Especially in the course of a progressive digitalization of life and the resulting steady growth of data sets, the support of functions for structuring all kinds of contents gains more importance. Thereby the organization of those contents by classical techniques such as categories, classification schemes, taxonomies or ontologies is a widely studied area of research. The collaborative tagging of resources for categorization has gained acceptance as a valuable technique in many online communities. The approach followed in this work, to integrate the technique of social tagging into virtual knowledge spaces, acts on this knowledge, uses the predefined structure of rooms and groups and provides all users new forms of evaluation through the use key words. To develop these basic conceptual approaches systematically, which are referred in this work by the term of "Contextual Tagging", a methodological procedure is used, which combines a initially established matrix and derived characteristic transition scenarios. Using these systematic use case scenarios from the realm of university teaching, one can identify appropriate support functions, both from the perspective of students and the teachers. With regard to a practical implementation of the concept and its integration into existing systems, technical requirements and solutions can be worked out finally. The present work shows that the combination of tagging and the co-active knowledge work in virtual knowledge spaces offers a strong potential and exposes significantly added values for all involved users.