Mlibraries 3 ebooks in he opportunities and challenges March 2011


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Evolving Content Delivery for Mobile Learners workshop, March 2011 presented by Agnes Kukulska-Hulme (Professor of Learning Technology & Communication, Open University)
and Martin Smith (Academic Staff Tutor, Open University)

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Mlibraries 3 ebooks in he opportunities and challenges March 2011

  1. 1. ebooks in HE: opportunities and challenges Agnes Kukulska-Hulme and Martin Smith Evolving Content Delivery for Mobile Learners workshop, March 2011
  2. 2. From simple beginnings… PDAs for reading course materials, IET, Waycott & Kukulska-Hulme, 2001-3 … To the reading revolution?
  3. 3. Context-aware mobile learning
  4. 4. Mobile technologies are often used “ in ways that never even occurred to their designers ” (Keinonen, 2003) “ the scope of use expands to fulfil emergent needs ” (Gilbert et al., 2005) Emergent practices
  5. 5. Learner-driven innovation in mobile learning Who, what, where, when, why, how
  6. 6. Examples of smartphone use, in four categories of activity Kukulska-Hulme, A., Pettit, J., Bradley, L., Carvalho, A., Herrington, A., Kennedy, D., & Walker, A. (2011) Mature Students Using Mobile Devices in Life and Learning , International Journal of Mobile and Blended Learning. Make records of worthwhile experiences. Exchanging funny videos with friends. Discussion forums and sharing links. I send texts and pictures to family and to the Moblog community. Taking photos and videos spontaneously. Kanji a day – learning Japanese and Chinese characters. I have used it to read the news . Listening to the radio. UK - OU Video camera for recording and taking photos which I later transferred into my computer to use as a teacher. Sometimes when I’m waiting for an appointment, I tend to use the phone to play. To call friends to arrange a meeting, but not to ‘talk about life’. To plan things. I have used the recorder to record memos to myself when I have ideas for research, essays etc. Translating from English into Arabic. UK - Leeds Help me remember stuff that I’m supposed to do. Sometimes I buy bus tickets with the mobile. Reading news on internet . Built-in games on my phone, but got bored quite soon. To call abroad using Skype out number. Videophone calls to friends, family and work mates. I use the calendar to structure my studies. Adding reminders to myself. Listen to educative radio shows. Sweden My students listen [to] podcasts in their cellphones, take pictures and make films for discussion… Sometimes I enter some contests and therefore use my mobile to answer the quizzes. Sms and call to friends, and sms to a micro blog web site (Twitter). As a camera video and as a tom tom. To interact with my group mates. To take photos. To know some events that are going to happen. Portugal Mark down important points when came to mind. Take photos for records of site inspection. May take photo or video all the time if you got a big memory card. Reading novels . Watch YouTube videos. Calls, messages, sending images. Check friends on Facebook. Windows Live Messenger. Use the dictionary to learn English. Get the group members together to prepare for the presentation. Hong Kong As majority of my work involves being on the road, used as a communication tool. Play games, use iphone applications – yahtzee, dice games etc., music and audio books To contact friends and family as we do not have a land line, so all calls are on my mobile. Have the Bureau of Metereology as an application on the phone to check weather systems and fronts. Australia … for work/ … for entertainment … for social interaction … for learning
  7. 7. Important research themes: Context, transition, engagement, time use, control <ul><li>Context : learner-generated contexts, personal inquiry </li></ul><ul><li>Transition : </li></ul><ul><li>between places; </li></ul><ul><li>between types of learning; </li></ul><ul><li>between mental states </li></ul><ul><li>Engagement : emotional state </li></ul><ul><li>Time use : ‘pockets of time’, ‘dead time’ </li></ul><ul><li>Control : learner, group, instructor </li></ul>
  8. 8. Mobile pedagogies <ul><li>Microlearning (Gassler, 2004) </li></ul><ul><li>Connectivism (Siemens, 2005) </li></ul><ul><li>Disruptive learning (Sharples, 2007) </li></ul><ul><li>Incidental learning (Song & Fox, 2008) </li></ul><ul><li>Augmented learning (Klopfer, 2008) </li></ul>
  9. 9. Usability and accessibility
  10. 10. What we know, e.g. <ul><li>Beyond ‘access’ : exploring, comparing, reflecting, communicating, collaborating, translating, etc. </li></ul><ul><li>It’s a multimedia experience : voice recording, video, taking/exchanging photos </li></ul><ul><li>Spontaneous or planned learning : </li></ul><ul><li>tools for capturing and sharing experience, </li></ul><ul><li>but also a good fit with daily routines such as commuting </li></ul>
  11. 11. Overview - Key points <ul><li>Content </li></ul><ul><li>Devices </li></ul><ul><li>Libraries and publishers </li></ul><ul><li>Uses </li></ul>eBooks and eBook readers - Mobile Capacity Building project, 2010-12
  12. 12. Uses <ul><li>how are people using eBooks? </li></ul><ul><ul><li>where? </li></ul></ul><ul><ul><li>when? </li></ul></ul><ul><ul><li>how? </li></ul></ul><ul><li>literature is sparser here and this is where we in IET are currently focussing: looking at authentic experiences </li></ul><ul><li>feed back results to module teams </li></ul>
  13. 13. User Experiences <ul><li>12 OU tutors involved </li></ul><ul><li>using iPads as proxy eBook readers </li></ul><ul><li>looking to document use cases including video clips </li></ul><ul><li>18 month exploration of uses </li></ul><ul><ul><li>personal usage </li></ul></ul><ul><ul><li>group usage with learners </li></ul></ul><ul><ul><li>accessibility issues </li></ul></ul><ul><ul><li>what do users do differently and what different things do users do? </li></ul></ul>
  14. 14. Follow up work <ul><li>working directly with students and module teams </li></ul><ul><li>larger scale trials investigating practical issues around functionality of eBooks and production issues </li></ul>
  15. 15. Further work needed <ul><li>Libraries and publishers/aggregators need to understand each other better </li></ul><ul><li>Library licensing models – too complex and varied </li></ul><ul><li>Ebook readers need better annotation and study tools </li></ul><ul><li>DRM and file types – confusing and frustrating for consumers </li></ul>
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