Folksonomy, Tagging and Taxonomy for Effective Learning. Perspectives of Learning 2.0 in the XXI century

Authors

  • Cosimo Cannata I.P.S.C.T. - ITIS "G. Magno"

DOI:

https://doi.org/10.3991/ijet.v4i2.657

Keywords:

Assessment, collaborative learning, e-learning, folksonomy, knowledge, learning 2.0, tagging, teaching, web 2.0

Abstract


This paper reflects upon the issues posed by students' extensive use of collaborative internet tools, or social web (Web 2.0). Internet-based cooperative activities are usually underrated by academic and offical school practice, though students dedicate most of their time to the web. Moreover, the paper attempts to consider the innovative collaborative practices of Web 2.0, of social bookmarking ("Tagging") as part of future teaching standards, and what are the perspectives in the near future. Finally, the aims of the paper are to understand the interactions between students' real life and learning and to explore possible, reliable, criteria for assessment of students' activities through Web 2.0.

Author Biography

Cosimo Cannata, I.P.S.C.T. - ITIS "G. Magno"

Dipartimento Lingue Straniere, IPAA

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Published

2009-06-02

How to Cite

Cannata, C. (2009). Folksonomy, Tagging and Taxonomy for Effective Learning. Perspectives of Learning 2.0 in the XXI century. International Journal of Emerging Technologies in Learning (iJET), 4(2), pp. 26–32. https://doi.org/10.3991/ijet.v4i2.657

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Section

Papers