From eBook to Learning Book. Presented at CHI (Computer Human Interaction) Monthly Meeting, Cambridge MA, March 2010

From eBooks to Learning Books

Dr. Boris Goldowsky & Lisa Spitz

Center for Applied Special Technology

2

About CAST

Nonprofit research and development organization

Works to expand learning opportunities for all individuals, especially those with disabilities, through Universal Design for Learning.

“Founded in 1984 as the Center for Applied Special Technology, CAST has earned international recognition for its innovative contributions to educational products, classroom practices, and policies. Its staff includes specialists in education research and policy, neuropsychology, clinical/school psychology, technology, engineering, curriculum development, K-12 professional development, and more.”

– More information: http://www.cast.org

Universal Design Elements for Websites

http://www.cast.org/

3From eBooks to Learning Books

Abstract

Current state of technology, books versus eBooks

How people learn

Universal Design for Learning

Features of a Learning Book

Future directions and conclusions

Q & A


Introduction


Introduction

Joe's Non-Netbook

http://www.youtube.com/watch?v=SkhpmEZWuRQ

http://www.youtube.com/watch?v=SkhpmEZWuRQ


Introduction

Amazon, Kindle

Barnes & Noble, Nook

Skiff Reader

Apple, iPad


Introduction


Introduction


Introduction

Reading for Learning

– How can we transform eBooks into Learning Books?

?


How people learn


How people learn

Old model of learning: Stimulus, Response, and Reinforcement.


How people learn

New model of learning: Contextual, Distributed, Variable


How people learn

Learning is: Contextual If the balloons popped, the sound would not be able to carry since

everything would be too far away from the correct floor. A closed window would also prevent the sound from carrying since most buildings tend to be well insulated. Since the whole operation depends on a steady flow of electricity, a break in the middle of the wire would also cause problems. Of course the fellow could shout, but the human voice is not loud enough to carry that far. An additional problem would be no accompaniment to the message. It is clear that the best situation would involve less distance. Then there would be fewer potential problems. With face-to-face contact, the least number of things could go wrong.


How people learn

If the balloons popped, the sound would not be able to carry since everything would be too far away from the correct floor. A closed window would also prevent the sound from carrying since most buildings tend to be well insulated. Since the whole operation depends on a steady flow of electricity, a break in the middle of the wire would also cause problems. Of course the fellow could shout, but the human voice is not loud enough to carry that far. An additional problem would be no accompaniment to the message. It is clear that the best situation would involve less distance. Then there would be fewer potential problems. With face-to-face contact, the least number of things could go wrong.

(from Bransford and Johnson, 1972).


How people learn

Learning is: Distributed


How people learn

Learning is: Variable





Three networks of the brain

Enabling individuals to identify and understand information, ideas, and concepts

Enabling individuals to plan, execute, and monitor actions and skills

Enabling individuals to engage with tasks and learning and with the world

http://udlonline.cast.org/

http://udlonline.cast.org/



UDL Guidelines have three primary principles:

http://www.udlcenter.org/aboutudl/udlguidelines

WHAT? (Recognition) HOW? (Strategic) WHY? (Affective)







Features for Learning Books


Features for Learning Books

What does UDL suggest could be added to current eBook interfaces to make them better for learning?

– Access to Content

– Navigation Features

– Action and Expression Features

– Affect Features


Access to Content


Access to Content

Multiple Means of Representation

http://www.udlcenter.org/aboutudl/udlguidelines/

http://bookbuilder.cast.org

http://udlspotlight.wordpress.com

http://www.udlcenter.org/aboutudl/udlguidelines/downloads


http://bookbuilder.cast.org/

http://udlspotlight.wordpress.com/


Access to Content

Increased font sizes (Handled by most e-readers already)

http://www.udlcenter.org/aboutudl/udlguidelines/



Access to Content

Image – Descriptions, alt text, captions, etc…


Access to Content

Video and Audio – Descriptions, Captions, Transcripts


Access to Content

Translation – Single Word

http://sciencewriter.cast.org

http://sciencewriter.cast.org/


Access to Content

Translation – Whole Document




Access to Content

Linking – Multimedia glossary

http://udleditions.cast.org

http://udleditions.cast.org/


Access to Content

Linking – Background knowledge




Access to Content

Linking – Geographical




Access to Content

Linking – Character lists, family trees…

http://xkcd.com/657/

http://xkcd.com/657/


Access to Content

Narration – Good: a text to speech option (like Kindle)

http://www.youtube.com/watch?v=H3bv0C8IS-I

http://www.youtube.com/watch?v=H3bv0C8IS-I


Access to Content

Narration – Better: real human voice reading, synchronized with the text (DAISY).


Navigation Features


Navigation Features

TOC – expand for subsections; collapse for overview


Navigation Features

Alternate Views of TOC – Graphic Organizers

http://www.cast.org/teachingeverystudent/ideas/tes/




Navigation Features

Alternate Views of TOC – Summary

http://www.cast.org/teachingeverystudent/ideas/tes/chapter1.cfm

http://www.cast.org/teachingeverystudent/ideas/tes/chapter1.cfm


Navigation Features

Search


Navigation Features

Site Map


Action and Expression Features



Highlighting



Annotating



Note-taking / Journaling



Asking for responses



Options for expression - Write



Options for expression - Draw



Options for expression - Record



Options for expression - Upload



Checks for comprehension





Checks for comprehension





Ability to organize concepts


Affect Features


Affect Features

Choice



Checking In


Affect Features

Teacher and classroom discussion


Affect Features

Collaboration and community


Future Directions


Future Directions

Extending ideas from supported text to supported:

– Images

– Video

– Audio

Extending thinking to more interactive materials:

– Simulations

– Discussions

– Living Documents


Conclusion


Conclusion

Let's not just port the book to a new technology.

Think about how people learn, create knowledge, & enjoy exploring and build something new and better for doing that.

You don't need to be an expert in cognition to do this - but do think about variability/diversity of people.

Many creative ideas come from starting by considering the people "in the margins", then making those features available universally.

This UDL design process can be applied to almost anything.


Questions and Discussion


Resources

CAST: www.cast.org

CAST Learning Tools: http://cast.org/learningtools

National Center on Universal Design for Learning (UDL): http://www.udlcenter.org/

National Center on Accessible Instructional Materials (AIM): http://aim.cast.org/

DAISY: http://www.daisy.org/

Boris: [email protected]

Lisa: [email protected]

http://www.cast.org/

http://cast.org/learningtools

http://www.udlcenter.org/

http://aim.cast.org/

http://www.daisy.org/

mailto:[email protected]

mailto:[email protected]


Thank You!

BORIS GOLDOWSKYDirector of [email protected]

LISA SPITZDirector of [email protected]

Education

From eBook to Learning Book. Presented at CHI (Computer Human Interaction) Monthly Meeting, Cambridge MA, March 2010