Embed Size (px)
Citation preview
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
2
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”
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
A L I T T L E L E A R N I N G T H E O RY 3
A L I T T L E L E A R N I N G T H E O RY 4
A L
ITT
LE L
EA
RN
ING
T
HE
OR
Y 5
T H E N AT U R E O F S U C C E S S ?
W H AT I S A B O O K ?
8
https://www.youtube.com/watch?v=brAlzKHYFnA
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 )
9
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 ?
10
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 ?
11
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 +
12
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
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
13
14
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
15
A H I S T O RY O F B O O K S 3 . WA X TA B L E T S
16
A H I S T O RY O F B O O K S 4 . S C R O L L S
17
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
18
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
19
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
20
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
21
A H I S T O RY O F B O O K S 9 . W H AT N E X T ?
The Evolution of the book?
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 )
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 )
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
26
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 …
27
A N D T H E B I G G E S T C R I M I N A L …
27
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
28
T H E F R U S T R AT I O N S O F P R I N T …
29
https://www.youtube.com/watch?v=0yuQObPHPhs
A F F O R D A N C E S O F T H E E B O O K
30
A F F O R D A N C E S O F T H E E B O O K
30
1 F L E X I B I L I T Y
O F
C O N T E N T
A F F O R D A N C E S O F T H E E B O O K
30
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
A F F O R D A N C E S O F T H E E B O O K
30
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
A F F O R D A N C E S O F T H E E B O O K
30
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
F L E X I B I L I T Y O F C O N T E N T
31
1 F L E X I B I L I T Y O F C O N T E N T
F L E X I B I L I T Y O F C O N T E N T
31
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
A D A P TA B I L I T Y
32
A D A P TA B I L I T Y
32
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
I N T E R A C T I V I T Y
33
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 ?
I N T E R A C T I V I T Y
33
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 ?
D ATA C A P T U R E
34
4 D ATA C A P T U R E
D ATA C A P T U R E
34
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
35
A bridge between paper books and the digital world?
36
So? What do eBooks look like?
TYPES OF LEARNINGTeacherTalking
Group Work
Inquiry Based Learning
Project Based Learning
Model Making
Investigations
Dialogic Learning
Memorising
Research
Practising
Teaching another person
MOOCs
I M PA C T O N L E A R N I N G ?
I M PA C T O N L E A R N I N G ?
I M PA C T O N L E A R N I N G ?
I M PA C T O N L E A R N I N G ?
I M PA C T O N L E A R N I N G ?
I M PA C T O N L E A R N I N G ?
I M PA C T O N L E A R N I N G ?
I M PA C T O N L E A R N I N G ?
I M PA C T O N T E A C H I N G ?
40
Eric Mazur
I M PA C T O N T E A C H I N G ?
40
Eric Mazur Mazur: Peer Instruction: A User's Manual
I M PA C T O N T E A C H I N G ?
40
Eric Mazur Mazur: Peer Instruction: A User's Manual
I M PA C T O N T E A C H I N G ?
40
Roles and Relationships
Eric Mazur Mazur: Peer Instruction: A User's Manual
I M PA C T O N T E A C H I N G ?
40
Roles and Relationships
Bespoke Learning
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
41
https://www.youtube.com/watch?v=4a7NbUIr_iQ
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
42
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 )
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)
CollaborativeIndividual
Static Dynamic / Creative
Fixed Knowledge Growth Knowledge
Collecting data Creating data
Teacher Learner
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”
- 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.”
- 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.”
- 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.”
50
Lovers of print are confusing the plate
for the food Douglas Adams
51
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
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 … .
52
https://www.youtube.com/watch?v=-rac21a7qhE
S O M E P E D A G O G I C M O D E L S
T I M E A N D S PA C E ?Present
Virtual
SynchronousAsynchronous
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
TP
AC
K
BLO
OM
IP
AD
AG
OG
Y
S A M R
A R I C H S E A M 1
A R
ICH
SE
AM
2
A R I C H S E A M 3
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
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
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?
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?
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?
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?
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
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?
S O W H AT ? ?
T H E E - B O O K I N T H E C L A S S R O O M
T H E E - B O O K I N T H E H O M E
T H E E - B O O K I N T H E F I E L D
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
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
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)
