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It reminded me of the the review tools in Microsoft Word which I've used a few times with students - someone sends me a Word document and I add comments and suggested edits. The review tools can track changes I make as well as highlighting sections and adding notes in the margin. I can then send the annotated Word document back to the author and a conversation grows around the original document and our comments. When I first started using this feature of Word, I thought it would be great if you could do that with web pages. Imagine being able to get a class of students to collaborate on a web page: to highlighting sections, share their understanding, ask questions and add extra information. With diigo, that's exactly what you could do.Add to that online social bookmarking (which can be linked to other bookmarking services such as del.icio.us), the ability to highlight any text on a page and search for it on a range of search services using a pop-up menu, to blog about a page and link non-diigo users to your annotations on that page (this blog posted was created using the diigo Blog this tool) and a host of other features ...and you have a stunningly valuable educational tool.

I have also found Diigo to be quite an exciting tool and this year my year group is in a better position to use it. I structured it into an independent activity during a literacy hour with my Year 5 children. Using Diigo I annotated a set of written instructions with comprehension style questions and the children answered them in their jotters. The children were accessing the site using a class set of laptops. I wanted them to respond someway online but took a simpler step to begin with to test the concept. It worked very well and the children were well motivated and on task - they managed well with the new tool and took it in their stride.

In the fall, I ran across a new social bookmarking site–Diigo. I started using Diigo with a paper that I was writing and loved it for several reasons. First, it’s a social bookmarking site which meant that I could peruse the links of other people on the site. Second, Diigo gave me the Furl functionality of highlighting and annotating, but the format seemed easier and the interface was more aesthetically speaking (in my opinion).  While I was in this stage of tinkering, I met with one of my dissertation committee members and I was talking about the focus of my dissertation–blogging. He very bluntly reminded me that my entire dissertation could not focus only on blogging, but needed to be focused on more features. I was in a bind–I wanted to focus on the advantages to writing that came from blogs, not all medias. But the more I played around with Diigo, the more a little grain of an idea began to grow. My dissertation should note about the advantages to writing–but about collaboration through Web 2.0

So, this semester, I went out on a limb and offered my students the option of collaborating on their research this semester. They were already not looking forward to the research, but the idea of using each other to further their research sounded like a good idea. Still, they weren’t jumping at the idea. Then, I gave them a quick walkthrough of Diigo. Their eyes lit up like they had just been given a present–and it wasn’t even their birthday. One student looked dumbfounded and asked: “Is it really that easy?” “It sure is.” I replied.

Students Use Social Bookmarking Just like I learned with blogging in the classroom, I know that students get more out of methods of learning that they use in their free time. So, social bookmarking was a way for me to engage my students not only in the research, but in conversations with the research. Social bookmarking, regardless of the site used, creates a conversation among members interested in the same tag. Each time a member marks a bookmark, they are speaking to their networks and saying “Read this.”

I believe there is something very powerful  in this tool. I am in the process evaluating it for instructional and professional development purposes. So far these are my thoughts: I think I can easily mark up online student work with this tool. I think online students can mark up each other’s online work with this tool. and discuss. One of the course activities is to use a rubric to evaluate an online course that the students will each be building as the main project for the course. The course review, I think, can be done using diigo. I think… not sure yet. Online students can easily create annotated bibliographies of web resource in directed learning activities AND share and discuss them with others in the class. This resource can grow and be available for the online course from term to term. In addition, for webenhanced courses, this is an awesome, easy, slick, cool way to incorporate some very cool online enhancements to a f2f course that completely bypasses all the extra unnecessary flotsam you get with a full on CMS/LMS. you get a lot of functional features bang for the “buck” in this tool. It is a slick tool with a lot of functionality to suport interaction/collaboration, etc. When i have my university administrator’s hat on i also see great potential as a tool to facilitate and enhance community and for professional development. I have an extended staff of 50-100 online instructional designers that i could use this tool with to aggregate links and info and resources and networking. We have over 3,000 online faculty that we could use this with to support them with info and resources and networking - differenciating between the needs of new online faculty and experienced online faculty… there is potential for discipline specific resources and info for online faculty… and it goes on.

Diigo needs to try to get with Microsoft and Firefox to try to get it as an install option by default. This would open up their user base to more that just us tech geeks.

Diigo is perhaps one of the web’s premier research tools - this is widely accepted.

Diigo as a tool, could be viewed as a much more serious innovation by comparison.

It reminded me of the the review tools in Microsoft Word which I've used a few times with students - someone sends me a Word document and I add comments and suggested edits. The review tools can track changes I make as well as highlighting sections and adding notes in the margin. I can then send the annotated Word document back to the author and a conversation grows around the original document and our comments. When I first started using this feature of Word, I thought it would be great if you could do that with web pages. Imagine being able to get a class of students to collaborate on a web page: to highlighting sections, share their understanding, ask questions and add extra information. With diigo, that's exactly what you could do.Add to that online social bookmarking (which can be linked to other bookmarking services such as del.icio.us), the ability to highlight any text on a page and search for it on a range of search services using a pop-up menu, to blog about a page and link non-diigo users to your annotations on that page (this blog posted was created using the diigo Blog this tool) and a host of other features ...and you have a stunningly valuable educational tool.

(Work in progress) DiiGo videos with embedded annotations, where the listed videos are embedded in DiiGo annotations Diigo: Free Tool to Highlight, Annotate, Bookmark Websites {at this moment the author still doesn't know how to do the embedding, so the initial author of this growing page, gives you a [direct link first]. :-) } Highlight and Annotate Websites Using Diigo 1 {[a second direct link]} -- [fridemar]

{ To test, if collaboration by annotation works at this early state in the history of social annotation, the author DiiGo s and TrailMark s this page. He asks his peers in Wiki, DiiGo and FireTrail: can somebody show him how to embed videos in DiiGo or FireTrail annotations (or better) can somebody continue his work by making the wanted video enhanced annotation on this page [AskDiigo] [AskTrailFire] [AskWiki] }

PS.: { To test, if collaboration by annotation works at this early state in the history of social annotation, the author > is going to DiiGo > and TrailMark > this page. He asks his peers in Wiki >, DiiGo > and > TrailFire: c an somebody show him how to embed videos i >n DiiGo > or > FireTrail > > annotations (or better) > can somebody continue his work by making the wanted video enhanced annotation on this page > [AskDiigo] > [AskTrailFire] > [AskWiki] > can some DiiGo please suggest to the programmers of DiiGo, to offer movable annotation markers, because, you can see, that changes in the marked text break the static annotation markers apart in case, if there is an option for floating annotations, please leave an answer under the tag [AskDiigo] as an incentive the author asked this question in AskYahoo? too. } >

However, we like the way Fytch has implemented their service - a bookmarklet! Finally, a company that thinks the browser itself is the future, not another downloadable app.

Diigo also supports my own metacognition as I come across web pages that have been annotated by my Diigo network

Contributors to this article: Demetri Orlando, Sarah Hanawald, Beth Ritter-Guth, Michèle Drechsler

strategies to encourage metacognition