A summary of three case studies where universities used Kindle DX ereaders in a course/courses, as well as two case studies where universities used iPad media tablets in a course/courses.
"Why didn't anybody tell me about this?" What every lt should know about acce...Dominik Lukes
Presentation delivered at ALT 2012 conference in Manchester.
The title of this presentation is a composite of the many responses we receive when we deliver training on accessible documents to teachers as part of the Load2Learn project, an online collection of downloadable curriculum resources in accessible formats. Teachers are chagrined that none of their learning technology support or training staff ever made them aware of these accessibility tips. They also worry that their digitally native students don't know them. Much to many teachers' surprise, more accessible documents can even lead to reduced costs or more efficiently deployed resources.
This presentation will focus on five essential technologies that are easily within reach of anyone. They are 1. structured documents (and the keyboard shortcuts to make them a reality), 2. text modification (including PDFs), 3. narrated audio (and how to make it easy to navigate), 4. text to speech (much more useful than people think), and 5. synchronised text and audio (e-books' potential fulfilled through DAISY and ePub3). Free or inexpensive tools exist to make all of these a reality in all educational contexts. This is particularly important in the school sector. The FE/HE sector may be more familiar with some of these techniques but our experience indicates that even there, they are not in wide use. Availability of these tools will mean that even those students whose struggle with reading may not be severe enough to warrant individual support can benefit from the unexploited potential of computers to make the world of the written word more accessible to them.
The word "accessibility" is enough to raise a feeling of dread in any technologist, bringing to mind images of limiting design possibilities, creating alternative versions and other chores. And, indeed, there are extreme cases where accessibility is hard work. But most of the time inaccessible digital files are simply badly constructed files the shortcomings of which are covered up by inconsistent hacks. Their inaccessibility is caused not by failing to follow some special hard-to-learn "rules", but by neglect of basic good practices. The issue is further compounded by out-dated assumptions about the needs of those who find it hard to access print.
But there is not that much to know. And what there is to know is of immense benefit for everyone's everyday computing not just when supporting somebody with a print disability. Accessible computing is not a chore we have to learn to satisfy equality regulations or feelings of political correctness. Accessible computing is productive and clean computing.
Reading on e readers, tablets and phones: Hardware and software for inclusive...Dominik Lukes
This presentation was delivered to EICE 2014 (http://educationinnovation.co.uk) and later as an updated webinar in December 2014.
Watch the recorded presentation here: http://youtu.be/McBuVj3RuCA.
The benefits of using an e-reader go far beyond mere convenience of not having to carry bulky volumes. An e-ink device like the Kindle, a tablet or even just a smartphone, all of these are making a huge difference to many struggling readers. They do it by allowing customisation of the way text is displayed, making it possible to listen while reading or even instead of reading, and not least importantly how much is in front of the reader's eyes at any one moment.
This session will provide a survey of the latest hardware, software as well as the best sources of accessible documents. We will cover the pros and cons of different types of screens, best reading software for the iPad and Android tablets, and best ways of getting your e-books from anywhere onto your device. Finally, we will address ways of making the most out of an e-reading device in the school environment.
Parts of this session were developed for the Load2Learn project and parts during the iLearnRW project.
"Why didn't anybody tell me about this?" What every lt should know about acce...Dominik Lukes
Presentation delivered at ALT 2012 conference in Manchester.
The title of this presentation is a composite of the many responses we receive when we deliver training on accessible documents to teachers as part of the Load2Learn project, an online collection of downloadable curriculum resources in accessible formats. Teachers are chagrined that none of their learning technology support or training staff ever made them aware of these accessibility tips. They also worry that their digitally native students don't know them. Much to many teachers' surprise, more accessible documents can even lead to reduced costs or more efficiently deployed resources.
This presentation will focus on five essential technologies that are easily within reach of anyone. They are 1. structured documents (and the keyboard shortcuts to make them a reality), 2. text modification (including PDFs), 3. narrated audio (and how to make it easy to navigate), 4. text to speech (much more useful than people think), and 5. synchronised text and audio (e-books' potential fulfilled through DAISY and ePub3). Free or inexpensive tools exist to make all of these a reality in all educational contexts. This is particularly important in the school sector. The FE/HE sector may be more familiar with some of these techniques but our experience indicates that even there, they are not in wide use. Availability of these tools will mean that even those students whose struggle with reading may not be severe enough to warrant individual support can benefit from the unexploited potential of computers to make the world of the written word more accessible to them.
The word "accessibility" is enough to raise a feeling of dread in any technologist, bringing to mind images of limiting design possibilities, creating alternative versions and other chores. And, indeed, there are extreme cases where accessibility is hard work. But most of the time inaccessible digital files are simply badly constructed files the shortcomings of which are covered up by inconsistent hacks. Their inaccessibility is caused not by failing to follow some special hard-to-learn "rules", but by neglect of basic good practices. The issue is further compounded by out-dated assumptions about the needs of those who find it hard to access print.
But there is not that much to know. And what there is to know is of immense benefit for everyone's everyday computing not just when supporting somebody with a print disability. Accessible computing is not a chore we have to learn to satisfy equality regulations or feelings of political correctness. Accessible computing is productive and clean computing.
Reading on e readers, tablets and phones: Hardware and software for inclusive...Dominik Lukes
This presentation was delivered to EICE 2014 (http://educationinnovation.co.uk) and later as an updated webinar in December 2014.
Watch the recorded presentation here: http://youtu.be/McBuVj3RuCA.
The benefits of using an e-reader go far beyond mere convenience of not having to carry bulky volumes. An e-ink device like the Kindle, a tablet or even just a smartphone, all of these are making a huge difference to many struggling readers. They do it by allowing customisation of the way text is displayed, making it possible to listen while reading or even instead of reading, and not least importantly how much is in front of the reader's eyes at any one moment.
This session will provide a survey of the latest hardware, software as well as the best sources of accessible documents. We will cover the pros and cons of different types of screens, best reading software for the iPad and Android tablets, and best ways of getting your e-books from anywhere onto your device. Finally, we will address ways of making the most out of an e-reading device in the school environment.
Parts of this session were developed for the Load2Learn project and parts during the iLearnRW project.
ABB Semiconductors, a leading supplier of power modules for the traction, heavy industry, and power transmission industries, presents the 2014 first quarter newsletter.
The Links Between the Neighborhood Food Environment & Childhood Nutrition ~ Prevention Institute, Oakland, California ~ For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
`
Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
`
Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
`
Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
`
Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
`
City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
`
Huerto Ecológico, Tecnologías Sostenibles, Agricultura Organica
http://scribd.com/doc/239850233
`
Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110
This Economist Intelligence Unit/Multilateral
Investment Fund report is an introduction to the
2014 Infrascope study that analyzes public-private
partnerships (PPPs) in Latin America and the
Caribbean. Smart mobility PPPs in Latin America
looks at how smart solutions to mobility challenges
in the region lend themselves to a PPP framework.
The report examines the mobility challenges the
region faces, to what extent smart mobility
solutions are used by governments, and the role
the private sector plays in coming up with
innovative mobility solutions. More importantly,
the report analyzes mobility solutions that are
most likely to lend themselves to PPP investment.
Seminar presentation from the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 19 October 2012. Conducted by Patricia McKellar (UOL Undergraduate Laws Programme) and Steven Warburton (Uni of Surrey).
ABB Semiconductors, a leading supplier of power modules for the traction, heavy industry, and power transmission industries, presents the 2014 first quarter newsletter.
The Links Between the Neighborhood Food Environment & Childhood Nutrition ~ Prevention Institute, Oakland, California ~ For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
`
Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
`
Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
`
Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
`
Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
`
City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
`
Huerto Ecológico, Tecnologías Sostenibles, Agricultura Organica
http://scribd.com/doc/239850233
`
Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110
This Economist Intelligence Unit/Multilateral
Investment Fund report is an introduction to the
2014 Infrascope study that analyzes public-private
partnerships (PPPs) in Latin America and the
Caribbean. Smart mobility PPPs in Latin America
looks at how smart solutions to mobility challenges
in the region lend themselves to a PPP framework.
The report examines the mobility challenges the
region faces, to what extent smart mobility
solutions are used by governments, and the role
the private sector plays in coming up with
innovative mobility solutions. More importantly,
the report analyzes mobility solutions that are
most likely to lend themselves to PPP investment.
Seminar presentation from the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 19 October 2012. Conducted by Patricia McKellar (UOL Undergraduate Laws Programme) and Steven Warburton (Uni of Surrey).
Trends and developments in online marking of essaysPatris van Boxel
This presentation provides an overview of current developments in the onscreen marking of essays. This includes examples of voice grading, annotation software and digital rubric use. It describes benefits such as efficiency gains in marking essay of large student groups, storage and re-use of feedback and cost savings.
Text book, Uses of computer science text book, Qualities of Good computer science text book, Use of text book in and outside the classroom, Criteria for evaluation of computer science text book, Values of computer science library, Digital library, Advantages of digital library,
Rapid progress in information technology and electronic communications in the last few decades have profound impact on the way we gather, store, disseminate and consume information. Methodologies and tools for converting information to knowledge have also been very successful. All these have put a lot of pressure on traditional content storehouses like libraries to harness the new technologies for the benefits of their users.
Since Universities around the world own most of these libraries, they have been trying to embrace these newer technologies and have devised suitable methods that are beneficial to their users. They have created a new category of content called e-resources out of all forms of electronic documents and media. In the last few years, investments in these e-resources have increased many folds. Groups of universities have come together to collaboratively address the situation. In many cases, including India, Governments have also funded much of these efforts.
There are parallel efforts of creating additional knowledge resources by individuals for the consumption of individuals. In fact, the volume of effort in this area has been so large that lot of younger people are beginning to break away from traditional library and university system and greatly depend on these open sources. Proliferation of sources like Google, YouTube, Edx, Moocs and ResearchGate have been nothing short of explosive and has perhaps created the largest knowledge democracy.
In this talk, we look at the much of these developments, their implications and discuss a few use cases.
We have also suggested an architecture based on contemporary IT scenarios that will help to plan and setup an e-Resources infrastructure in a University that may be making efforts to either start it or upgrade their existing setup.
The talk concludes by suggesting a few areas of cooperation between the Universities and creating a scale that can dominate in the area of spreading validated information and create a widely spread knowledge-based society.
The Discipline of Organzing - Workshop presentationunmilk
This is a short presentation reflecting on my experience with the inclusion of the TDO book in my 2014 Digital Libraries course and plans for its inclusion in the 2015 course.
The Current State of E-Books in Academic Libraries: A North American PerspectiveMichael Levine-Clark
Levine-Clark, Michael, “The Current State of E-Books in Academic Libraries: A North American Perspective,” Invited. Emerging Trends in Digital Publishing and the Digital Library, National Taiwan University Library, Taipei, January 8, 2013.
學術圖書館之電子書現況
The Current State of eBooks in Academic Libraries
Professor Michael Levine-Clark, 美國丹佛大學圖書館學術交流與典藏服務部門主任
http://www.lib.ntu.edu.tw/events/2013_CALAB/
Electronic Texts and Learning: Findings from Two StudiesNITLE
Trina Marmarelli, Instructional Technology Manager, Reed College
Since 2009, Reed College has been exploring the potential of e-reader and tablet technology to enhance teaching and learning. Our pilot studies of the Amazon Kindle DX and the Apple iPad as platforms for reading, annotating, and referring to scholarly texts have shown us that when quick and easy markup and navigation are possible, electronic texts facilitate both comprehension and discussion. I will discuss our studies’ findings and our current investigation of emerging e-text developments.
Members' Sharing Session presentation delivered by Mark Tynan and Lorraine Foster at the 2009 BBSLG Conference hosted by the Irish Management Institute, 1-3 July 2009.
Digital Tools in The Classroom: Omeka Workshop (Northeastern University)jkmcgrath
Slides from a workshop on using Omeka in the college classroom. The workshop, held on November 17th, 2014 at Northeastern University, was run by Jim McGrath, Dave DeCamp, and Amanda Rust. The workshop was co-sponsored by the Digital Scholarship Group and the NULab for Texts, Maps, and Networks. For more information about the DSG, please visit dsg.neu.edu. For more information about the NULab, please visit nulab.neu.edu
iPad Pilot Projects at Framingham State University: Three Use Cases FSU-ITS
Framingham State University has embraced the use of iPads in the library and in the classroom. In collaboration with the Educational Technology Office, the curriculum library and reference department are supporting three pilot projects: e-textbooks and apps for two biology courses, a small scale iPad lending program for the education students, and the use of iPads and apps within reference. This presentation is geared toward academic libraries, but informative for school and public libraries as well.
For more information please contact: Clair Waterbury at cwaterbury@framingham.edu; Kim Cochrane at kchocrane1@framingham.edu; Millie Gonzalez at vgonzalez@framingham.edu
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1. Mobile devices in education
A report on five case studies involving the use of the
Amazon Kindle DX ereader and the Apple iPad media tablet
for educational use
2. Worldreader
• Identify schools, train teachers, work with
communities, partner with publishers
• Companies (e.g. Random House, Amazon &
government institutions e.g. USAID)
• First project in Ghana
– ~ 450 Kindles in schools
3. First 6 months of project
• Downloaded about 18000 free classics, newspaper
samples, games
• Working way through ~ 35000 ebooks
50% more time reading (with ereaders)
Test scores + 4.4% on average
Reading comp. average + 13% (primary students)
Language fluency and dictation improvement
6. Kindle DX study
• Princeton University
• Case Western Reserve University
• Reed College
• Arizona State University
• Pace University
• Darden School of Business, Virginia University
• University of Washington
10. * Princeton University
1. Reduce printing & photocopying (3 courses)
2. Using tech. in the classroom equals (or betters)
typical classroom experience?
3. Explore strengths & weaknesses of current e-
reader technology
(suggestions for future devices)
11. Princeton University
• Three courses (3 faculty, and 51 students)
Goal of printing less in the pilot courses
– Participants printed just over ½ amount of sheets
than control groups
Classroom experience somewhat worsened
– Study & reference habits challenged by device
limitations
12. Princeton University
• Pay more attention to
– Annotation tools
– Pagination
– Content organization
– More natural paper-like experience
• Most pleased with Kindle reading experiences
Writing tools fell short of expectations
14. Favourite features (Kindle)
• Battery life
• Wireless connection
• Portability
• All course reading on one device
• Ability to search for content
• Legibility of the screen
• Can be read in full sunlight
15. Areas of improvement (Kindle)
• Ability to highlight and annotate PDF files
• Improving the annotation tools
• Providing a folder structure
• Improving the highlighting function
• Improving the navigation within and between
Kindle documents
16. Princeton University
• Superb annotation tools critical for success
• When told that additional features would
impact battery life, most students prefer to
stick with grayscale & e-paper, except:
– Highlighting
– Addition of touch screen, stylus would be better
17.
18. Reed College
• ~40 students in 3 courses (upper division)
• Kindle DX to read texts and other materials
(Also considered iRex iLiad, the Interead COOL-ER, the ECTACO jetBook, the Barnes & Noble nook, and several
Sony Readers)
Goals
• Assess e-book technology for curricular use
• Identify impacts of technology on teaching &
learning
• Identify features whose modification (or addition)
would improve usability for curricular purposes
19. Reed College
Potential long-term benefits:
1. immediate, searchable access to materials
2. reduction in total cost of course materials
3. reduction in use of paper
4. opportunities to share electronic comments
5. integration of e-book technology with other
curricular tools
(e.g. Moodle, Reed's open source learning management system)
20. Reed College
• English 301: Junior Seminar in English
– Irony, Allegory, Epic, Novel
• French 451: Special Topics in French Literature
– The History of Truth and Authenticity from
Montaigne to Sartre
• Political Science 422: Nuclear Politics
– The origins and effects of the spread of nuclear
weapons
21. Reed College
Participation and Benefits
• Entirely voluntary, paper versions available
• Participants receive Kindle DX
• Participants provide required feedback
• Allowed to keep Kindle DX at conclusion
22. Reed College - Benefits
1. Legibility (e-ink vs. LCD)
2. Form factor (comfort, workspace use)
3. Battery life
4. Durability
5. Paper savings (very promising)
6. Distribution (especially wireless)
7. Single-function benefit (specifically in class)
23. Legibility
• Eink, light contrast between text and less
sharp than paper, read for many hours
without visual fatigue
• Some expressed preference for the Kindle
display
• Few felt (laptop) LCD displays as comfortable
for reading text
24. Form factor
• Size, weight, general configuration
• Hold comfortably for many hours of reading
• Carry easily in backpacks
• Use in class without cluttering workspaces
• Smaller eReaders maybe be better for
travelling, preferred larger screen for
academic use
25. Battery life
• Praise for "long distance" battery life
• Wireless feature turned off week or more
without recharge
26. Durability
• Initial concern abut fragility of eReader
(padded Kindle cover)
• Turned out to be quite durable, even with
cover removed.
27. Paper savings
• Expected to cut down dramatically on
printing, which proved to be the case
– E.g. one course ~ 70 articles
• Most reported that able to read articles in PDF
format on the Kindle well enough
• Many view this as most promising aspect of
electronic materials
28. Over-the-air distribution
• Number of students indicated they purchased items (or
acquired free texts) online for pleasure reading or other
personal uses
• Delighted to be able to download a text in a minute or less
• Ease of browsing books in the store
• Wide selection of titles
• Lack of cell charges
• Speed of downloading texts from any location
• Platforms that required a computer connection for text
downloading seemed cumbersome by contrast
29. Single-function benefit
• Discussion about long-term viability of single
function devices (i.e. reading text).
• Faculty noted use of Kindle DX in class didn't
lead to distractions are typical of laptop use
• Functional limitations proved to be beneficial
for class discussion dynamics
30. Reed College - Challenges
• Materials availability
• PDF formatting
• PDF distribution
• Images and colour
• File system
• Page refresh and skimming
• Referring to texts in class
• Highlighting and annotation
• Content comprehension
• Cost considerations
31. Materials availability
• Not all readings could be obtained by Amazon
– E.g. French literature course instructor had to
provide most material (primarily public-domain
etexts)
– No integrated, searchable French-English
dictionary would be available in addition to New
Oxford American Dictionary
32. Materials availability
• Books available for other two courses, but not
pref. edition.
• Students expected to read many journal
articles (normally online through library’s e-journal subscriptions)
• Limited capabilities of Kindle web browser
(needed to convert articles)
33.
34. PDF formatting
• Can read PDFs but lose annotation,
highlighting, text-resizing, text-to-speech, etc.
• Conversion required time, esp. for older
articles
• Special care for footnotes, two-column page
layouts, charts, and tables
• Conversion took at least an hour, often more
35. PDF distribution
• Amazon not involved in processing of assigned
articles
• Faculty hesitant to store copies of articles on
Amazon's servers (even temporarily, due to concerns about Fair Use)
• Uploaded to appropriate course areas in LMS
• Hence, PDF distribution cumbersome
36. Images and colour
• Relatively low screen resolution and greyscale
display
– Readings for study did not rely heavily on images
or colour
37. File system
• “Home page" listed materials linear fashion.
– Can be sorted alphabetically by author or title, or
chronologically by the date last opened
• No organizing materials in conventional folder
hierarchy.
38.
39. Page refresh and skimming
• No problem if search were easier & faster
• “Flipping through the pages“ important
40. Referring to texts in class
• Courses centred around careful reading and
discussion of assigned texts
• Expected to support their claims with specific
textual evidence
• Use location numbers (font size & word density can be changed)
• Location numbers tied to specific points in
texts (but difficult to reach with interface)
41.
42. Referring to multiple texts
• One text at a time
• Hard to navigate smoothly between multiple
texts (e.g. class use)
• Use of location numbers complicates citation
• Many gave up using Kindle in class
43. Highlighting and annotation
• Five-way controller
• Notes only at bottom of screen
• Highlighting less problematic, but still suffered (controller)
• Kindle iPhone uses similar structure, but touch navigation
• Same tasks in iPhone / Kindle (which took twice as long)
“Technology will need to match flexibility and ease of jotting
notes on paper, flipping from page to page, and spreading
multiple texts across a desk”
45. Content comprehension
• Faculty member felt comprehension suffered
• Difficulty with highlighting and taking notes
leads to passive reading
• Evidence in assignments & class discussion
• Faculty & students agreed:
– issue is critical to academic use of eReaders
– easily addressed by technology for quick and easy
text highlighting and annotation, etc.
46. Cost Considerations
• At time of price of Kindle DX - $489.
• Others varied from $199 to $859
• Price needs to drop dramatically (< $100)
• Many would spend much more for multi-
function
– If it eliminated the need to own a laptop
– If as comfortable as eReader for long reading
47. Reed College
• Students & faculty unanimous in reporting
that Kindle DX (currently) was unable to meet
their academic needs
• Many felt that once technical and other issues
have been addressed, eReaders will play a
significant, possibly a transformative, role in
higher education
48.
49. University of Washington
• Broadly : how students did academic reading
(those who incorporated e-reader into routines and those who did not)
• 39 1st-year graduate students in CS &
Engineering, 7 women and 32 men, from 21 to
53 years old.
• 7 months into study, less than 40% of students
were regularly doing academic reading on
Kindle
– Reasons included lack of support for taking notes
and difficulty in looking up references
50. University of Washington
• Professor Charlotte Lee from UW's
Department of Human Centered Design &
Engineering
• Continued to interview students over nine-
month period
• Reading habits, with or without the e-reader?
51. University of Washington
1. Most reading in fixed locations
– 47 % at home, 25 % at school, 17 % on bus, 11%
coffee shop or office
2. Kindle more likely to replace paper-based
reading than computer-based reading
52. University of Washington
3. Continued to use the device
– some read near computer to look up references
– others, sheet of paper into the case for notes
4. With paper
– ¾ marked up texts as they read
– highlighting key passages, underlining, drawing
pictures, notes in margins, etc.
53. University of Washington
5. Difficulty of switching between reading
techniques, e.g. skimming illustrations or
references before reading text
6. Cognitive mapping disrupted (physical cues
to help retain and recall information)
54. University of Washington
Professor Charlotte Lee:
• Software will help address some issues over time
• Niche software for styles specific to certain
disciplines?
• PCs, laptops, tablet, paper, will play role in
academic reading
• eReaders will also find their place
• May be similar to today’s music industry
• E-readers not where they need to be
• Improvement “sooner than we think.”
58. Pepperdine University
• Three-term study to assess iPad potential in education
1. Exploratory research to inform research design
(fall 2010 & spring 2011)
2. Assess potential to enhance student learning
outcomes (fall 2011)
• Compares technology use & engagement for students:
– One section is loaned iPads
– Other section uses various computing devices
– Undergraduate and graduate courses
59. Pepperdine University
Data Collection
• Pre-term technology use survey
• Classroom observations
– The use of the iPad/laptop/mobile devices by students
– The structure of class time and teaching style
– Students’ activities during class
– Group learning activities, etc.
• Focus groups with students.
• Post-term technology use survey
• Post-term interviews with participating faculty
• Collection of grades
60. Fall 2010 Spring 2011
Calculus I Calculus 1
1. GraphCalc HD 1. GraphCalc HD (Cost: $1.99)
2. Underscore Notify 2. Underscore Notify (Cost $1.99)
3. Numbers 3. Numbers (Cost: $9.99)
4. DropBox 4. DropBox (FREE)
5. Groupboard 5. Groupboard (FREE)
Law School Course Nutrition
1. Penultimate 1. Wellness Dice
2. Keynote 2. iAmino
3. Quickoffice Connect 3. Protein Rich foods
4. I-annotate PDF 4. Nutrient Facts
5. My Nutrients
6. FoodTracker Pro
7. Calorie Tracker
8. Metabolic Syndrome
9. EatRight Daily Food Log
Religion Business
1. Bible Reader for Bible Studies by Olive Tree 1. Keynote
2. NRSV Bible Reader 2. Pages
3. Pocket Dictionary Biblical Studies 3. Numbers
4. Carta Compact Atlas HD, Bible Maps 4. Hotel Tycoon
5. iAnnotate PDF
6. Study.Net
7. DropBox
61.
62.
63.
64.
65. Pepperdine University
How helpful was iPad for sharing information in
class?
• ~75 % of students: very helpful or slightly helpful
• “We’ll try to help each other to make sure we’re
all at the same page”
• “You’re more likely to help each other when it’s
portable and you can see what each other is
doing.”
• Saw sharing of images, reference content (from
apps and the Internet), and in-class notes
66. Pepperdine University
What is the value of the iPad?
• “The iPad can do everything”
• “Not just a clicker or an e-reader”
• Capacity to be a communication, productivity,
and gaming device
67. Pepperdine University
What is the iPad's purpose?
• No specific purpose until given purpose
• [Tablets] no reputation as productivity tools
• Productivity apps not helpful until
encouragement / guidance
• Gaming apps can be learning tools
68. What works? What doesn't? Why Evidence
Student peer pressure Faculty encourage use Most students will not -Group work
take time to learn - Assignment to learn to
or or something new unless use app
they have to - App required for test
Faculty require use apps Apps used for
homework
Faculty member knows Faculty member does If faculty member is - Quotes
app well, encourages not know how to use frustrated with app, - Usage notes
students to teach each the apps required for most students won’t
other with class their course even bother
activities
Encourage use of iPad Jumping right into There is a learning curve - Quotes
with everyday useful complex app use or to using the iPad
apps for note taking, assignments when
email, PDF, eReaders, students are not
etc. comfortable with the
iPad
69. Oklahoma State University
• Fall 2010, five sections of two courses across
two colleges and two campuses
• School of Media and Strategic
Communications, School of Business
70. Oklahoma State University
Did the iPad increase or decrease expenses? ✓
• Evidence suggests decrease in student expenses
(with maximum integration)
• eBooks less expensive than traditional textbooks
• Saving could cover hardware costs in 2 semesters
• Possible decreased paper and printing costs
• Cloud computing could reduce future network
storage needs
71. Oklahoma State University
How was iPad used (students and faculty)?
• Professional & personal benefits
• Students used iPad in ways outflanking PC
• Substitute for paper and pen
• Faculty can explore & recommend apps
• Built-in browser – web more readily available
72. Oklahoma State University
Integration of eReader enhancement or
detraction?
• Mixed responses
• Students liked using iPad to house their
textbooks
• Students suggested it promoted more reading
• However, e-book reading decreased
• Students thought would use iPad as e-reader, but
didn’t do as much as planned
73. Oklahoma State University
Integration of iPad an enhancement to the
academic experience?
• 75% agreed or strongly agree with: “I think the
iPad enhanced the learning experience of this
course”
– 92.8 % among students who owned a Mac
– 70.4 % among students who owned a PC
• ~3% (in one course): opt out of iPad course for
identical course without iPad
74. Oklahoma State University
Integration of iPad an enhancement to the
academic experience?
• Faculty perspective:
– uniform hardware and software available
– knew students had access to same learning tools
– above critical when planning assignments,
activities
75. Oklahoma State University
“Because of the overall improvements to the
academic experience of both faculty and
students it is our recommendation the
University should consider the full
deployment of iPads for all students”
77. Need for books in African schools
• Textbooks 2nd most important factor in a good
education in Africa
– ahead of teacher training and the number of
pupils in a class.
– only “home background” of pupils proved to be
more important.
78.
79. Book Aid International
• Increases access to books
• Literacy, education & development in sub-
Saharan Africa
• 507,787 new books to over 2,000 libraries in
2010
• More than 30 mil. books to partner libraries
since 1954
81. Ebooks as textbooks - challenges
• Electricity
– Africa - 4% of world’s electricity
– 16, 000 schools in SA without electricity
• Other infrastructure concerns
• Equipment capability (e.g. smartphone %)
• Government fiscal policies
• Security (copyright and piracy concerns)
83. References
• Arizona State University Kindle DX pilot
http://asunews.asu.edu/20090506_kindle
• Case Western Reserve University Kindle DX pilot
http://blog.case.edu/case-
news/2009/05/06/kindledx
• Pace University Kindle DX pilot
http://www.pace.edu/current-students/kindle/
84. References
• Princeton Kindle DX pilot
http://www.princeton.edu/ereaderpilot/
• Reed College Kindle DX pilot
http://www.reed.edu/cis/about/kindle_pilot/index.html
• University of Virginia Kindle DX pilot
http://www.virginia.edu/uvatoday/newsRelease.php?id=95
09
• University of Washington Kindle DX pilot
http://www.cs.washington.edu/news/KindlePilot/
85. References
• Pepperdine University iPad pilot
http://community.pepperdine.edu/it/tools/ipad/resear
ch/
• Oklahoma State University iPad pilot
http://wordpress.rowan.edu/virtechgo/?p=843
• Digital publishing in sub-saharan Africa
http://publishingperspectives.com/2011/05/digital-
publishing-in-sub-saharan-africa/