Proceedings of the 6th international conference on Intelligent user interfaces
Understanding and Using Context
Personal and Ubiquitous Computing
User Modeling and User-Adapted Interaction
Enabling the use of context in interactive applications
CHI '00 Extended Abstracts on Human Factors in Computing Systems
Designing information spaces
Personalization and Context Management
User Modeling and User-Adapted Interaction
Dogear: Social bookmarking in the enterprise
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Getting our head in the clouds: toward evaluation studies of tagclouds
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Navigation Efficiency of Social Bookmarking Service
WI-IATW '07 Proceedings of the 2007 IEEE/WIC/ACM International Conferences on Web Intelligence and Intelligent Agent Technology - Workshops
An operational definition of context
CONTEXT'07 Proceedings of the 6th international and interdisciplinary conference on Modeling and using context
Smart indicators on learning interactions
EC-TEL'07 Proceedings of the Second European conference on Technology Enhanced Learning: creating new learning experiences on a global scale
Using tag-clouds for supporting reflection in self-organised learning
International Journal of Technology Enhanced Learning
Social tagging to enhance collaborative learning
ICWL'11 Proceedings of the 10th international conference on Advances in Web-Based Learning
The design of TaCS: applying social tagging to enhance learning
International Journal of Learning Technology
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The use of tags as user generated meta-data as well as the visualisation in tag clouds has recently received a lot of attention in research and practice. This paper focuses on supporting reflection of learners by using different presentation approaches of user-generated meta-data for reflection support. Previous research has shown that implicit interest expression can be a valuable source for reflection support. Visualising implicit or "tacit" interest in tag clouds could help learners to understand the connections of their content related activities to the tags that are assigned to the content. For grounding this potential in the social practice of using tags in teams and small communities, we conducted a three month experiment. This experiment focused on the social practices of using tags explicitly and implicitly. In this paper we analyse the data of the experiment with regard to social navigation of teams and small communities, relations of implicit and explicit interest in tags, and usages of tags on different participation levels. The findings on these dimensions of the social practice of using and sharing tags in groups help to develop a better view on the requirements of providing reflection support.