The book works really well The book is the ultimate “reader” Inexpensive – You get free reader hardware with each physical book purchased No batteries needed Very durable So simple a 2-year old could use it No other user interacts with the physical content more than students Highlighting Note taking Bookmarking Flipping Multiple books a once
Reasons for Purchasing eBooks 14% of students have purchased a digital product as part of their studies Price is the primary factor Only way to obtain the textbook [out of stock, preference by the professor, custom PDF type eBook that the professor created for sale]. 18% of students who purchased an eBook did so because they enjoy the features 10% of students who purchased an eBook did so because they had never used one and were curious
Improved Performance or Efficiency Being able to search for a particular word or phrase in the textbook has improved my efficiency in studying. I use my laptop extensively and take notes on it, so having a copy of the book on my laptop at all times helped me work on my class work whenever I want without having to worry about whether or not I have the book with me. No 10-lb book to carry around = epic win. Top 5 Current Features, as rated by students: Reading Controls (paging, zoom…) Finding terms in a book Creating Highlights and Annotations Reviewing previously created Highlight and Annotations Managing your Digital Library
Features Students Want Search within and across content Annotation/highlight and sharing of notes Downloaded texts over online access - Flexibility of where and when they can access their books. Integrationwith other course content including lecture notes, professor guidance…
S Reading on the go. Light studying Heavy duty studying Home/Library Sync through a common cloud (locker) Digital Content Ecosystem (cloud hosted digital locker)
Class/Study Notes Internet/Other Content Common Interface, Format and Smart Extracts Content Management Instructor Supplied Study Ad-ins Trade Books Periodicals Study Aids/Other Books
Digital Rights Management DRM is a necessary part of a full featured e-reading solution Major education publishers require a proven system of DRM Due to content’s high price and students shared interest, higher education content is under greater risk of piracy Components of DRM Content distribution limitations Print limitations Copy/Paste limitations
Overall Research Conclusions Given the opportunity, students are willing to experiment with reading and studying digitally. When students do read and study digitally, results indicate that they find it as effective or more effective than studying with the physical book. When students do read and study digitally, their responses to usability of features shows that their expectations are high. Expect basic features to be as good as print experience (e.g., notes and annotations.) Also, expect that there are compelling features that go beyond what is feasible in the physical book experience (e.g., tags across notes, organizational capabilities.)
Conclusions E-Reading in higher education is more about e-studying than e-reading. Evaluate solutions on the entire ecosystem Hardware , e-Reading/Study Software Available Content Tablets and portable devices are currently satellites to a PC/Mac base. This will change over time. Constantly poll your students and faculty. Don’t over commit--this is going to be a longer transition than other digital media.
Future Trends As portable and tablet capabilities improve, so will their ability to support e-textbook content/platforms. Content trends Increase in smaller and specialized content Increase in multimedia content New distribution models including subscriptions, open source content, and institutionally-developed. There will be a blurring of lines between ereaders, LMS, and internet resources.
Students said… Like size, lighter than laptop Like speed, fast than laptop—instantly on More convenient than iPhone—read/write email Highly mobile Like having everything in one place Opens attachments well
Mobile learning in a medical school: case study Source: http://www.biomedcentral.com/1472-6920/10/57
Context 57 students in cohort 4-year Bachelor of Medicine Bachelor of Surgery 2 online tools Blackboard Interlearn Students had access to Internet Customized software Info repositories Sharing info within and between cohorts 2 Research Questions In what ways does ML support learning? What areas need development?
Student Improvement Suggestions Better and more electronic learning resources more materials, especially audiovisual resources a more logically arranged VLE more flexibility in accessing materials Guidelines on managing the VLE Improvements to VLE Streamlining organization of information Reduced the number of clicks to access resources orientation for students
Central mobility at the University of MD Source: http://www.mobility.umd.edu/
Year 1 175 students - ~40% iPhone/~60% iPod Touch Weekly seminars during Fall 2008 Applications: Mobile Portal MyeVu Clickers Pre- and post- semester evaluations
Sample Questions How would you describe the experience of participating in the media diary project? Please give specific examples to demonstrate your answer. Describe your use of technology to maintain your media diary. How would you assess the role of technology in completing this project? Please provide specific examples reflecting on the pros and cons of using or not using mobile devices to record your data.
Year 2 Engaged faculty: Center for Teaching Excellence Summer Institute 6 faculty fellows Call for Proposals process 4 faculty fellows IDed specific courses: Comm, PE, Journalism Build customized mobile learning experiences Specifically evaluated those learning goals Offered a mobile programming course
Mobile Tool Uses Integration into the course/learning experience Communication with classmates Communication with instructors Access to course materials (syllabus, assignments, schedules) Conduct research Other activities (internal and external to institution)
App rubric Johns Hopkins University 10/18/2010
Quality matters More info: http://qminstitute.org/home/Public%20Library/About%20QM/RubricStandards2008-2010.pdf
Section 6: Course Technology The tools and media support the learning objectives, and are appropriately chosen to deliver the content of the course. The tools and media support student engagement and guide the student to become an active learner. Navigationthroughout the online components of the course is logical, consistent, and efficient. Students have ready access to the technologies required in the course. The course components are compatible with current standards for delivery modes. Instructions on how to access resources at a distance are sufficient and easy to understand. The course design takes full advantage of available tools and media.
Review technologies and ask… What would be the ramifications and opportunities for learning if this technology were adopted? What kinds of teaching and learning engagements might this technology: make better or enable? If we decide to do a pilot, what kind of evaluation methodology can we overlay on the project to assess outcomes? What kind of additional research needs to be done concerning this technology?
5 recommendations Capture and analyze learning in context with consideration of learner privacy Assess the usability of the technology and how it affects the learning experience (PLE) Look beyond measurable cognitive gains into changes in the learning process and practice Consider organizational issues in the adoption of mobile learning practice and its integration with existing practices Span the lifecycle of the mobile learning innovation that is evaluated, from conception to full deployment and beyond
questions What are your challenges/opportunities in mobile learning? What research in this area might be useful to the community to further mobility?