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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
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 [email protected]
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)
