Social Tagging and Learning: The Fuzzy Line between Private and Public Space

Social Tagging and Learning: The Fuzzy Line between Private and Public Space

A. Kohlhase, M. Reichel
DOI: 10.4018/978-1-60566-938-0.ch011
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Social tagging systems celebrate enormous growth rates on the World Wide Web. This chapter looks at social tagging from an educational perspective, particularly its use for educational environments. The authors identify the processes underlying social tagging from an embodied interaction perspective. The authors will support the thesis that emerging folksonomies are at the base of meaningful interaction processes between user and system and also, at the same time, social processes between groups of people. This chapter argues that the fuzzy line between private and public space plays a crucial role. Moreover, tags represent embodied conceptualizations, whose potential effectiveness for learning will be discussed in this chapter. The authors will provide an example of a learning software for children (Amici, implemented by one of the authors) in which social tagging is used to support sharing in a programming environment to showcase how embodiment of conceptualization as well as constant coupling through moving between private and public space is achieved through tagging in the system.
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Social Tagging

In contrast to social software, which is the generic term for software that “enables people to rendezvous, connect or collaborate through computer-mediated communication and to form online communities” (Wikipedia, 2001), in social tagging systems users more specifically label system-specific objects like bookmarks (e.g.,, see with any number of free text tags to organize and share their respective objects. Various definitions for the term 'tagging' exist, we refer to Beckett: “Tagging: describing web content using whatever words seem right” (Beckett, 2006). Formally, tagging systems can be described as tripartite networks, i.e. networks “with three different kinds of nodes (the users, the items and the tags) and where the links relate three nodes of different kinds” (Lambiotte & Ausloos, 2005, p. 3).

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