Tablet Computers and eBooks. Unlocking the potential for personal learning environments?

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Invited presentation provided for the annual conference of the European Association for Distance Learning (EADL). May 9, 2012. Noordwijkerhout, The Netherlands.

If you want to download the slides please visit http://dspace.ou.nl

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  • Tablet Computers and eBooks. Unlocking the potential for personal learning environments?

    1. 1. Dr. Marco KalzCentre for LearningSciences and TechnologiesOpen University of the Netherlandsmarco.kalz@ou.nlhttp://twitter.com/mkalz Dr. Marco Kalz, Centre for Learning Sciences and Technologies Open Universiteit Nederland marco.kalz@ou.nl 1
    2. 2. Open Universiteit NL:- 20.000 Students- 60 Mio Budget- 15 Study CentersCELSTEC- 120 fte, 7 Mio budget
    3. 3. Open Universiteit NL:- 20.000 Students- 60 Mio Budget- 15 Study CentersCELSTEC- 120 fte, 7 Mio budget
    4. 4. CELSTEC Activities• Three programmes, each with three themes: – Learning and Cognition – Learning Networks for Professional Development – Learning Media• Each programme integrates three activities: – Research Activities – Laboratory Activities for Open Innovations – Providing Solutions and Services to the market• Institute for Education & Training – MSc Learning Sciences – Commercial Training (provided by the staff of 3 programmes)• Temporary Strategic Programmes – Lifelong Learning Services – OUNL related programmes (e.g. IPO) – Open Educational Resources 3
    5. 5. Involvement in European ProjectsTechnology Enhanced Learning (TEL) CooperationLearning Environments Learner Support TEL Content Creativity 4
    6. 6. Involvement in European Projects Learning in different professions Health Logistics Water management Teacher education 5
    7. 7. Structure• Mobile lifelong learning• State of the art: Market & academic studies• iPad pilot study• Technological trends: PLE & ePub 3• The end of the book as we know it• New authoring environments 6
    8. 8. Eurostat, AdultEducationSurvey, 2009 7
    9. 9. Eurostat, AdultEducationSurvey, 2009 7
    10. 10. Eurostat,AdultEducationSurvey, 2009 8
    11. 11. Eurostat,AdultEducationSurvey, 2009 8
    12. 12. Eurostat,AdultEducationSurvey, 2009 8
    13. 13. Eurostat,AdultEducationSurvey, 2009 8
    14. 14. Eurostat,AdultEducationSurvey, 2009 8
    15. 15. Eurostat,AdultEducationSurvey, 2009 8
    16. 16. Eurostat,AdultEducationSurvey, 2009 8
    17. 17. Seamless Learning Support• (MSL1) Encompassing formal and informal learning;• (MSL2) Encompassing personalized and social learning;• (MSL3) Across time;• (MSL4) Across locations;• (MSL5) Ubiquitous knowledge access• (MSL6) Encompassing physical and digital worlds;• (MSL7) Combined use of multiple device types (including “stable” technologies such as desktopcomputers, interactive whiteboards); 9Looi et al., 2010
    18. 18. Seamless Learning Support•(MSL8) Seamless switching between multiplelearning tasks (such as data collection + analysis +communication).•(MSL9) Knowledge synthesis (a combination of prior+ new knowledge, abstract + concrete knowledge,and multi-disciplinary learning);•(MSL10) Encompassing multiple pedagogical orlearning activity modelsLooi et al., 2010 10
    19. 19. Hype and realityElectronic Books as one of thefuture trends within the next 2 to3 years 11
    20. 20. PWC (2010): Turning thepage. The future of ebooks. 12
    21. 21. Market studyPWC (2010): Turning thepage. The future of ebooks. 13
    22. 22. Market studyPWC (2010): Turning the 14page. The future of ebooks.
    23. 23. 15
    24. 24. Related studies 16
    25. 25. Related studies•Pre-tablet era/Tablet-era 16
    26. 26. Related studies•Pre-tablet era/Tablet-era•Three different studies: 16
    27. 27. Related studies•Pre-tablet era/Tablet-era•Three different studies: –Media-comparison studies 16
    28. 28. Related studies•Pre-tablet era/Tablet-era•Three different studies: –Media-comparison studies –Reading/Literacy studies 16
    29. 29. Related studies•Pre-tablet era/Tablet-era•Three different studies: –Media-comparison studies –Reading/Literacy studies –Changing learning practices 16
    30. 30. Media-comparison 17
    31. 31. Media-comparison• Woody, Daniel & Baker (2010): Preference for traditional books, no effects on learning results 17
    32. 32. Media-comparison• Woody, Daniel & Baker (2010): Preference for traditional books, no effects on learning results• Rockinson-Szapkiw, Holder, & Dunn (2011): Higher motivation to study instructional material for eBook-group 17
    33. 33. Media-comparison• Woody, Daniel & Baker (2010): Preference for traditional books, no effects on learning results• Rockinson-Szapkiw, Holder, & Dunn (2011): Higher motivation to study instructional material for eBook-group 17
    34. 34. Reading/Literacy studies 18
    35. 35. Reading/Literacy studies• Korat (2010) shows significant effects of eBooks for word reading and story comprehension (kindergarten level) 18
    36. 36. Reading/Literacy studies• Korat (2010) shows significant effects of eBooks for word reading and story comprehension (kindergarten level)• Jones & Brown (2011) show no significant effects of eBooks for comprehension tests with 3rd graders 18
    37. 37. Changing learning practicesNie et al. (2011) study: 28 students ofmasters’s programme occupationalpsychology & education 19
    38. 38. iPad pilot study 20
    39. 39. iPad pilot study• Small-scale, longitudinal study (n=12) 20
    40. 40. iPad pilot study• Small-scale, longitudinal study (n=12)• September 2011 - August 2012 20
    41. 41. iPad pilot study• Small-scale, longitudinal study (n=12)• September 2011 - August 2012• iPad 2 WiFi 20
    42. 42. iPad pilot study• Small-scale, longitudinal study (n=12)• September 2011 - August 2012• iPad 2 WiFi• 4 courses (7 modules) 20
    43. 43. iPad pilot study• Small-scale, longitudinal study (n=12)• September 2011 - August 2012• iPad 2 WiFi• 4 courses (7 modules)• Mixture of textbooks & study books 20
    44. 44. iPad pilot study• Small-scale, longitudinal study (n=12)• September 2011 - August 2012• iPad 2 WiFi• 4 courses (7 modules)• Mixture of textbooks & study books• Mixture of ePub & PDFs 20
    45. 45. iPad pilot study• Small-scale, longitudinal study (n=12)• September 2011 - August 2012• iPad 2 WiFi• 4 courses (7 modules)• Mixture of textbooks & study books• Mixture of ePub & PDFs• Cooperation with publishers (Kluwer, Boom, SDU) 20
    46. 46. iPad pilot study 21
    47. 47. 22
    48. 48. iPad pilot study 23
    49. 49. iPad pilot study• 3 (4) research questions 23
    50. 50. iPad pilot study• 3 (4) research questions – Which factors influence acceptance? 23
    51. 51. iPad pilot study• 3 (4) research questions – Which factors influence acceptance? – Changing learning practices? 23
    52. 52. iPad pilot study• 3 (4) research questions – Which factors influence acceptance? – Changing learning practices? – Handling & functionality of eBooks 23
    53. 53. iPad pilot study• 3 (4) research questions – Which factors influence acceptance? – Changing learning practices? – Handling & functionality of eBooks – Effect on assessment scores? 23
    54. 54. UTAUT Model 24
    55. 55. Acceptance model iPad pilot 25
    56. 56. Changing learning practices 26
    57. 57. Changing learning practices• Additional learning contexts due to weightless learning material 26
    58. 58. Changing learning practices• Additional learning contexts due to weightless learning material• Use of small time-slots 26
    59. 59. Changing learning practices• Additional learning contexts due to weightless learning material• Use of small time-slots• Pervasive access to learning material 26
    60. 60. Changing learning practices• Additional learning contexts due to weightless learning material• Use of small time-slots• Pervasive access to learning material• Combination of learning resources 26
    61. 61. Changing learning practices• Additional learning contexts due to weightless learning material• Use of small time-slots• Pervasive access to learning material• Combination of learning resources• Effects on study strategies (annotations, marking, exchanging) 26
    62. 62. Changing learning practices• Additional learning contexts due to weightless learning material• Use of small time-slots• Pervasive access to learning material• Combination of learning resources• Effects on study strategies (annotations, marking, exchanging)• Effects on in-class-lectures 26
    63. 63. Handling & functionality 27
    64. 64. Handling & functionality• Annotations are critical for students 27
    65. 65. Handling & functionality• Annotations are critical for students• Pop-up questions are added value 27
    66. 66. Handling & functionality• Annotations are critical for students• Pop-up questions are added value• Clear preference for ePubs 27
    67. 67. Handling & functionality• Annotations are critical for students• Pop-up questions are added value• Clear preference for ePubs• Problems during lectures with printed versions 27
    68. 68. Handling & functionality• Annotations are critical for students• Pop-up questions are added value• Clear preference for ePubs• Problems during lectures with printed versions• Switching between material problematic 27
    69. 69. Handling & functionality• Annotations are critical for students• Pop-up questions are added value• Clear preference for ePubs• Problems during lectures with printed versions• Switching between material problematic• Integrated video-lectures as add-on, but no social media integration 27
    70. 70. Effects on test-scores•No visible effects on test-scores (not really statistically grounded due to the low number of participants) 28
    71. 71. ePub3 standard 29
    72. 72. ePub3 ePub3• HTML5• Media Overlays• Scripting• MathML• Accessibility 30
    73. 73. Two trends: PLE & ePub3 ! Wilson 2005 31
    74. 74. Two trends: PLE & ePub3 32
    75. 75. Two trends: PLE & ePub3“Personal Learning Environments arelearning environments where learners canintegrate distributed information, resourcesand contacts and reflect about learningprogress and learning products based onstandards and interfaces”.Schaffert/Kalz 2010 33
    76. 76. The end of the book as we know it...Stein, 2011 34
    77. 77. Beyond content deliveryPortability,Social Interactivity,Context Sensitivity,Connectivity,Individuality 35
    78. 78. New authoring environments 36
    79. 79. New authoring environments 37
    80. 80. New authoring environments 37
    81. 81. New authoring environments 37
    82. 82. A book? 38
    83. 83. Current trends 39
    84. 84. Current trends• Diversification 39
    85. 85. Current trends• Diversification• Integration 39
    86. 86. Current trends• Diversification• Integration• Extension 39
    87. 87. Current trends• Diversification• Integration• Extension• Personalisation 39
    88. 88. Think tank 40
    89. 89. http://portal.ou.nl/en/web/topic-mobile-learning 41
    90. 90. Thank you for your attentionmarco.kalz@ou.nl 42

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