Using eBooks for assessment
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These slides are from the internal University of Leeds, School of Modern Language and Culture, Student Education Forum 2013 on Friday 10th May 2013. It discusses the experiences of students volunteering to produce their assignments as eBooks. This project was part of a HEA collaborative grant funded project on evaluating interactive multimedia eBooks for enhancing student engagement.
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The document discusses key concepts in online learning including independence of time and distance, interaction through computer conferencing, and elements of online educational experience like teacher presence and cognitive presence. It also examines student perspectives in online learning such as belonging, behavior, emotions, and discourse. The document advocates for active student participation and contribution in online seminars through prepared discussions, writing, and asynchronous reflection. It highlights challenges students may face in online settings and strategies like sharing experiences, creating friendly atmosphere, and dialogues to manage these settings.
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Keynote at the 2013 FITSI Conference (University of New Hampshire).
Summary: We live in opportune times. We live at a time when education features prominently in the national press and discussions focusing on improving the ways we design education are a daily occurrence. Stanford President John Hennessy notes that “a tsunami” is coming – and Pearson executives are calling the impending change an “avalanche.” We are told that “education is broken” and that technology provides appropriate solutions for the perils facing education. But, what do these solutions look like? Will these be the times that capture Dewey’s and Freire’s visions of education? Will these be times of empowered students, democratic educational systems, learning webs, and affordable access to education? Or, will these be the times where efficiency, venture capital, and market values dictate what education will look like? Is technology transforming education? If so, how? During this keynote presentation, I will highlight how learning and education are (and are not) changing with the emergence of certain technologies, social behaviors, and cultural expectations. Using empirical research and evidence I will discuss myths and truths pertaining to online education and present ways that faculty members and educators can make meaningful contributions to the future educational systems that we are creating today.
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This document discusses Sinclair Community College's support for faculty using electronic textbooks (eTexts). It outlines professional development workshops on eTexts, pilot projects providing eReaders to faculty and students, and resources for creating supplemental instructional materials. Faculty workshops covered the differences between eBooks, eTexts and various eReader devices. Pilot projects issued iPads and eReaders to evaluate their educational usefulness. The document provides information on grants, state initiatives, and resources like the library and online repositories to support faculty eText adoption and creation of open educational resources.
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Podcasting in education allows professors to provide lecture content to students through downloadable audio files. A Spanish professor found that students were more engaged with course material after he began providing podcasts of his lectures. Students could listen at their own pace and had time to reflect on the content. Studies show podcasts are effective learning tools as most college students own devices to access audio files. Duke University distributed iPods to freshmen loaded with course content, finding students performed well on exams. Podcasting provides an accessible way for students to learn outside the classroom without compromising learning outcomes.
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Using eBooks for assessment
- 1. School of something FACULTY OF OTHER Using eBooks for assessment Hayley Atkinson & Sierk Horn
- 2. Background Collaborative Project (HEA & SMLC funded) - Faculty of Biological Sciences - University Library - Faculty of Medicine & Health - EAST - University of Hull Objective: Potential for iBooks in HE environment - Student access to, and interaction with, learning resources? - Enhancement of learning, engagement and student experience?
- 3. iBook Author •Free proprietary software to create interactive books for the iPad •Aimed at educators and publishers •Allows addition of interactive galleries, pop- ups, videos, audio, glossaries and widgets
- 4. EAST3262 Advanced Japanese in Context - Original Japanese Texts - Contextualisation - L3 (Final Year) Assessment Task (50%): - Critical essay - Participation optional
- 5. Impact
- 7. Examples
- 9. Student Feedback About transferring an essay into Presentation “You really think about the flow and how you present your essay, and a lot of that is not the same as what you had in mind when you just wrote it.” “I think as far as you are presenting the essay you are really aware of every step of your arguments.” Enhancing engagement “I thought quality was important for the essay, so, having the iBook, I could actually put pictures and actually show that and I rather liked the idea.”
- 10. Student Feedback About language learning “I was aware while writing my essay that I would be able to do a glossary type type tool, and so I made sure that I highlighted key words and key names and that type of thing and that I would have a ready definition next to it. Just to make it easier.” “You went through first and translated it for yourself, then when I was getting ready to put it into the iBook I went through and looked at the words again so just like by repeatedly encountering the words really helped in the learning of them.”
- 11. Student Feedback Multiplicator effects “Yeah, I thought it was really good to get each others essays, cos like, every other module you ever do everyone goes away an does a load of work on something and you never have any idea what it is and like going around everyone’s you kinda learn like, even if it’s just a snippet of what they did you pick up loads of little interesting facts, so it was really interesting hearing everyone’s essays back.” “Anything involving presentation type focused modules would work, so modules like in my first year French we had a module where we had to mark each others work as part of the compulsory thing and anything that could be distributed in this format, that would make it far easier than the system we had where we had to try to organise a time to meet up and some people were really bad at doing that.”
- 12. Implications and Outlook iPads -Apple system -Access to computer cluster & Ease of use -Iphone? Need for further evidence • Novelty (but see LUBS) • Language versus studies modules • Dissertation • Social media & Interactivity • Multiplicator function