Impact on teaching & learning

Practitioner in teaching, manages lots of daily information, business/IT background…

Online resources – accessible anywhere in the world (losing information between machines).

Do the students have the same needs? How do they save bookmarks? Use in multiple contexts?

Online (social) bookmarking? Uses?

Replace the button in the browser with the use of Delicious, where it’s saved in the cloud! Digg, Furl, Google bookmarks, all same basic principle – capture information seamlessly so continue to browse.


Social features – use tags to organise bookmark. A folksonomy develops based on repeated use of popular tags (or that’s the theory).

Tag clouds display prominent concepts.

Can find via structured URLS (

Act as personal, short urls – e.g.

Why do we need more technology?

Blogs provide good spaces for reflection & comment, starting point for discussion, narrative to show development of ideas.

Most posts used to share, not expound, brevity is key & ?

How do students manage information and what role could bookmarking play – especially in aiding collaborative work? 50% own their own laptops. Internet commonly used for all activities – more bias to using for assessment activities. Mixed preferences of print over web based resources.

Bookmark: 10% in browser, rest on paper, in word/notepad or emailing to self // none VLE, no mention of online/social bookmarking… focus group 2 years ago. Generally open to sharing, although some worries that others would ride on the sharing.

Why not really being used?

DESIGN SOLUTION: SLIDE (password by proxy so still retained some control. From StudyNet: Tags link to external resources. Didn’t need to go to Delicious specific site. Computer literate colleagues over-complicated it.

  1. Needed customised ‘bookmarklets’ into the browser.
  2. ?
  3. ?
  4. Tagging page gives suggestions based on module resources
  5. Saved page will end up in the module account.


All students used the page, around 25% uploaded material. 50 new materials to module, 25 by students. Had core group of early adopters, most are lurking. Editors ensure that people are tagging correctly so folksonomy has consistency.

At end – were increasing digital literacy – they might use the same tool. Most wanted to save outside the VLE.

Second Pilot

Kept the module account, but each individual tweet, use for:mcom0104 to gather suggestions. Meant staff had to be more active as suggestions came to the tutor who said yes/no.

Students downloaded own third-party apps/bookmarklets for delicious. Students saved in own account, but put “it was for” and it pulls up.

The more web savvy tended to use the Delicious interface, the less through the VLE.

But still, WHY would you want to promote bookmarking. As a core digital literacy, obvious. Do we promote as collaboration? Chickering & Gamson – get people to spend time on task, so need to find learning activities which will show them HOW they are useful!


It IS a useful tool for supporting learners in their study.

Very much the Cinderella of Web 2.0 technologies

Early adopters need to drive critical mass to generate perception of usefulness

Make bookmarking a core information skill

Focus on usefulness via personal accounts rather than ease of use (VLE)

Future Work

Twitter/Delicious integration (via Twitterfeed)

Mobile Platforms (easy to access bookmarklets?)

Developing support materials & events to increase digital literacy & promote mainstream adoption.

Use of Delicious via ‘network bundles’

Delicious as part of UH browser customization, so students can use easily on every system.


Think I might set up a blwinch Delicious account – or just a TAG – one way to get people to use it in a simple way.

2 Responses

  1. Tags are good for ad hoc communities, but (at least in delicious) accounts provide functionality and possibily a more stable way of anchoring a community. But should go back and revisit delicious network options. http:/ has examples of each approach.

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