Erasmus - eBooks course: The book of the future?
Transcript of Erasmus - eBooks course: The book of the future?
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T H E F U T U R E O F B O O K S ? PA U L H O P K I N S , K E V I N B U R D E N A N D R AY K I RT L E Y
U N I V E R S I T Y O F H U L L , U K
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A L I T T L E L E A R N I N G T H E O RY 1
O B J E C T I V I S M C O N S T R U C T I V I S M
E P I S T E M O L O G I C A L P E R S P E C T I V E S
Knowledge is absolute and matches reality
Knowledge is created to fit with reality
“non-fiction” “fiction”
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A L I T T L E L E A R N I N G T H E O RY 2
obje
ctiv
ism
constructivism
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A L I T T L E L E A R N I N G T H E O RY 3
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A L I T T L E L E A R N I N G T H E O RY 4
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A L
ITT
LE L
EA
RN
ING
T
HE
OR
Y 5
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T H E N AT U R E O F S U C C E S S ?
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W H AT I S A B O O K ?
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https://www.youtube.com/watch?v=brAlzKHYFnA
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W H AT A R E T H E E L E M E N T S O F A T R A D I T I O N A L B O O K ? ( P - B O O K )
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T E X T T E X T T E X T T E X T T E X T T E X T T E X T T E X T T E X T T E X T T E X T T E X T T E X T T E X T
P I C T U R E S C H A R T S
I N D E X T E S T S E X E R C I S E S
C O N T E N T S
W H AT A R E T H E E L E M E N T S O F A P - B O O K ?
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P U B L I S H E R
A U T H O R ( S ) R E A D E R S
E D I T O R ( S )P R I N T E R S
W H O I S I N V O LV E D I N T H E P R O D U C T I O N O F A P - B O O K ?
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A U T H O R ( S )
P R I N T E R S
H O W I S I T P R O D U C E D ?
6 M O N T H S
R E S E A R C H PA S S I O N
C U R R I C U L U M
E D I T O R ( S )P U B L I S H E R
D E S I G N C O P Y R I G H T F O R M AT T I N G M A R K E T I N G
3 M O N T H S
3 M
ON
TH
S
C O N S U M E R S
F E E D B A C K 1 2 M O N T H S +
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An affordance is a relation between an object or an environment and an organism that, through a collection of stimuli, affords the opportunity for that organism to perform an action
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A H I S T O RY O F B O O K S 1 . P E T R O G LY P H S
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A H I S T O RY O F B O O K S 2 . TA B L E T S O F S T O N E
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A H I S T O RY O F B O O K S 3 . WA X TA B L E T S
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A H I S T O RY O F B O O K S 4 . S C R O L L S
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A H I S T O RY O F B O O K S 5 . B O U N D B O O K S I
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A H I S T O RY O F B O O K S 6 . C O P I E D B O O K S
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A H I S T O RY O F B O O K S 7 . P R I N T E D B O O K S
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A H I S T O RY O F B O O K S 8 . M A S S P R O D U C T I O N
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A H I S T O RY O F B O O K S 9 . W H AT N E X T ?
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The Evolution of the book?
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O F C O M : M E D I A U S E A N D AT T I T U D E S R E P O RT ( 2 0 1 5 )
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O F C O M : M E D I A U S E A N D AT T I T U D E S R E P O RT ( 2 0 1 5 )
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W H E N I S “ N O T A B O O K ” S T I L L A B O O K ? A R O G U E ’ S G A L L E R Y
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WANTED DEAD OR ALIVE £100 REWARD
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A N D T H E B I G G E S T C R I M I N A L …
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A N D T H E B I G G E S T C R I M I N A L …
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T H E S E A R E N O T T H E B O O K S W E A R E L O O K I N G F O R
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T H E F R U S T R AT I O N S O F P R I N T …
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https://www.youtube.com/watch?v=0yuQObPHPhs
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A F F O R D A N C E S O F T H E E B O O K
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A F F O R D A N C E S O F T H E E B O O K
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1 F L E X I B I L I T Y
O F
C O N T E N T
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A F F O R D A N C E S O F T H E E B O O K
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2 A D A P T-A B I L I T Y
1 F L E X I B I L I T Y
O F
C O N T E N T
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A F F O R D A N C E S O F T H E E B O O K
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2 A D A P T-A B I L I T Y
3 I N T E R -
A C T I V I T Y1
F L E X I B I L I T Y
O F
C O N T E N T
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A F F O R D A N C E S O F T H E E B O O K
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2 A D A P T-A B I L I T Y
3 I N T E R -
A C T I V I T Y
4 D ATA C A P T U R E
1 F L E X I B I L I T Y
O F
C O N T E N T
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F L E X I B I L I T Y O F C O N T E N T
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1 F L E X I B I L I T Y O F C O N T E N T
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F L E X I B I L I T Y O F C O N T E N T
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1 F L E X I B I L I T Y O F C O N T E N T
V I D E O
H Y P E R L I N K SD Y N A M I C
A U D I O
A N I M AT I O NS L I D E S H O W S
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A D A P TA B I L I T Y
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A D A P TA B I L I T Y
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F O N T S
N O . O F PA G E SS I Z E
C O L O U R
C H A N G EL AY O U T
“ N E V E R F I N I S H E D ” A U T H O R S H I P
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I N T E R A C T I V I T Y
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3 E B O O K S A N D I N T E R A C T I V I T Y
- W H AT D O E S I T A D D ?
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I N T E R A C T I V I T Y
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3 E B O O K S A N D I N T E R A C T I V I T Y
- W H AT D O E S I T A D D ?
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D ATA C A P T U R E
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4 D ATA C A P T U R E
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D ATA C A P T U R E
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4 D ATA C A P T U R E
M A R K I N G
A S S E S S M E N TD Y N A M I C
F I E L D W O R K
A N A LY S I SF E E D B A C K
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A bridge between paper books and the digital world?
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So? What do eBooks look like?
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TYPES OF LEARNINGTeacherTalking
Group Work
Inquiry Based Learning
Project Based Learning
Model Making
Investigations
Dialogic Learning
Memorising
Research
Practising
Teaching another person
MOOCs
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I M PA C T O N L E A R N I N G ?
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I M PA C T O N L E A R N I N G ?
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I M PA C T O N L E A R N I N G ?
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I M PA C T O N L E A R N I N G ?
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I M PA C T O N L E A R N I N G ?
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I M PA C T O N L E A R N I N G ?
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I M PA C T O N L E A R N I N G ?
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I M PA C T O N L E A R N I N G ?
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I M PA C T O N T E A C H I N G ?
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Eric Mazur
I M PA C T O N T E A C H I N G ?
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Eric Mazur Mazur: Peer Instruction: A User's Manual
I M PA C T O N T E A C H I N G ?
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Eric Mazur Mazur: Peer Instruction: A User's Manual
I M PA C T O N T E A C H I N G ?
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Roles and Relationships
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Eric Mazur Mazur: Peer Instruction: A User's Manual
I M PA C T O N T E A C H I N G ?
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Roles and Relationships
Bespoke Learning
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A L I T T L E M O R E O N F L I P P E D L E A R N I N G 1
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https://www.youtube.com/watch?v=4a7NbUIr_iQ
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A L I T T L E M O R E O N F L I P P E D L E A R N I N G 2
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https://www.youtube.com/watch?v=4a7NbUIr_iQ
B L O O M ’ S TA X O N O M Y O F L E A R N I N G ( 1 9 5 6 ) - D E V E L O P E D B Y K R AT H W O H L A N D A N D E R S O N ( 2 0 0 1 )
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Technology is the only way to dramatically expand access to knowledge.
Why should students be limited to a textbook that was printed two years ago, and maybe designed ten years ago, when they could have access to the world’s
best and most up-to-date textbook? Equally important, technology allows
teachers and students to access specialised materials well beyond
textbooks, in multiple formats, with little time and space constraints
Andreas Schleicher - OECD (2015:4)
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The e-reader has been touted as, “one of the most important developments in the history of books - as revolutionary as the
printing press” (Marche, 2009)
“The electronic reader has the potential to change the way people perceive,
define and engage with books” (Boroughs, 2010)
“The value of e-textbooks will increase when they are designed to incorporate digital and interactive
features in ways that effectively enhance the teaching/ learning process” (Murray and Perez, 2013)
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CollaborativeIndividual
Static Dynamic / Creative
Fixed Knowledge Growth Knowledge
Collecting data Creating data
Teacher Learner
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W H Y E - B O O K S A N D N O T O N L I N E ?
Content Curation
Content ControlStructure
Content Selection
Textual Access
Teacher Direction
Ease of Creation
Formative Assessment
Portability
Accessibility“always on”
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- O S C A R W I L D E
“If one cannot enjoy reading a book over and over again, there is no use in reading it at all.”
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- O S C A R W I L D E ( A L M O S T ! )
“If one cannot enjoy creating a book over and over again, there is no use in creating it at all.”
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- O S C A R W I L D E ( A B I T ! )
“If one cannot enjoy interacting with a book over and over again, there is no use in interacting at all.”
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Lovers of print are confusing the plate
for the food Douglas Adams
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S O H O W I S I T P R O D U C E D ? W H AT C H A N G E S F R O M T H E P - B O O K ?
P U B L I S H E R
A U T H O R ( S )
R E S E A R C H PA S S I O N
C U R R I C U L U M
E D I T O R ( S )
C O N S U M E R S
D E S I G N C O P Y R I G H T F O R M AT T I N G M A R K E T I N G
W E E K S T O F O R E V E R
F E E D B A C K A S A N I T E R AT I V E
P R O C E S S
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B U T O F C O U R S E I T I S N O T T H E A N S W E R T O E V E R Y T H I N G … .
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https://www.youtube.com/watch?v=-rac21a7qhE
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S O M E P E D A G O G I C M O D E L S
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T I M E A N D S PA C E ?Present
Virtual
SynchronousAsynchronous
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M C C O R M I C K / S C R I M S H AW ( 2 0 0 1 )
E F F I C I E N T
E F F E C T I V E
T R A N S F O R M AT I V E
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TP
AC
K
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BLO
OM
IP
AD
AG
OG
Y
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S A M R
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A R I C H S E A M 1
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A R
ICH
SE
AM
2
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A R I C H S E A M 3
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M O B I L E T E C H N O L O G I E S T R A N S F O R M I N G T E A C H E R E D U AT I O N P E D A G O G Y
www.mttep.eu @mtteppads
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I PA C - A T H E O R E T I C A L F R A M E W O R K F O R M O B I L E L E A R N I N G
Personalisation
Authenticity Collaboration
Conversation
Data GatheringData Sharing
Situated
Con
text
Age
ncy
Custom
ised
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I PA C - A T H E O R E T I C A L F R A M E W O R K F O R M O B I L E L E A R N I N G
Personalisation
Authenticity Collaboration
Conversation
Data GatheringData Sharing
Situated
Con
text
Age
ncy
Custom
ised
Agency: What choices did I have over the content, pace,
place or outcomes?
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I PA C - A T H E O R E T I C A L F R A M E W O R K F O R M O B I L E L E A R N I N G
Personalisation
Authenticity Collaboration
Conversation
Data GatheringData Sharing
Situated
Con
text
Age
ncy
Custom
ised
Agency: What choices did I have over the content, pace,
place or outcomes?
Context: What was the context in which the learning took
place?
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I PA C - A T H E O R E T I C A L F R A M E W O R K F O R M O B I L E L E A R N I N G
Personalisation
Authenticity Collaboration
Conversation
Data GatheringData Sharing
Situated
Con
text
Age
ncy
Custom
ised
Agency: What choices did I have over the content, pace,
place or outcomes?
Context: What was the context in which the learning took
place?
Situated: How was the learning relevant to me and my own
experiences?
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I PA C - A T H E O R E T I C A L F R A M E W O R K F O R M O B I L E L E A R N I N G
Personalisation
Authenticity Collaboration
Conversation
Data GatheringData Sharing
Situated
Con
text
Age
ncy
Custom
ised
Agency: What choices did I have over the content, pace,
place or outcomes?
Context: What was the context in which the learning took
place?
Situated: How was the learning relevant to me and my own
experiences?
Customisation: How was the learning tailored to suit me?
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I PA C - A T H E O R E T I C A L F R A M E W O R K F O R M O B I L E L E A R N I N G
Personalisation
Authenticity Collaboration
Conversation
Data GatheringData Sharing
Situated
Con
text
Age
ncy
Custom
ised
Agency: What choices did I have over the content, pace,
place or outcomes?
Context: What was the context in which the learning took
place?
Situated: How was the learning relevant to me and my own
experiences?
Customisation: How was the learning tailored to suit me?
Conversation: How did this encourage the students to
engage in discussion / dialogue
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I PA C - A T H E O R E T I C A L F R A M E W O R K F O R M O B I L E L E A R N I N G
Personalisation
Authenticity Collaboration
Conversation
Data GatheringData Sharing
Situated
Con
text
Age
ncy
Custom
ised
Agency: What choices did I have over the content, pace,
place or outcomes?
Context: What was the context in which the learning took
place?
Situated: How was the learning relevant to me and my own
experiences?
Customisation: How was the learning tailored to suit me?
Conversation: How did this encourage the students to
engage in discussion / dialogue
Gathering / Sharing: What (new) data did I generate and
how did I then share this?
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S O W H AT ? ?
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T H E E - B O O K I N T H E C L A S S R O O M
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T H E E - B O O K I N T H E H O M E
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T H E E - B O O K I N T H E F I E L D
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R E F E R E N C E S 1Baran, E (2014) A review of research on Mobile Learning in Teacher Eduction, Education, Technology and Society 17(4) Boroughs, D. (2010). ‘Bye the book: In educational publishing, the only certainty is change. PRISM Brown, J (2014) eBooks vs Print books the struggle between old and new technology, Burden, K and Kearney, M (2012) Research in Learning Technology, Innovate Journal of on-line learning 6 Downes, S (2008) Places to go, connectives and connective knowledge Fullan, M and Langworthy, M (2014) - A rich seam, Pearson Glakin, B (2014) A collaborative project assessing the impact of eBooks and mobile devices on student learning, Boise State University Jenkins, H et area (2009) Confronting the challenges of participatory culture: Media Education for the C21st, Macarthur, USA Kindt, J (2013) Should tablets replace textbooks in the classroom? Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70
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R E F E R E N C E S 2
Marche, S. (2009). The book that contains all books. Wall Street Journal online Morris, J and Maynard, V (2010) Mobiles in the clinical setting, Worldviews on Evidence Based Nursing, 7(4) pp205-213 Murray, M. C. & Pérez, J. (2011). E-textbooks are coming: Are we ready? Issues in Informing Science and Information Technology, 8, 49-60 OECD (2105) Students, Computers and Learning making the connection, OECD. Ofcom (2105) Children and Parents: Media Use and Attitudes Report, Ofcom Puentedura, R (2011), SAMR and TPCK in Action - online at: http://hippasus.com/resources (Accessed Nov, 2015) Scrimshaw, P and McCormick, R (2001) ICT, Knowledge and Pedagogy, Education, Communication and Information 1:1 Siemens, G (2008) Connectivism a learning theory for the digital age, Journal of Instructional Technology and Distance Learning, 2:1 Wong (2009) eBooks as teaching strategy – preliminary investigation, Ascilite, 2009
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I M A G E C R E D I T SS1 - Closer than we thing: www.smithsonian.com S3 - Evolution of Man / Stages of book: www.darwiinslibrary.com / www.sfbook.com S4 - eBook sales: www.gettyimages.com S5/6 - Data on mobile usage: www.ofcome.gov.uk S8 - www.timemarcheson.com S9 - These are not the dried you are looking for - www.wrdsb.ca S12 - Flexibility: www.vertisgroup.com S13 - Charles Darwin: www.theorganicpreper.co.uk S14 - Digital Healthcare: www.kritsinmullertranscription.com S15 - Fishing Nets: www.traveltips.usatoday.com S16 - Sydney harbour bridge: www.sydneyhabourbridge.au S17 - Teapot: www.amazon.com S18 - iBooks Store: www.apple.com S21 - Eric Mazer, Adults Talking, Tailoring: www.mit.edu / www.wtjohnson.co.uk S22 - Andreas Schleicher: www.oecd.eu S29-31 - Backgrounds - www.apple.com S33 - Plate of Food - www.amazonaws.com S36 - Child asking questions: www.ziarulstria.ro
Other images (c) p.hopkins (various dates)