A REVIEW OF E-LEARNING TECHNOLOGIES - Opportunities for Teaching and Learning <s> Social Bookmarking <s> ABSTRACT Web 2.0 has the potential to dramatically affect educational practices in a variety of ways. Within the field of art education, students and teachers can utilize Web 2.0 to further student understanding and art-making. The potential for students to create the Web is an aspect of Web 2.0 that is particularly well suited for an art classroom. Through examples from teachers and from the author's own practice, this article details potential uses of delicious, flickr, blogs, podcasts, and wiki. Through these technologies, students may collaboratively build knowledge, develop a deeper understanding of their own artworks and those of other artists, and interact with artworks in new ways. <s> BIB001 </s> A REVIEW OF E-LEARNING TECHNOLOGIES - Opportunities for Teaching and Learning <s> Social Bookmarking <s> Social bookmarking is a recent phenomenon which has the potential to give us a great deal of data about pages on the web. One major question is whether that data can be used to augment systems like web search. To answer this question, over the past year we have gathered what we believe to be the largest dataset from a social bookmarking site yet analyzed by academic researchers. Our dataset represents about forty million bookmarks from the social bookmarking site del.icio.us. We contribute a characterization of posts to del.icio. us: how many bookmarks exist (about 115 million), how fast is it growing, and how active are the URLs being posted about (quite active). We also contribute a characterization of tags used by bookmarkers. We found that certain tags tend to gravitate towards certain domains, and vice versa. We also found that tags occur in over 50 percent of the pages that they annotate, and in only 20 percent of cases do they not occur in the page text, backlink page text, or forward link page text of the pages they annotate. We conclude that social bookmarking can provide search data not currently provided by other sources, though it may currently lack the size and distribution of tags necessary to make a significant impact <s> BIB002
Social bookmarking is the practice of saving a link to a web site as a public or private bookmark then tagging it with meaningful keywords  . These bookmarks are then available, in an organised manner, from any internet connected device BIB001 . It is possible to see how many other users have bookmarked a site, what else these users have bookmarked, and to search for resources by tags, person or popularity. BIB002 suggest that this user generated content is a new source of information as it describes the web pages directly. Commonly used social bookmarking sites include del.icio.us, Simple and Diigo as well as Connotea and CiteULike which are aimed predominately at scientists (Godwin, 2007) . However there are over 250 other sites that offer this type of service. In 2008 about 115 million bookmarks existed in del.icio.us alone BIB002 . In an educational setting  suggests that social bookmarking simplifies the distribution of resources such as reference lists, bibliographies and articles to students and colleagues. BIB001 organises her students to use social bookmarking to build a repository of information. Shared bookmarks can lead to the discovery of further resources while the creation of tags also encourages critical thinking (Godwin, 2007) , which suggests they are particularly useful in educational contexts.  however has two concerns with social bookmarking which could occur when using them in teaching: users may assign inconsistent, inadequate or even negative tags to resources; and the storage of data in yet another location outside of the university learning management system that has to be maintained and updated, adding another level of complexity.