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RE and literacy
- 2. The Evolution of the book?
- 4. O F C O M : M E D I A U S E A N D AT T I T U D E S R E P O RT ( 2 0 1 5 )
- 5. O F C O M : M E D I A U S E A N D AT T I T U D E S R E P O RT ( 2 0 1 5 )
- 6. W H E N I S “ N O T A B O O K ” S T I L L A B O O K ? A R O G U E ’ S G A L L E RY 6 WANTED DEAD OR ALIVE £100 REWARD
- 7. A N D T H E B I G G E S T C R I M I N A L … 7
- 8. Crushed beetles onto dead trees the p-book digitised beetles onto e-paper the dp-book added multimedia the m-book interactive and collaborative the i-book Hopkins, 2016
- 9. A F F O R D A N C E S O F T H E I B O O K 9 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
- 10. F L E X I B I L I T Y O F C O N T E N T 10 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
- 11. A D A P TA B I L I T Y 11 F O N T S N O . O F PA G E SS I Z E C O L O U R C H A N G EL AY O U T “ N E V E R F I N I S H E D ”S E N D
- 12. I N T E R A C T I V I T Y 12 3E B O O K S A N D I N T E R A C T I V I T Y - W H AT D O E S I T A D D ?
- 13. D ATA C A P T U R E 13 4 D ATAC A P T U R E M A R K I N G A S S E S S M E N T D Y N A M I C F I E L D W O R K A N A LY S I S F E E D B A C K
- 14. Elicitation: Tell each other - explore the ideas Intervention: Aim to challenge or support their views get them to do something Reformulation: Consider your original views with your results / ideas after the intervention Evaluation: Are your ideas / thoughts now changed? Ross and Larkin (2004) M O D E L S O F L E A R N I N G A C O N S T R U C T S V I S T M O D E L
- 15. M O D E L S O F L E A R N I N G T H E I PA C M O D E L 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? Burden and Kearney, 2012
- 16. T H E P E D A G O G I C C O L L A B O R AT I V E M O D E LMaterialfromthecloud Material produced by the “expert” Material produced by the “user”The collaborative product Knowledge is determined and validated given by the expert to the novice Knowledge is situated and authentic to the user’s needs product is personalised and bespoke to the individual Materialfromthe‘field’ When connected data can be collaborative and shared - updated and adaptable Hopkins, 2016
- 17. 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)
- 18. O N E O F T H E P R O J E C T S W E A R E W O R K I N G O N … EmbeddedinthepedagogyapproachofJackson/Nesbitt
- 19. S O , L E T ’ S H AV E A Q U I C K G O … www.bookcreator.com/
- 20. K E Y A S S E T S Y O U C A N U S E
- 21. H O W D O E S T H I S C H A L L E N G E T H E I D E A O F R E L I G I O U S L I T E R A C Y ? • Access to knowledge • Multimedia access • Collaborative development • SEND support • Personalised views • Ethnographic approach
- 22. A R E Y O U I N T E R E S T E D I N C R E AT I N G A N R E I B O O K ? If so then contact p.hopkins@hull.ac.uk Paul will also happily come to your school / institution to work with students / teachers on this idea.
- 23. 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 Hopkins, P (2016) Using tablet technologies as Pedagogically disruptive devices, ATEE conference, Eindhoven 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
- 24. I M A G E C R E D I T S S1 - Torah Scroll: www.sothebys.com S2 - Evolution of Man / Stages of book: www.darwiinslibrary.com / www.sfbook.com S3 - eBook sales: www.gettyimages.com S4/5 - Data on mobile usage: www.ofcome.gov.uk S6 - www.timemarcheson.com S10 - Flexibility: www.vertisgroup.com S11 - Charles Darwin: www.theorganicpreper.co.uk S12 - Digital Healthcare: www.kritsinmullertranscription.com S13 - Fishing Nets: www.traveltips.usatoday.com S19, S20 - Book Creator: www.bookcreator.com S21/22 - Religious symbols: donsnotes.com S25 - Child asking questions: www.ziarulstria.ro Other images (c) p.hopkins (various dates)
- 25. Q U E S T I O N S ? p.hopkins@hull.ac.uk @mtteppads