Using Diigo to Engage Learners in Course Readings: Learning Design and Formative Evaluation

Abstract

This paper discusses the design and formative evaluation findings of a learning unit using a social bookmarking tool, Diigo. The unit’s purpose was twofold, to teach a new tool and to facilitate learner interactions surrounding course content. During this unit, students shared and tagged relevant resources with their classmates and engaged in collaborative article annotation. Findings show that most students were active participants and had a favorable reaction to the learning activity. Several students indicated that they already had or planned in the future to use Diigo again, either individually or collaboratively, for both personal and professional purposes. Students who did not have a favorable reaction to the activity struggled to use the technology or focused solely on the technology component of the activity. For future semesters, greater emphasis will be placed on the content that students share and annotate, with the tool de-emphasized as a means to an end.