Making the most of eBooks for Academic Skills

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Making the most of eBooks for Academic Skills

  1. 1. Making the most of e-books for academic skills Sean Dowling Educational Technology Coordinator, HCT
  2. 2. About the presenter • Worked in Japan, Germany, Thailand, Saudi Arabia and the UAE; • First 10 years as a software developer; • Last 15 years in education; • Alternated between EFL and Ed Tech over last 10 years.
  3. 3. Today’s webinar • The Higher Colleges of Technology (HCT) • eBooks at HCT • SAMR model (Puentedura, 2006) • OUPs Bookshelf App and OUP eBooks • Improvements
  4. 4. About the Higher Colleges of Technology (HCT) • Federal, third-level institution in the United Arab Emirates; • 20,000 students spread over 17 campuses; • Very heavy focus on technology • All students have laptops; • iPads in foundation programme and year 1; • eBooks
  5. 5. Why e-books at HCT? • develop and use media literacy skills; • enhance teaching and learning; • rich and improved reading experience; • anytime, anywhere learning; • sustainability and efficiency;
  6. 6. eBooks at HCT • Pilot in 2012/13 academic year; • 2013/14 academic year • • • • No paper-based textbooks; 150,000 eBooks purchased; 6 publisher platforms; 2 aggregators.
  7. 7. “Simply capitalizing on new technology is not enough; the new [pedagogical] models must use these tools and services to engage students on a deeper level.” (Horizon Report, 2013, p.9)
  8. 8. Puentedura’s SAMR Model Puentedura’s (2006) SAMR model
  9. 9. Types of eBooks at HCT • 1st generation eTexts • simple PDFs • 2nd generation eTexts • Bookmarking, notetaking, more effective searching, etc • 3rd generation eTexts (e.g OUP’s Bookshelf app) • Even greater level of interactivity • Uses Spindle platform
  10. 10. OUP Bookshelf – iPad and Android
  11. 11. eBook and SAMR – Substitution Level
  12. 12. Augmentation Level – Functional Improvements zoom feature - useful for students with visual impairments embedded audio and video - students can listen/view multiple times voice sticky note table of contents, search and jump to quickly find and move to the required page type-in exercises with auto score split screen capability to enable videos/texts to be viewed/read while viewing the questions advanced audio allows the audio speed to be adjusted, the audio to be clipped into manageable pieces and for students to record and compare their recording with the original mail tool allows students to send a screenshot of type-in exercises to teacher (or any email recipient) web links - link to the Q Skills practice site
  13. 13. Voice Sticky Note
  14. 14. Table of Contents
  15. 15. Search Tool
  16. 16. Jump Tool
  17. 17. Auto Score
  18. 18. Auto Score
  19. 19. Video Split Screen
  20. 20. Text Split Screen
  21. 21. Audio Split Screen
  22. 22. Advanced Audio
  23. 23. Mail tool 700 kb
  24. 24. 1.6 Mb
  25. 25. Web Links
  26. 26. Some teacher concerns • Note taking • Keyboard skills • Linked vocabulary and audio
  27. 27. Modification and Redefinition Some ideas • Allow for social networking • Facebook, Twitter or OUP course blogs; • Use the computer/apps to expand on eBook activities
  28. 28. References • Johnson, L., Adams, S., and Cummins, M. (2012). The NMC Horizon Report: 2012 Higher Education Edition. Austin, Texas: The New Media Consortium. http://www.nmc.org/pdf/2012horizon-report-HE.pdf. • Puentedura, R. (2006). Transformation, Technology, and Education. Presentation given August 18, 2006 as part of the Strengthening Your District Through Technology workshops, Maine, US. http://hippasus.com/resources/tte/part1.html. • Puentedura, R. (2011): Thinking About Change in Learning and Technology. Presentation given September 25, 2012 at the 1st Global Mobile Learning Conference, Al Ain, UAE. http://www.hippasus.com/rrpweblog/archives/2012/04/10/iP ad_Intro.pdf.
  29. 29. Thank you • Any questions?

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