Les pratiques du socialbookmarking dans le domaine de l'éducation : affordances sémantiques, socio-cognitives et formatives

Abstract : The web has become participatory and new practices of categorization of information are emerging, based on the communities of interest in social strategies of indexing numerical resources on line and produsage characterized by the production of collaborative contents by users (A. Bruns). The new approaches hightlight a new organization of knowledge sharing. This research studies the practice of sharing knowledge in the web with socialbookmarking in the field of education. Educational resources are at the heart of the teachers' s profession and the digital resources must be defined. We make an instrumental approach of digital resources within the theory of activity. A semantic approach of social indexing with the analyse of 10 000 educational resources allows us to establish its potentialities and its limits and we try to draw a provisional ontology in the field of education. We support in the Engeström's and the study of different virtual communities of practice in socialbookmarking allow us to define the various activities for the digital taggers and resources' s users. We determine the tensions between «producers» and «consumer» of resources, the legality of knowledge and experts and amators, the dynamic raised between the members. Building on the learning theories, we show that these environments are privileged spaces of «personal knowledge management», and development of professional skills
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Michèle Drechsler. Les pratiques du socialbookmarking dans le domaine de l'éducation : affordances sémantiques, socio-cognitives et formatives. Sciences de l'information et de la communication. Université Paul Verlaine - Metz, 2009. Français. ⟨NNT : 2009METZ018L⟩. ⟨tel-01752923⟩

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