Self-Reported Learning Effects of a Tagging Activity Carried out in a Personal Learning Environment (PLE) by Secondary-School Pupils

Dominique Verpoorten, Christian Glahn, Mohamed Chatti, Wim Westera, Marcus Specht

    Research output: Contribution to journalArticleAcademicpeer-review

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    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.
    Original languageEnglish
    Pages (from-to)276-284
    Number of pages9
    JournalInternational Journal for Cross-Disciplinary Subjects in Education
    Volume2
    Issue number1
    DOIs
    Publication statusPublished - 1 Mar 2011

    Fingerprint

    secondary school pupil
    learning success
    learning environment
    learning
    pupil
    personalization
    artifact
    experience
    resources

    Keywords

    • tags
    • tag cloud
    • PLEM
    • Personal Learning Environment
    • Web 2.0
    • recall
    • meta-learning
    • judgment of learning
    • JOL
    • secondary school

    Cite this

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    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.",
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    Self-Reported Learning Effects of a Tagging Activity Carried out in a Personal Learning Environment (PLE) by Secondary-School Pupils. / Verpoorten, Dominique; Glahn, Christian; Chatti, Mohamed; Westera, Wim; Specht, Marcus.

    In: International Journal for Cross-Disciplinary Subjects in Education, Vol. 2, No. 1, 01.03.2011, p. 276-284.

    Research output: Contribution to journalArticleAcademicpeer-review

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