Self-Reported Learning Effects of a Tagging Activity Carried out in a Personal Learning Environment (PLE) by Secondary-School Pupils

This paper reports on the use of a Web 2.0 solution by sixteen 14/15 year-old pupils in a formal learning context. The gathered data provides a first appreciation of how the participants saw the action of tagging resources as affecting five dimensions of their learning experience: satisfaction, judgment of learning, effect on recall, effect on understanding and sense of personalization of the learning sequence. Based on these self-reported judgments, a discussion is opened on the mere decision to divert highly complex Web 2.0 tools into “ordinary ” learning tools. The study also raises side questions about how pupils give an account of their learnin