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.

Citation

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), 26-32. Kassel, Germany: International Journal of Emerging Technology in Learning. Retrieved August 16, 2024 from https://www.learntechlib.org/p/45010/.

Keywords

• assessment
• collaborative learning
• e-learning
• folksonomy
• knowledge
• learning 2.0
• tagging
• teaching
• web 2.0