Using eBooks for assessment


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These slides are from the internal University of Leeds, School of Modern Language and Culture, Student Education Forum 2013 on Friday 10th May 2013. It discusses the experiences of students volunteering to produce their assignments as eBooks. This project was part of a HEA collaborative grant funded project on evaluating interactive multimedia eBooks for enhancing student engagement.

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Using eBooks for assessment

  1. 1. School of something FACULTY OF OTHER Using eBooks for assessment Hayley Atkinson & Sierk Horn
  2. 2. Background Collaborative Project (HEA & SMLC funded) - Faculty of Biological Sciences - University Library - Faculty of Medicine & Health - EAST - University of Hull Objective: Potential for iBooks in HE environment - Student access to, and interaction with, learning resources? - Enhancement of learning, engagement and student experience?
  3. 3. iBook Author •Free proprietary software to create interactive books for the iPad •Aimed at educators and publishers •Allows addition of interactive galleries, pop- ups, videos, audio, glossaries and widgets
  4. 4. EAST3262 Advanced Japanese in Context - Original Japanese Texts - Contextualisation - L3 (Final Year) Assessment Task (50%): - Critical essay - Participation optional
  5. 5. Impact
  6. 6. Learning Enhancement
  7. 7. Examples
  8. 8. Learning ‘Intervention’
  9. 9. Student Feedback About transferring an essay into Presentation “You really think about the flow and how you present your essay, and a lot of that is not the same as what you had in mind when you just wrote it.” “I think as far as you are presenting the essay you are really aware of every step of your arguments.” Enhancing engagement “I thought quality was important for the essay, so, having the iBook, I could actually put pictures and actually show that and I rather liked the idea.”
  10. 10. Student Feedback About language learning “I was aware while writing my essay that I would be able to do a glossary type type tool, and so I made sure that I highlighted key words and key names and that type of thing and that I would have a ready definition next to it. Just to make it easier.” “You went through first and translated it for yourself, then when I was getting ready to put it into the iBook I went through and looked at the words again so just like by repeatedly encountering the words really helped in the learning of them.”
  11. 11. Student Feedback Multiplicator effects “Yeah, I thought it was really good to get each others essays, cos like, every other module you ever do everyone goes away an does a load of work on something and you never have any idea what it is and like going around everyone’s you kinda learn like, even if it’s just a snippet of what they did you pick up loads of little interesting facts, so it was really interesting hearing everyone’s essays back.” “Anything involving presentation type focused modules would work, so modules like in my first year French we had a module where we had to mark each others work as part of the compulsory thing and anything that could be distributed in this format, that would make it far easier than the system we had where we had to try to organise a time to meet up and some people were really bad at doing that.”
  12. 12. Implications and Outlook iPads -Apple system -Access to computer cluster & Ease of use -Iphone? Need for further evidence • Novelty (but see LUBS) • Language versus studies modules • Dissertation • Social media & Interactivity • Multiplicator function