I should hope that the body of knowledge you use in your class is dynamic and fresh, so that finding last year's bookmarks don't ruin the search for relevent material.
I actually taught a 1/2 class on blogging for graduate level business students and had them subscribe to my "GBAreadings" tag.... (ceonyc/gbareadings) It worked out really well and it was so easy to add new resources as I found them. In my next interation, I'll have them all use this tag and share links as a class, because it breathes life into reading materials and makes the list fresh and constantly updated.
As for "too many links", I think the graduate model is that the student can't be expected to read every last page of all of the materials you give them, but they should at least be familar with most of the works... so I wouldn't worry about "too many".
Charlie O'Donnell
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Today's Topics:
1. Re: Minus operation (Blake West)
2. Re: Del.icio.us in education (Tony Hirst)
----------------------------------------------------------------------
Message: 1
Date: Sun, 31 Jul 2005 21:42:28 -0500
From: Blake West <[EMAIL PROTECTED]>
Subject: Re: [delicious-discuss] Minus operation
To: Robin Millette < [EMAIL PROTECTED]>
Cc: [email protected]
Message-ID: <[EMAIL PROTECTED]>
Content-Type: text/plain; charset=ISO-8859-1
> I was going to suggest using the "antisocial" feature temporarely :
> http://del.icio.us/settings/USERNAME/antisocial
>
> But it won't ignore a "naked" tag, only tags by specific users like this:
>
> http://del.icio.us/settings/USERNAME/antisocial?ignore=ANOTHERNAME/blogs
>
> Oh well...
>
You can just use an * wildcard to ignore whole tags, like this:
http://del.icio.us/settings/USERNAME/antisocial?ignore=*/blogs
--
Blake
------------------------------
Message: 2
Date: Mon, 1 Aug 2005 16:44:31 +0100
From: Tony Hirst <[EMAIL PROTECTED]>
Subject: [delicious-discuss] Re: Del.icio.us in education
To: Mark Roggenkamp <[EMAIL PROTECTED]>
Cc: [email protected]
Message-ID: <[EMAIL PROTECTED]>
Content-Type: text/plain; charset="iso-8859-1"
On 7/27/05, Mark Roggenkamp < [EMAIL PROTECTED]> wrote:
>
> I was just thinking we could also use previously saved bookmarks that were
> tagged for a specific course to help students prepare for upcoming classes.
> They could see what students who previously took a course thought were
> relevent links to content.
>
I have mixed feelings about this...
My immedate impression was that sharing links across course cohorts would be
a Good Thing... but in terms of pedagogy I suspect there are arguments
against it.
For example, each pupil/student goes on a journey through a course - and
suppose discovering relevant resources in the wild is one of the things we
want them to do. As people share bookmarks, arguably the element of
discovery is harder to build in to the learning design (though perhaps this
also reflects that more tools are becoming acvailable, knowledge need not be
so hard come by, users are getting more sophisticated in terms of ICT use
etc etc)
This is perhaps a downside of social bookmarking - for example - imagine
setting the pupils the task of finding 3 or 4 website on a topic - imagine
them stumbling across a student from last year's course delicious entry -
would link plagiarism result!?
I also wonder how many links are too many links? and how many tags are too
many tags? etc
[I'm rambling....hmm - time to step back a second:]
How can we get students to use bookmarks:
1) they can look at ours, thus using them simply as eg a reading list.
2) they can create their own, for personal reference, or perhaps as the
starting point for a critiquing exercise (so the link is submitted as the
starting point of a piece fo work);
3) they can share their own - eg in a group project;
4) they can learn from others who share similar bookmarks - so using other
like-minded users (in some respects) as a place to search/browse for related
material;
I wonder whether a student bookmark sharing scheme should use quality
ratings? (I must say, as a course writer, I quite like the idea of farming
pages that a lot of students link to/rate highly to see a) how it's
designed, and b) what sort of content it's delivering the students (who
obviously think they need it to bookmark it and rate it highly)
I also wonder whether there are different user models at:
a) secondary education level (12-18)
b) further education (16-120, ish)
c) higher education
d) postgraduate education
Also, are there particulalr models for:
1) researching projects;
2) critiquing;
3) err....?
Should bookmarks be shared across institutions offering the same course? Are
there conseuqences if a) instituions that share bookmarks don;t compete (ef
further education colleges hundreds of miles apart serving local
populations) or do compete (eg universities competing for the same
students); should bookmarks shard across insitutions be public or private
(ie restricted to registered students).
On a tangent, i've often thought that in terms of communities of practice it
would be sensible for HE educators to share reading lists....
> Of course we could also link this to our online schedule and help students
> make more informed choices about the classes they choose to take. That may
> somehow contribute to course shopping to find the easiest course but maybe
> the value would outweigh that.
>
I hadn;t thought about bookmarking in the realm of course choice -
hmm...interesting. What's the 'real world' equivalenet - showoing someone
books? course notes?
tony
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