12. A F F O R D A N C E S O F T H E E B O O K
10
1
F L E X I B I L I T Y
O F
C O N T E N T
13. A F F O R D A N C E S O F T H E E B O O K
10
2
A D A P T-A B I L I T Y
1
F L E X I B I L I T Y
O F
C O N T E N T
14. A F F O R D A N C E S O F T H E E B O O K
10
2
A D A P T-A B I L I T Y
3
I N T E R -
A C T I V I T Y
1
F L E X I B I L I T Y
O F
C O N T E N T
15. A F F O R D A N C E S O F T H E E B O O K
10
2
A D A P T-A B I L I T Y
3
I N T E R -
A C T I V I T Y
4
D ATAC A P T U R E
1
F L E X I B I L I T Y
O F
C O N T E N T
16. F L E X I B I L I T Y O F C O N T E N T
11
1F L E X I B I L I T YO FC O N T E N T
17. F L E X I B I L I T Y O F C O N T E N T
11
1F L E X I B I L I T YO FC O N T E N T
V I D E O
H Y P E R L I N K S
D Y N A M I C
A U D I O
A N I M AT I O N
S L I D E S H O W S
27. TYPES OF LEARNING
Teacher
Talking
Group Work
Inquiry Based
Learning
Project Based
Learning
Model Making
Investigations
Dialogic
Learning
Memorising
Research
Practising
Teaching
another person
MOOCs
38. Eric Mazur Mazur: Peer Instruction: A User's Manual
I M PA C T O N T E A C H I N G ?
20
39. Eric Mazur Mazur: Peer Instruction: A User's Manual
I M PA C T O N T E A C H I N G ?
20
Roles and Relationships
40. Eric Mazur Mazur: Peer Instruction: A User's Manual
I M PA C T O N T E A C H I N G ?
20
Roles and Relationships
Bespoke Learning
41. Technology is the only way to
dramatically expand access to knowledge.
Why should students be limited to a
textbook that was printed two years ago,
and maybe designed ten years ago, when
they could have access to the world’s
best and most up-to-date textbook?
Equally important, technology allows
teachers and students to access
specialised materials well beyond
textbooks, in multiple formats, with little
time and space constraints
Andreas Schleicher - OECD (2015:4)
42. The e-reader has been touted as, “one of
the most important developments in the
history of books - as revolutionary as the
printing press” (Marche, 2009)
“The electronic reader has the potential
to change the way people perceive,
define and engage with
books” (Boroughs, 2010)
“The value of e-textbooks will increase when they
are designed to incorporate digital and interactive
features in ways that effectively enhance the
teaching/ learning process”
(Murray and Perez, 2013)
44. W H Y E - B O O K S A N D N O T O N L I N E ?
Content
Curation
Content Control
Structure
Content
Selection
Textual
Access
Teacher
Direction
Ease of
Creation
Formative
Assessment
Portability
Accessibility
45. M O B I L E T E C H N O L O G I E S T R A N S F O R M I N G
T E A C H E R E D U AT I O N P E D A G O G Y
www.mttep.eu @mtteppads
46. M O B I L E T E C H N O L O G I E S T R A N S F O R M I N G
T E A C H E R E D U AT I O N P E D A G O G Y
Personalisation
Authenticity CollaborationConversation
Data Gathering
Data Sharing
Situated
Context
Agency
Customised
47. M O B I L E T E C H N O L O G I E S T R A N S F O R M I N G
T E A C H E R E D U AT I O N P E D A G O G Y
Personalisation
Authenticity CollaborationConversation
Data Gathering
Data Sharing
Situated
Context
Agency
Customised
Agency: What choices did I
have over the content, pace,
place or outcomes?
48. M O B I L E T E C H N O L O G I E S T R A N S F O R M I N G
T E A C H E R E D U AT I O N P E D A G O G Y
Personalisation
Authenticity CollaborationConversation
Data Gathering
Data Sharing
Situated
Context
Agency
Customised
Agency: What choices did I
have over the content, pace,
place or outcomes?
Context: What was the context
in which the learning took
place?
49. M O B I L E T E C H N O L O G I E S T R A N S F O R M I N G
T E A C H E R E D U AT I O N P E D A G O G Y
Personalisation
Authenticity CollaborationConversation
Data Gathering
Data Sharing
Situated
Context
Agency
Customised
Agency: What choices did I
have over the content, pace,
place or outcomes?
Context: What was the context
in which the learning took
place?
Situated: How was the learning
relevant to me and my own
experiences?
50. M O B I L E T E C H N O L O G I E S T R A N S F O R M I N G
T E A C H E R E D U AT I O N P E D A G O G Y
Personalisation
Authenticity CollaborationConversation
Data Gathering
Data Sharing
Situated
Context
Agency
Customised
Agency: What choices did I
have over the content, pace,
place or outcomes?
Context: What was the context
in which the learning took
place?
Situated: How was the learning
relevant to me and my own
experiences?
Customisation: How was the
learning tailored to suit me?
51. M O B I L E T E C H N O L O G I E S T R A N S F O R M I N G
T E A C H E R E D U AT I O N P E D A G O G Y
Personalisation
Authenticity CollaborationConversation
Data Gathering
Data Sharing
Situated
Context
Agency
Customised
Agency: What choices did I
have over the content, pace,
place or outcomes?
Context: What was the context
in which the learning took
place?
Situated: How was the learning
relevant to me and my own
experiences?
Customisation: How was the
learning tailored to suit me?
Conversation: How did this
encourage the students to
engage in discussion / dialogue
52. M O B I L E T E C H N O L O G I E S T R A N S F O R M I N G
T E A C H E R E D U AT I O N P E D A G O G Y
Personalisation
Authenticity CollaborationConversation
Data Gathering
Data Sharing
Situated
Context
Agency
Customised
Agency: What choices did I
have over the content, pace,
place or outcomes?
Context: What was the context
in which the learning took
place?
Situated: How was the learning
relevant to me and my own
experiences?
Customisation: How was the
learning tailored to suit me?
Conversation: How did this
encourage the students to
engage in discussion / dialogue
Gathering / Sharing: What
(new) data did I generate and
how did I then share this?
59. R E F E R E N C E S
Baran, E (2014) A review of research on Mobile Learning in Teacher Eduction,
Education, Technology and Society 17(4)
Boroughs, D. (2010). ‘Bye the book: In educational publishing, the only certainty is
change. PRISM
Brown, J (2014) eBooks vs Print books the struggle between old and new technology,
Burden, K and Kearney, M (2012) Research in Learning Technology
Glakin, B (2014) A collaborative project assessing the impact of eBooks and mobile
devices on student learning, Boise State University
Kindt, J (2013) Should tablets replace textbooks in the classroom?
Marche, S. (2009). The book that contains all books. Wall Street Journal online
Morris, J and Maynard, V (2010) Mobiles in the clinical setting, Worldviews on
Evidence Based Nursing, 7(4) pp205-213
Murray, M. C. & Pérez, J. (2011). E-textbooks are coming: Are we ready? Issues in
Informing Science and Information Technology, 8, 49-60
OECD (2105) Students, Computers and Learning making the connection, OECD.
Ofcom (2105) Children and Parents: Media Use and Attitudes Report, Ofcom
Wong (2009) eBooks as teaching strategy – preliminary investigation, Ascilite, 2009
60. I M A G E C R E D I T S
S1 - Closer than we thing: www.smithsonian.com
S3 - Evolution of Man / Stages of book: www.darwiinslibrary.com / www.sfbook.com
S4 - eBook sales: www.gettyimages.com
S5/6 - Data on mobile usage: www.ofcome.gov.uk
S8 - www.timemarcheson.com
S11 - Flexibility: www.vertisgroup.com
S12 - Charles Darwin: www.theorganicpreper.co.uk
S13 - Digital Healthcare: www.kritsinmullertranscription.com
S14 - Fishing Nets: www.traveltips.usatoday.com
S15 - Sydney harbour bridge: www.sydneyhabourbridge.au
S16 - Teapot: www.amazon.com
S17 - iBooks Store: www.apple.com
S20 - Eric Mazer, Adults Talking, Tailoring: www.mit.edu / www.wtjohnson.co.uk
S21 - Andreas Schleicher: www.oecd.eu
S28-30 - Backgrounds - www.apple.com
S32 - Plate of Food - www.amazonaws.com
S35 - Child asking questions: www.ziarulstria.ro
Other images (c) p.hopkins (various dates)
61. Q U E S T I O N S ?
p.hopkins@hull.ac.uk @mtteppads