Author(s):
Azevedo, Isabel
; Carrapatoso, Eurico
; Carvalho, Carlos Vaz de
Date: 2013
Persistent ID: http://hdl.handle.net/10400.22/3378
Origin: Repositório Científico do Instituto Politécnico do Porto
Description
With the advent of Web 2.0, new kinds of tools became available, which
are not seen as novel anymore but are widely used. For instance,
according to Eurostat data, in 2010 32% of individuals aged 16 to 74
used the Internet to post messages to social media sites or instant
messaging tools, ranging from 17% in Romania to 46% in Sweden (Eurostat,
2012).
Web 2.0 applications have been used in technology-enhanced learning
environments. Learning 2.0 is a concept that has been used to describe
the use of social media for learning. Many Learning 2.0 initiatives have
been launched by educational and training institutions in Europe. Web
2.0 applications have also been used for informal learning.
Web 2.0 tools can be used in classrooms, virtual or not, not only to
engage students but also to support collaborative activities. Many of
these tools allow users to use tags to organize resources and facilitate
their retrieval at a later date or time.
The aim of this chapter is to describe how tagging has been used in
systems that support formal or informal learning and to summarize the
functionalities that are common to these systems. In addition, common
and unusual tagging applications that have been used in some Learning
Objects Repositories are analysed.