RE and literacy

RE A

ND

iBO

OKS

WO

RDS

BEYO

ND

WO

RDS

Oct

ober

8th

-9th

, 201

6

The Evolution of the book?

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 )

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 )

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 R Y

6

WANTEDDEAD OR ALIVE £100 REWARD

A N D T H E B I G G E S T C R I M I N A L …

7

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

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 ATA C 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

F L E X I B I L I T Y O F C O N T E N T

10

1 F L E X I B I L I T Y O F C O N T E N T

V I D E O

H Y P E R L I N K SD Y N A M I C

A U D I O

A N I M AT I O NS L I D E S H O W S

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

I N T E R A C T I V I T Y

12

3 E 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 ?

D ATA C A P T U R E

13

4 D ATA C A P T U R E

M A R K I N G

A S S E S S M E N TD Y N A M I C

F I E L D W O R K

A N A LY S I SF E E D B A C K

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

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 Collaboration

Conversation

Data GatheringData Sharing

Situated

Con

text

Age

ncy

Custom

ised

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

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 LM

ater

ial f

rom

the

clo

ud

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

Material fro

m the ‘field

’

When connected data can be collaborative and shared - updated and adaptable

Hopkins, 2016

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)

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 …

Emb

edd

ed in the p

edag

ogy ap

proach of Jackson / N

esbitt

S O , L E T ’ S H AV E A Q U I C K G O …

www.bookcreator.com/

K E Y A S S E T S Y O U C A N U S E

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

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.

R E F E R E N C E SBaran, 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

I M A G E C R E D I T SS1 - 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)

Q U E S T I O N S ?

p.hopkins@hull.ac.uk @mtteppads