en un blog] http://www.universoabierto.com/2562/gestores-de-referencias-sociales/

Barker, J. (2004). Evaluating web pages: techniques to apply & questions to ask. UC Berkeley - Teaching Library Internet Workshops. http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html

Berendt, B. & Hanser, Ch. (2007). Tags are not metadata, but “just more content” –to Some People. Proceedings of the International Conference on Weblogs and Social Media (ICWSM). http://www.icwsm.org/papers/paper12.html

Díaz, F. & Hernández, G. (2002). Estrategias docentes para un aprendizaje significativo. México: Mcgraw-Hill.

Ercegovac, Z. (2012). Digital Image Tagging: A Case Study with Seventh Grade Students. School Libraries Worldwide, 18(1), 97-110. http://iasl-online.org/Resources/Documents/slw/v18/18-1ercegovac.pdf

Estellés, E., del Moral, E. & González, F. (2010). Social Bookmarking Tools as Facilitators of Learning and Research Collaborative Processes: The Diigo Case. Interdisciplinary Jounal of E-Learning and Learning Objects, 6, 175-191. http://www.ijello.org/Volume6/IJELLOv6p175-191Estelles683.pdf

Hernández, N., González, M. & Muñoz, P.C. (2014). Planning Collaborative Learning in Virtual Environments. Comunicar, 42, 25-33. http://dx.doi.org/10.3916/C42-2014-02

Kim, Y. M. (2011). The use of social tags in text and image searching on the Web. Tesis Doctoral. University of North Carolina at Chapel Hill. http://deepblue.lib.umich.edu/bitstream/2027.42/89816/1/kimym_1.pdf

Lara, J., & Lara, L. (2004). Recursos para un aprendizaje significativo. Enseñanza (22), 341-368. http://gredos.usal.es/jspui/bitstream/10366/70765/1/Recursos_para_un_aprendizaje_significati.pdf.

Moreira, M. A. (2010). ¿Por qué conceptos? ¿Por qué aprendizaje significativo? ¿Por qué actividades colaborativas? ¿Por qué mapas conceptuales? Qurriculum, 23, 9-23. http://revistaq.webs.ull.es/ANTERIORES/numero23/moreira.pdf

Quintarelli, E., Resmini, A. & Rosati, L. (2007). Information architecture: Facetag: Integrating bottom-up and top-down classification in a social tagging system. Bulletin of the American Society for Information Science and Technology, 33(5), 10-15. http://confuzer.googlecode.com/files/facetag-20070325.pdf

Stringer, E. T. (2014). Action Research (4th ed.). Thousand Oaks, CA: Sage.

Vander, T. (2005). Explaining and Showing Broad and Narrow Folksonomies. Vanderwal.net. http://www.vanderwal.net/random/entrysel.php?blog=1635