Dogear: Social bookmarking in the enterprise
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Evolution of learning folksonomies: social tagging in e-learning repositories
International Journal of Technology Enhanced Learning
Implications of Writing, Reading, and Tagging on the Web for Reflection Support in Informal Learning
EC-TEL '08 Proceedings of the 3rd European conference on Technology Enhanced Learning: Times of Convergence: Technologies Across Learning Contexts
The microstructures of social tagging: a rational model
Proceedings of the 2008 ACM conference on Computer supported cooperative work
With a little help from my friends: examining the impact of social annotations in sensemaking tasks
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Contextualising tags in collaborative tagging systems
Proceedings of the 20th ACM conference on Hypertext and hypermedia
ASK-LOST 2.0: A Web-Based Tool for Social Tagging of Digital Educational Resources
ICALT '09 Proceedings of the 2009 Ninth IEEE International Conference on Advanced Learning Technologies
Learning by Foraging: The Impact of Social Tags on Knowledge Acquisition
EC-TEL '09 Proceedings of the 4th European Conference on Technology Enhanced Learning: Learning in the Synergy of Multiple Disciplines
The design of TaCS: applying social tagging to enhance learning
International Journal of Learning Technology
ICWL'12 Proceedings of the 11th international conference on Advances in Web-Based Learning
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In this paper, we investigate how social tagging could be used in Education as a support for learning processes. We first summarize the results of recent works on the effect of the use of social tagging for knowledge building and learning. We show that few educational tag-based systems intentionally use tagging to enhance learning. We then describe a Tag-based Collaborative System (TaCS), meant for supporting social and collaborative learning thanks to tagging, and detail the learning processes expected by the use of the system. We conducted an exploratory study to observe (1) the evolution of the students' tags as an indicator of the learning of new concepts and (2) the evolution of the tags assigned to documents as an indicator of the learning of new conceptual relations. The results show that the students make their tags and their relations to documents evolve, mainly due to two activities: the comparison of individual and collective tag clouds and the negotiation for an agreement on a common tag cloud in the groups.