digital spring
TRANSCRIPT
T H E FU T U R E OF BOO K S ?PA U L H O P K I NS
UN I VE R S I T Y OF H U L L , UK
DIGITAL SPRING: Digital Technologies Online Workshops
W H AT I S A BO O K ?
https://www.youtube.com/watch?v=brAlzKHYFnA
The Evolution of the book?
O F C O M : M E D I A U S E AN D ATT I T U D E S R E P O RT ( 2 0 1 5 )
O F C O M : M E D I A U S E AN D ATT I T U D E S R E P O RT ( 2 0 1 5 )
WHE N I S “N OT A BOOK” ST I LL A BOOK ?A ROGUE ’S GA LL E RY
WANTED
DEAD OR ALIVE £100 reward
A N D T H E B I G G E S T C R I M I N A L …
TH E F R US T RAT I O N S O F PR I N T …
https://www.youtube.com/watch?v=0yuQObPHPhs
Crushed beetles onto dead trees
the p-book
digitised beetles onto e-paper
the dp-book
added multimedia
the m-book
interactive and
collaborative
the i-book
AF FOR DANCE S OF T H E I BOOK
2ADAP T-AB I L I TY
3I N T ER-
AC T IV I T Y
4DATA CAPTURE
1FLEX IB I L I TY
OFCON TENT
F L E X I B I L I T Y OF C O N T E N T1FLEX I B I L I TYOFCO NTENT
V IDEO
H Y PE R L I N K SDY N A M I C
AUD IO
AN IM AT IONSL ID ES HOW S
A DA PTA B I L I T Y
FONT S
NO. OF PAG E SS IZ E
COLOUR
CH ANGEL AYOUT
“ NE VE R F I N I S H E D”
I N T E RAC T I V I T Y3EBOOKS AND
INTERACT IV I TY - WHAT DOES I T
ADD?
DATA C A P TU R E 4DATA CAPTURE
MARK IN G
ASS E S S M EN TDY N A M I C
F IE LDWOR K
ANALYS ISFEE DBACK
A bridge between the ‘expert’ and the ‘novice’?
Digi
tal H
ybrid
Text
TextbookProduced by the expert with verified materials and artefacts.
Field NotesProduced by the
student as a reflection on the
expert and also with additional
materials gathered by the
student
So? What do eBooks look like?
TYPES OF LEARNING
CollaborativeIndividual
Static
Dynamic / Creative
Fixed Knowledge
Growth Knowledge
Collecting data Creating data
Teacher Learner
M O D E LS O F LE AR N I N G : S AM R
MODEL S OF L EARN IN GTHE I PAC M ODEL
Personalisation
Authenticity Collaboration
Conversation
Data GatheringData Sharing
Situated
Cont
ext
Agen
cyCustomised
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?
TH E PE DAGO GIC CO L L A BORAT IV E M O DE L
Mat
eria
l fro
m th
e clo
ud
Material produced by
the “expert”
Material produced by the “user” The
collaborative product
Knowledge is determined and validated given by the expert to
the novice
Knowledge is situated and
authentic to the user’s needs
product is personalised
and bespoke to the individual
Material from
the ‘field’
When connected data can be collaborative and shared - updated and adaptable
I M PAC T O N L E A R N I N G ?
Eric Mazur
Mazur: Peer Instruction: A User's Manual
I M PAC T O N T E AC H I N G ?
Roles and Relationships
Bespoke Learning
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)
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)
W H Y E -BO O K S AND NOT O NL I NE?
- OS C A R W I L DE
“If one cannot enjoy reading a book over and over again, there is no use in reading it
at all.”
- OS C A R W I LDE ( AL M OS T ! )
“If one cannot enjoy creating a book over and over again, there is no use in creating it
at all.”
- OS C A R W I LD 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.”
Lovers of print are confusing the plate
for the foodDouglas Adams
REF EREN C ESBaran, 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. PRISMBrown, J (2014) eBooks vs Print books the struggle between old and new technology, Burden, K and Kearney, M (2012) Research in Learning Technology Glakin, B (2014) A collaborative project assessing the impact of eBooks and mobile devices on student learning, Boise State UniversityKindt, J (2013) Should tablets replace textbooks in the classroom? Marche, S. (2009). The book that contains all books. Wall Street Journal onlineMorris, J and Maynard, V (2010) Mobiles in the clinical setting, Worldviews on Evidence Based Nursing, 7(4) pp205-213Murray, M. C. & Perez, J. (2011). E-textbooks are coming: Are we ready? Issues in Informing Science and Information Technology, 8, 49-60OECD (2105) Students, Computers and Learning making the connection, OECD.Ofcom (2105) Children and Parents: Media Use and Attitudes Report, OfcomWong (2009) eBooks as teaching strategy – preliminary investigation, Ascilite, 2009
IMAGE C RED ITSS1 - 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 S11 - Flexibility: www.vertisgroup.com S12 - Charles Darwin: www.theorganicpreper.co.uk S13 - Digital Healthcare: www.kritsinmullertranscription.com S14 - Fishing Nets: www.traveltips.usatoday.com S15 - Sydney harbour bridge: www.sydneyhabourbridge.au S16 - Teapot: www.amazon.com S17 - iBooks Store: www.apple.com S20 - Eric Mazer, Adults Talking, Tailoring: www.mit.edu / www.wtjohnson.co.uk S21 - Andreas Schleicher: www.oecd.eu S28-30 - Backgrounds - www.apple.com S32 - Plate of Food - www.amazonaws.com S35 - Child asking questions: www.ziarulstria.ro Other images (c) p.hopkins (various dates)