Transforming Textbooks

for Authentic Learning

Prof. Dr. Yasuhisa Tamura

Sophia University, Japan

IEEE Online Seminar for Beijing Normal University

2015-5-28

1

Self-introduction

• Professor, Dept. Information & Communication Sciences, Sophia

University, Tokyo Japan

• Research areas: Learning technology, e-learning, e-textbooks,

CSCL

• President, JASLA (Japanese Society for Learning Analytics)

• Director, JeLA (Japan e-Learning Association)

• Chair, ICT Connect 21 Technology WG

• Fellow, JEPA (Japan Electronic Publishing Association)

• About e-Textbooks:

– ISO/IEC JTC1/SC36 (e-Learning) e-Textbook Project co-editor

– IDPF/W3C/IMS EDUPUB Project member

– Japanese governmental e-textbook projects (MIC, MEXT) member

2

3

Digital Textbook / e-Textbook

• Digital textbook contents displayed on laptop/

tablet PCs

– Narrow sense: textbook itself

– Broad sense: includes dictionary, reference, notebook

etc.

• Added digital-specific functions

– Automatic judgment of quiz

– Interactive/ multimedia contents

– Accessibility

– Learner activity record and transmission

Range of e-Textbook

4

Textbook

Quiz

Reference

Dictionary

Conventional paper-

based materialse-Textbook

(Broad sense)

Textbook

Quiz

Reference

Dictionary

Manual judgment

and feedbackAutomatic judgment

and feedback

linkage

Resources

on network⇔

Support

tools⇔

Online

Test⇔

Managing

tools⇔

⇔ e-Portfolio

Note Note

5

National Movements

• US

– State-wide experimental deployments

– Funded by private foundations

• Europe

– Some nation-wide experiments: UK, Germany, Spain ...

– CEN eTernity Project 2012-

• Korea

– Started national project 2008, finished nationwide deployment 2014

• China

– e-Schoolbag Project

• Singapore

– FutureSchool@Singapore 2008-, private schools go ahead

• Japan

– Education Computerization Vision 2011, roadmap finishing 2020

• Philippines, Taiwan, India ...

Debate around e-Textbook

• Reasons against

– They need to write when they memorize or solve

problems on math and physics

– It tends to “programmed instruction” without

adaptation to learners

– It lacks human interaction between instructors or

other learners

– Simple quiz formats (multiple-choice and fill-in-the-

blank) will reduce thinking skills

• All of them are correct

-> e-Textbook should overcome these

conventional ways of “education”

6

Transformation of Classrooms

7

• Conventional

– Teacher speaks on a

platform

– Learners focus on a

teacher

• Upcoming

– Learners focus on

their PCs

– Teacher walks around

and assist learning

Organization and Reading Assignments

8

# Topic Reading Assignments

1 Technical Trends of e-Textbook Slide #21

2 Learning Analytics Slide #32

3 21st Century Skills and e-Textbook Slide #43

Not all reading assignments should be read in advance. Select one topic according to your preference.

Topic 1:

Technical Trends of e-Textbook

Formats of Digital Textbooks

• 2000s

– Hundreds of local formats

– Device/ OS dependent

– Proprietary (vendor locked-in), not open format

• 2010s

– Device independent/ open spec

– Reflow: ePub

– Fixed layout: PDF, SVG

– Insufficient to support learning activity options

10

Standardization Projects

11

2013 201420122011

IEEE

CEN

IMS

EDUPUB (IDPF/IMS/W3C)

ISO/IEC JTC1/SC36e-Textbook Project

ICE Project

Actionable Data Book Project

eTernity Project

Busan Moscow Oslo

#2 #3#1 #4 #5

Digital Textbook: What to Standardize

• Target

– Contents data format, metadata format

– Interchange data and protocol

– Common functions

– Functions to support pedagogical options

• Out of range

– Contents of Core Curriculum

– Pedagogical/ learning activity options

– Instructor-dependent teaching skills

12

13

Advantages of Standardization

• Interoperability

– Between contents, reading systems, and OS

– Reduce TCO (Total cost of ownership), BYOD

– Opportunity of EdTech companies entry

• Specify common functions

– Note taking, linkage to outer resources

– Multiple renditions

• Toward export of developed system

– Need compliance with ISO or IEC

EDUPUB

• IDPF+IMS+W3C

• EPUB 3.0 specification based– Allows local way of representation (vertical, ruby)

– Accessibility (including DAISY spec.)

• Textbook specific representation– Multiple renditions = fixed + reflowable layouts

– IDPF: semantics profiles

– W3C: Open Annotation

– IMS Global: QTI (quiz), LTI (interoperability), Caliper (learning analytics)

• A set of open specification– Usable without royalty

14

EDUPUB Workshops

15

# Date/Venue Attn URL, Major topics

1

2013-10-29/30

Boston USA

Pearson

111http://idpf.org/edupub-2013

Kick-off, Scope Arrangement

2

2014-2-12/13

Salt Lake USA

IMS

135

http://www.imsglobal.org/edupub/

Progress Report

Arrangement of To Do

3

2014-6-19/20

Oslo Norway

SC36 Norway

146

http://idpf.org/edupub-europe-2014

EDUPUB Spec v1 Report

Arrangement of To Do

4

2014-9-16/18

Tokyo Japan

IDPF/JAPET/CEC..

100http://www.jepa.or.jp/edupub/

Towards EDUPUB 2014 Spec

5

2015-2-26/27

Phoenix AZ USA

IMS

130?http://www.imsglobal.org/feb2015UofPho

enix.html Implementation Workshop

EDUPUB: Areas of Specifications

16

e-Textbook

EDUPUB Profile

(IDPF)

Semantics for

Teacher’s Guide

(IDPF)Reference

Dictionary

Content Server/LMS（Material/Quiz）

Learning Record

Store

Learning

Analytics Server

Learning Analytics

Data Items (IDPF)

Open Annotation

in EPUB (IDPF)

EPUB Scriptable

Components

(IDPF)

QTI: Quiz

Description

(IMS)

LTI: API for e-

textbook and outer

application (IMS)

Caliper: Learning

Analytics (IMS)

EPUB3

• DAISY

• i16n

EPUB Multiple

Renditions (IDPF)

EDUPUB Specs (IDPF)

• EDUPUB Profile

• Open Annotation in EPUB

• Scriptable Components

• Scriptable Components Packaging and

Integration

• Distributable Objects

• IMS EDUPUB Best Practices

• Issue List

17

IMS LTI and Open Market of Learning

• Learning Tools Interoperability

– http://www.imsglobal.org/lti/

– API to connect textbook to outer applications

18

References

httpd

Multimedia

Contents

httpd

Discussion

Board

httpd

Simulator

httpd

• Keep textbook

lightweight

• New entry of

EdTech companies

IMS Upcoming Spec in 2015

• QTI v2.1, aQTI

– APIP (Authoring & Delivery)

• LTI v2

• Caliper Analytics

• eduERP

– Learning Information Services (LIS)

– Course Planning and Scheduling (CPS)

19

ICT Connect 21

• Alliance organization for digital textbook and

computerization of education in Japan

– Established Feb. 2015

• http://ictconnect21.jp/ (Japanese only)

• Alliance members– Japan Association for Promotion of Educational Technology

– Japan Audio Visual Education Association

– Japan Society of Digital Textbook

– Japan e-Learning Consortium

– Association of Digital Textbook & Teaching

– Japan Open Online Education Promotion Council

– Japan Electronic Publishing Association

– Educational Software Research Center

– E-Learning Award Forum

• Supported by– Ministry of Internal Affairs and Communication

– Ministry of Education, Culture, Sports, Science and Technology

20

Reading Assignments for Topic 1

• Kim, J. H. Y., & Jung, H. Y. (2010). South Korean

digital textbook project. Computers in the

Schools, 27(3-4), 247-265.

• Draft Specifications linked in Slide #17

21

Topic 2: Learning Analytics

- Collection and Analysis of Learning Activity Data -

Learning Analytics

23

Learner

School Server(Campus)

Delivery Server(Publisher)

LMS（Material/Quiz）

LRS (Learning Record Store)

Learning Analytics Server

Collect and transfer various

activity data

School

Individualfeedback

Institutionalresearch

Big Picture of LA

24

Coordination

between contents

and semantics

Business Model

with use of LA

Data analysis (big

data analysis,

statistics)

Data transmission

(xAPI etc.)

Data archive

(LRS)

Client-side data

collection

Evidence-based

feedback

(dashboard, IR)

Inputs and Outcomes of LA

25

InputData Items

Process/Model

Outcomes Goals

MaterialAccess

Prediction

Personalization

Intervention

Visualization

Quiz Answer

Discussion

Achieve-ment

Prior Credits

IndividualLearner Support

InstitutionalResearch

：

Statistics,Big data analysis

Why LA in e-Textbook Topic?

• Vs. Paper-based Learning

– Automatic data collection

• Vs. Web-based Learning

– Higher resolution data in learning activities

– Page flip, resource search, utterance voice ..

26

Resources to learn LA

• International Conferences

– LAK: Learning Analytics and Knowledge

2011, 2012, 2013, 2014, 2015

– EDM: Educational Data Mining

2008, 2009, 2010, 2011, 2012, 2013, 2014, 2015

• Journal of Learning Analytics

• Google groups on learning analytics

• ISO/IEC JTC1/SC36 (Learning Technology) WG8

– To be established June 2015

• Japanese Society for Learning Analytics

– To be established June 2015

27

LA Specifications Currently Proposed

• IMS Caliper: to be published May-June 2015

– 69+23 items

– Related to US Common Core

• EDUPUB LA

– 44 items

– ADL eXperience API based

• Japan MEXT

– 60 items

– Under discussion

28

IMS Caliper Analytics

29

©2013 IMS Global Learning Consortium, Inc. All Rights Reserved 6 of 12

Figure 3 depicts a sample (non-definitive) of the types of Metric Profiles that IMS intends to develop in collaboration

with its member institutions and suppliers.

Figure 3: IMS Metric Profiles - Sample

The IMS Learning Analytics group will leverage and incorporate, into the Caliper Metrics Profiles, ongoing efforts by

various organizations to define metrics and/or desired learning and developmental outcomes for various aspects of the

edu-graph. These include (but are not limited to):

The Predictive Analytics Reporting (PAR) framework’s Data Models as part of IMS Context and Engagement metrics;

Common Core Standards as part of IMS Performance metrics;

CAS standards for student developmental and learning outcomes for higher education as part of IMS Performance

metrics.

Reference:

IMS GLC, Learning

Measurement for Analytics

Whitepaper,

http://goo.gl/5ISNVy

EDUPUB LA: Data Structure

30

EDUPUB LA: Verbs and Objects

31

Reading Assignments for Topic 2

• Shum, S. B., Learning Analytics: Policy Brief,

UNESCO Institute for Information Technologies

in Education

• Shum, S. B. and Ferguson, R., Social Learning

Analytics, Educational Technology & Society,

2012, Vol.15, No,3, pp.3-26.

32

Topic 3:

21st Century Skills and e-Textbook

Labor and Learning in 21st Century 1)

After Industrial Revolution After Information Revolution

Industry

Mass production of uniform

products and services

Unique, original and individual

products and services

Replacement of routine work into computers and robots 2)

Required

Skills for

Workers

Routine work

Uniform skills and knowledge

Uniform time and place

Teamwork

Creative work

Original skills and knowledge

Individual time and place of working

Self management for productivity

Training

and

Education

To be classroom on time

Instruction, teaching

Uniform-paced teaching

Memorization

Simple/objective assessment

Learning anytime, anywhere

Deep learning, active learning

Self-paced learning

Application and deep understanding

Rubric assessment

34

21st Century Skills 3) 4)

• Ways of Thinking– Creativity and innovation

– Critical thinking, problem-solving, decision-making

– Learning to learn/metacognition (knowledge about cognitive processes)

• Ways of Working– Information literacy

– Information and communication technology (ICT) literacy

• Tools for Working– Communication

– Collaboration (teamwork)

• Skills for Living in the World– Citizenship – local and global

– Life and career

– Personal and social responsibility - including cultural awareness and competence

35

Academic Ability: Before vs. After

36

Experiment Investigation Discussion

Knowledge acquisition and direct

output

Adoption and Understanding of knowledge

Forthcoming Roles of e-Textbook

• Platform and Tools for TEAL

– Technology-enabled Active Learning

• Scaffolding Contents of Learning

– Goals, topics and questions to be understood

– Details might be described in outer resources

– Contents may be criticized

• Portal and Dashboard of Learning

– Introduces various entries of learning tools

– Summarize learner’s status and to-do

37

TEAL: Position and Effects

38

Paper-based

IT-based

Active LearningInstruction-based

Learning

E-Learning(LMS)

BYOD TEAL:Technology-enabled

Active Learning

ConventionalClassroomLearning

Presentation/Discussion/De

bateProblem/ ProjectBased

Learning

Collaborative Learning

• Deep Knowledge Acquisition• Self-regulated Learning• Meta-skill Acquisition

• Learning Process Record

• Communication Support

• Automatic/ Semi-automatic intervention

QuestionnaireClicker

Feedback

Digital Textbook

Issues towards Future Learning

• Change of Teaching, Learning and Assessment

– Teaching: from knowledge transfer to skill transfer

– Learning

• From instructor-controlled from individual-paced

• From instructor-focused from screen-focused

– Assessment: from simplified ones to rubric ones

• Needs change instructors’ mindset

– No learner is viewing an instructor at the classroom ..

– From “instructor” to “facilitator” to support learning

39

Eight Net Gen Norms 5)

• Freedom

• Customization

• Scrutiny

• Integrity

• Collaboration

• Entertainment

• Speed

• Innovation

40

Seven Guidelines for Educators 5)

• Don’t throw technology in the classroom hoping that

something good will come out

• Teach less, ask questions, let the students ask questions

and interact

• Encourage students cooperate

• Focus on lifelong learning, not on learning for the

achievement of exams

• Use technology to get familiar with the students and to

adjust the curricula to what they expect

• Develop curricula to fit the new generation

• Rediscover yourself as a teacher

41

References of Topic 3

1) David, H., Levy, F., & Murnane, R. J., The skill content of recent

technological change: an empirical exploration (No. w8337),

National Bureau of Economic Research 2001.

2) Brynjolfsson, E. and McAfee, A., Race Against The Machine: How

the Digital Revolution is Accelerating Innovation, Driving

Productivity, and Irreversibly Transforming Employment and the

Economy, Digital Frontier Press 2011.

3) Binkley, M. et al., Defining Twenty-First Century Skills, Springer

2012.

4) Trilling, B. & Fadel, C., 21st Century Skills: Learning for Life in Our

Times, Jossey-Bass 2012.

5) Tapscott, D., Grown Up Digital: How the Net Generation is

Changing Your World, McGraw-Hill 2008.

42

Reading Assignment for Topic 3

• Jones, C. and Shao, B., The Net Generation and

Digital Natives: Implications for Higher

Education, A literature review commissioned by

the Higher Education Academy, The Open

University 2011.

43