From Information Literacy to Scholarly Identity: Effective Pedagogical Strategies for Social Bookmarking

EDUCAUSE 07

- Deborah Everhart, Adjunct Assistant Professor, Georgetown University, and Principal Architect, Blackboard - Eric Kunnen, Coordinator of Instructional Technologies Learning

Academy, Grand Rapids Community College- Kaye Shelton, Dean of Online Education, and Assistant Professor,

Adult Education, Dallas Baptist University

Today’s Session Will: Define social bookmarking Provide an overview of the

Blackboard Scholar tool Discuss pedagogical implications

of social bookmarking Provide practical examples

already in use

Social Bookmarking

The practice of saving bookmarks to a public Web

site and “tagging” them with keywords.

---EDUCAUSE Learning Initiative, 2005

Social bookmarking and networking service

Customized for education

Integrated directly with Blackboard courses

Free

Centrally-hosted

Enabling…

Save and Tag bookmarks and searches

Share resources among peers and colleagues

Find relevant, reliable resources more easily

Update courses automatically with dynamic resource content feeds

Contribute to course collections, both students and instructors

Why Social Bookmarking is an Important Learning Tool

Fostering Student-Centered

Learning

Facilitating Social Networking

Enabling Lifelong Learning

Instructor/Teaching Tool• Providing structure to

explore/direct• Pushing resources out to

students• Setting activities to

engage with resources e.g…

Students evaluate, summarize, and build resources

• Students locate informative and high quality resources to cover a topic

• Each saved as bookmark with appropriate tags

• For each bookmark, students summarize the resource and explain why it is high quality (Description field)

• Assessment: tags cover resources, summary is comprehensive and clear, good quality justification

• Extension: support for a student paper

Learner Centered ToolStudent activities to engage with

resources

• find resources which best summarize a topic

• find resources for and against an argument

• find a biased or misleading resource on a topic

• questions which require examination of resources

Benefits of a Social Bookmarking Network

Ease of updating, ease of sharing with students

Getting resources from others in your discipline

Making students co-builders, active learners

Practical Examples Kaye Shelton, Dallas Baptist

University Deborah Everhart, Georgetown

University Eric Kunnen, Grand Rapids

Community College

Undergraduate Adult (Hybrid) Class

•Two assignments:

•Find 5 college websites with course catalog descriptions

•Find 1 good article in your experiential discipline and annotate

•Provided clearly written instructions with screenshots

•Easy with Course tool

Adult Hybrid Class

In spite of being good computer users, the adult students were slower to adopt it than graduate students

First assignment was slow, several questions, and they were pretty unsure of themselves

The second assignment was much better and was even turned in early.

Graduate Online Class

•Find qualified resources that could be used as an online education administrator and annotate

•Provided same handout

•Students caught on quickly and are really enjoying sharing resources

•Use resources for final project support

Scholar Course Home Page

Bookmark Stream in Syllabus

Bookmark Link in Syllabus

Scholar @ GRCC

GRCC – Survey on Social Bookmarking

… I think we are going to need some help marketing the idea of social bookmarking for sure. - Eric Kunnen

GRCC – Practical Examples & Ideas

Personal Productivity Track, Watch, Discover, Store, Classify, and Share

Course Content Student Assignments, Contributions, and Sharing Course Tags Dynamic Course Streams Direct Library Resources

Teamwork and Projects AQIP, Quality, and NCA

Professional Development Online and Hybrid Certification Course Learning Objects

Discovery, Tracking and Networking Academic Social Networking Profiles, Friends, Favorites, and Fans Discipline Tags Cross Institutional Sharing

GRCC – Practical Examples Personal Productivity

Track, Watch, Discover, Store, Classify, and Share

GRCC – Practical Examples Course Content

Student Assignments and Sharing Bookmark Streams & RSS Library Resources Course Tags

GRCC – Practical Examples Teamwork and Projects

AQIP, Quality, and NCA

GRCC – Practical Examples Professional Development

Online and Hybrid Certification Course & Learning Objects

GRCC – Practical Examples Discovery, Sharing, and Networking

Profiles, Friends, Favorites, and Fans Discipline Tags & Cross Institutional Sharing Academic Social Networking

GRCC – Plans for the future…

Leverage the power of Scholar to:1) Provide our Librarians with an easy way to bring in some

valuable resources directly into courses to share with students and faculty.

2) Encourage students to "add to" the body of knowledge in a course and share with each other.

3) Share resources and content collections with other universities and colleges on Scholar.

4) Provide students, faculty, and staff with the skills of academic social networking, bookmarking, and online tool usage with a key quality of the discernment of online resources.

5) Enhance faculty productivity, discipline searching/sharing, and course resource integration.

6) Improve collaboration for groups, teams, research groups, committees to share and categorize resources.

7) Increase awareness for individuals in using Scholar to easily store, access, collect, share, discover, tag, classify, and sort resources…

Thank you.

http://www.scholar.combeyond@blackboard.com

Deborah Everhart, everhart@georgetown.edu Adjunct Assistant Professor, Georgetown

University, and Principal Architect, Blackboard

Eric Kunnen, Ekunnen@grcc.eduCoordinator of Instructional Technologies Learning

Academy, Grand Rapids Community College

Kaye Shelton, kaye@dbu.eduDean of Online Education, and Assistant Professor,

Adult Education, Dallas Baptist University