Searching for "lms"
Top 7 Campus Technology Stories in August
By Rhea Kelly 09/01/16
https://campustechnology.com/articles/2016/09/01/top-7-campus-technology-stories-in-august.aspx
1) Making Virtual Classrooms More Interactive
2) Taking Student Orientation Online
3) 7 Best Practices for Deploying Lecture Capture Campuswide
4) An LMS to Support ‘Gameful’ Learning
5) Why Today’s MOOCs Are Not Innovative
6) Kentucky State U Offers Free E-Textbooks for All Students
7) Cal State LA Launches Pokémon Go Health Walk
This year we’d like to involve a wider segment of the teaching and learning community to help us design the survey. Please join us online for one of two 30-minute discussion sessions:
Sept 14 at 12pm ET OR Sept 15 at 2pm ET
To join, just go to https://educause.acms.com/eliweb on the date and time of the session and join as a guest. No registration or login needed.
———————————————————————————-
Key Issues in Teaching and Learning 2016
http://www.educause.edu/eli/initiatives/key-issues-in-teaching-and-learning
1. Academic Transformation
3. Assessment of Learning
4. Online and Blended Learning
5. Learning Analytics
6. Learning Space Design
8. Open Educational Resources & Content
9. Working with Emerging Technology
10. Next Gen Digital Learning Environments (NGDLE) & Services
11. Digital & Informational Literacies
12. Adaptive Learning
13. Mobile Learning
14. Evaluating Tech-Based Instructional Innovations
15. Evolution of the Profession
Minnesota eLearning Summit
July27 3:30PM, D-9 L3000 http://www.slideshare.net/aidemoreto/esummit2016
#MNsummit2016 #MUSM123
Faculty Migration from Text-Based to Media-Rich Content:
Crowdsourcing the Meaningful Application of LMS (D2L)
Quizzes
Marion Judish and Plamen Miltenoff,
Saint Cloud State University
In a music class MUSM 123, two faculty aim to expand the use of LMS
(D2L) quizzes from assessment to training tools, thus paving the
road for better learning among students. The traditional text-based
content for the quizzes is replaced with media (audio) files for fuller
content understanding by students. Based on the experience of both
faculty, which will be shared with the audience, a discussion and
brainstorming session is sought to generate ideas and involve the
audience’s experience in improving a transition from a prevalence of
text quizzes, in particular, and teaching materials, in general, to a
replacement by media-rich teaching content. Other interweaving
topics to accompany this brainstorming discussion include but
are not limited to: faculty collaboration during technology
implementation in teaching, LMS (
Over 30.000 Academic and Cultural Movies and Documentaries for Teachers
++++++++++++++++++++++++++++++++
http://lifehacker.com/top-10-places-to-download-or-stream-movies-for-free-le-1782772455
- The Internet Archive is a repository for all sorts of things, and while you probably know it for the ever-useful Wayback Machine, it’s also great for public domain films, independent media, TV broadcasts and newsreels, and other media that you’re free to use and remix on your own as well as sit back and enjoy for yourself.
- YouTube is home to a ton of free, and freely-published movies and TV shows, many of which are YouTube originals, and others that are available via Creative Commons or shared in the public domain.
- Owned by Sony (which is why there’s so much to watch), Crackle is often overlooked when people discuss free streaming media on the web, but it’s present on a number of mobile devices and set-top boxes.
- MoviesFoundOnline collects free films, independent films, stand-up comedy, TV shows, and other media freely available around the web. From full films to indie TV series to classic film, you can browse the site’s categories across the top—like short films, documentaries, viral videos, or comedy to name a few—to find something you’re interested in specifically.
- PopcornFlix is owned and operated by Screen Media Ventures, they’re all completely free to watch on your computer, or through their mobile apps or other supported devices.
- Classic Cinema Online is ideal for those old, classic movie buffs who love the era of black and white films and artistically painted movie posters.
- TopDocumentaryFilms, or TDF, their top 100 documentary list to see what people are watching, or check the front page for their featured films.
- WatchDocumentary.org
- If you’d rather download than stream, Public Domain Torrents is the place to go.
- Vimeo is most certainly second seat to YouTube when it comes to size and popularity, but it’s still a great video upload service for short film and independent filmmakers, and for people who want the freedom and flexibility of a mobile-friendly, HD-capable upload service with great privacy and video management controls and an upbeat community of users.
from the comments:
http://www.ubu.com/film/
Avast is excellent, as is Windows Defender.
training session 10:30AM July 7
firefox is preferable to chrome and IE
in chrome, audio plays automatically. if students are using Chromes, need to have the audio file on the top, so students can stop it. NAPI is not supported by Google. So Softchalk must start local launch.
this is SO complex and SO many side steps that it will be a miracle to get the middle 50-60% of faculty into buying the SoftChalk idea.
local launch is client based and allows creating content without Internet connection
edit in Create Online allows creation on mobile devices such as tablet
have to have rights on the computer to install the local launch. Ha…
I am behind David, since my java is not up to date. i have to update now that. I wonder how many faculty will endure the initial process
Microsoft Edge is different the IE, but will act the same
SoftChalk is the same elitist ideas as LMS. It will require an extensive training of faculty, which they have no time and energy to invest in. The idea of Learning Objects will require years of compiling materials, sufficiently enough to be recycled by other faculty. In most disciplines, these learning objects will age by the time they reach the critical mass.
————-
training session 1PM July 6, 2016
David Evans from SoftChalk is doing the training session.
If we want to share with students, do they have to have a user account in softchalk?
Аnswer: No. The instructor can share the content by embedding the URL to the Softchalk content, but not allow students to participate in the creation
the answer defies the constructivist principles of learning
MnSCU site Educational Innovations -> MnSCU SoftChalk Pilot
http://www.asa.mnscu.edu/educationalinnovations/projects/SoftChalk_Cloud/educational-innovations-page.html
- Part 1: Trainer David Evans – SoftChalk’s cloud management (creating lessons, folders, sharing, uploading files and more) – 1 hour 5 min
https://mnscu.webex.com/mnscu/ldr.php?RCID=b15902c4eb57cfcbfc6559b4f2e4bcf7
- Part 2: – 21 min https://mnscu.webex.com/mnscu/ldr.php?RCID=2e0612ead1c04836ab614ebafe4607ed
- Lesley Blicker – MnSCU’s pilot project and web resources (7 min)
- Jon Werth – integrating SoftChalk with the D2L Brightspace gradebook, plus browsers to use or avoid
——————————–
MnSCU pilot. How to do the LT integration for the gradebook, including browsers constrains.
++++++++++++++++++++++
SoftChalk Session for CSAs and CTs
Java applet is essential, until HMTL5 is functional. IT and the System Office have things locked down and not much can be done. Java Application cannot be blocked.
http://asa.mnscu.edu/educationalinnovations/projects/SoftChalk_Cloud/educational-innovations-page.html
Integrating Softchalk Cloud w D2L. SCORM – don’t use it. Tool Provider.
SoftChalk (SC) can be used as an external link within D2L, internal integration only when used with the gradebook. The LTI link is ONLY needed if the instructor plans to use the gradebook. Otherwise, it’s a simple embed in content.
if recently installed Java 8.91, will not install the jar file and one have to go and manually delete it.
Browsers.
Firefox and IE will allow to launch the Java applet. Chrome and Safari will block it. it will require a local launch. The install will create an icon in the lower right corner.
I cannot believe such structure, in the times of drag and drop. Whoever came up w it, is DEFINITELY not a faculty and does not care about faculty time and effort.
the process is lengthy and cumbersome, not to mentioned repetitive. If this work is shifted toward faculty, i seriously doubt that the adoption rate will be in the double digits.
verdict: much ado about nothing: the work that faculty have to put toward such content versus the return on the Bloom’s taxonomy scale is so low that in my opinion is just squandering of efforts. If there is a LOR, where faculty can draw preset clusters of similar activities, I would be more willing to accept.
a license for SoftChalk Cloud is needed. Who is in charge of this? John and TLTR? Tom as faculty president?
++++++++++++++++++++++
more on Softchalk in this IMS blog
https://blog.stcloudstate.edu/ims?s=softchalk
Link to the archived session:
http://www.nrocnetwork.org/professional-development/webinar
“Colorado’s Digital Badging Initiative: A New Model of Credentialing Technical Math Skills and More”.
Educators and innovative industry leaders agree that digital badges are evolving into a key credential that can be used to meet current education and workforce needs. As part of its TAACCCT grant, the Colorado Community College System is leading a collaborative effort to develop micro-credentials or digital badges to serve post-secondary and workforce in partnership. Learn about early pilot uses of digital badges in technical math and advanced manufacturing, as well as plans for the future. The presenter will also share perspectives garnered from her participation in the Badge Alliance/OPEN badges workgroup that is shaping the national conversation on this emerging topic.
Presenter: Brenda Perea, Instructional Design Project Manager, Colorado Community College System
Plan to log on 15 MINUTES BEFORE THE HOUR so you will be up and running before the webinar begins. (It may take a few minutes to download the software to your computer.)
We will begin the webinar promptly at 2:00 PM ET (1 CT/12 MT/11 PT) on Thursday, June 23.
Please send your questions, comments and feedback to: memberservices@theNROCproject.org
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Thu, Jun 23, 2016 1:00 PM – 2:00 PM CDT
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If you are using older operating systems, you may need to use GTW web access rather than the desktop application and possibly phone in for audio. See http://bit.ly/1VVCeno for more info.
If you experience problems entering the GoToWebinar room, or with the online tools during the session, please send an email to memberservices@thenrocproject.org.
This webinar will be archived in the “Professional Development” area of the NROC Network at http://www.nrocnetwork.org/professional-development/webinar.
We look forward to your participation.
Sincerely
The NROC Team
webinar
http://www.nrocnetwork.org/colorados-digital-badging-initiative-new-model-credentialing-technical-math-skills-and-more
badges are integrated with the industry partners of the educational institution
how to determine the value of a badge.
Faculty writing a competencies, online and blended environment. All agree that this means competency. Need to faculty buy in, if issuing badges. Objective versus subjective measures. Faculty member is the one who tells students how to earn badges. Not punitive, but a reward.
building the eco system in Colorado. But it can be taken on a national level. Employers in other states to accept. MS, Sisco are issuing badges, which will be internationally.
how does it fit in the bigger picture of credentials. Lumina Foundations. Next project. https://www.luminafoundation.org/
MOOC (Canvas)
Microsoft badging system. https://education.microsoft.com/ViewAll/Badges
brenda.perea@cccs.edu
NROCnetwork.org http://nrocnetwork.org/
badges are transferable. not person to person, but repository
of 200 issues badges, they were shared 6K+ times over social media: LinkedIn, FB etc. by employers.
backpack, or stored in Mozilla backpack. Most of LMS developing badging capabilities.
some LMS want to create their own badging, gatekeep in LMS, but losing
Canvas allows any badging
LCI in any LMS. LMS allow the vehicle to be issued, but does not create it.
BLEND-ONLINE] Looking for private, Reddit-style vote up/down discussion tool
From: The EDUCAUSE Blended and Online Learning Constituent Group Listserv [mailto:BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU] On Behalf Of Sharon Strauss
Sent: Friday, June 03, 2016 10:46 AM
To: BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU
Subject: Re: [BLEND-ONLINE] Looking for private, Reddit-style vote up/down discussion tool
Hello,
Thanks for all the online and offline responses. A quick summary of where I am with this project, and the various solutions offered.
Piazza–Piazza will integrate with our LMS via LTI and we do have it. As far as I can tell, after some initial enthusiasm for it a few years ago, nobody here has been using. Thus, I cannot speak to the spam issue that Nina raised. Still, I looked at it and do not see any vote up/down option on it. It is structured more as a Q & A organizer. There is an option for professors to rate an answer as good or bad, but that it is different from a popular vote.
WordPress Theme or Plugin–I found a couple of vote up/down WordPress solutions. However, as far as I can tell, none are actively maintained. The most recent I saw is a couple of years old.
Google Moderator–This looks like it may have been just what we want, but Google retired the program last year. Currently you just get the message, “We’ve retired Google Moderator. The site is no longer available in any form, but you can get to data from past Moderator series through our “Download your Data” tool.
Brightspace–May work for those that have it, but we do not.
Canvas–Perhaps another area where it beats Moodle. However, we do not have it and I’m not sure we want to get it at this time.
Drupal–This might work! I did not see an up/down vote option with http://skill-tree.org, but it seems there are a few options. I’m looking into this further.
Commercial options–I got suggestions for commercial software such as http://crowdicity.com and https://www.uservoice.com/. Both seem like they could work, but I don’t know if we have a budget for this.
FYI, I got more detail from the professor about the project. I learned he is not looking for a classroom solution. He is looking to lead a potentially sensitive and controversial campus-wise conversation. Thus, this might not be the best place to have posted. Still, maybe someone else on the list will also find this useful.
-Sharon
—
Sharon Strauss
Instructional Technology Services
IITS
Haverford College
sstrauss@haverford.edu
610-896-4916
Our discussion:
++++++++++++++++++++++++
Main speaker: Ken Chapman
mapping what students are looking at the screen
intelligent agent: dancing hamster
immediate gratification – certification, this is practically badges
story builder – D2L tool
D2L dropbox – look previous assignments and submissions within dropbox
time savers: 1. miss an assignment deadline – use agent. My note: how does it roll over? how much time and effort to condition it after it is rolled over?
text expanders: create codes in the browsers to evoke repetitions (;runon)
“Daylight Experience” is the D2L new look and feel put on D2L. nice clean modern looking.
Mobile First, API Access, Assessments, Advanced CBE (competency-based education programs), Predictive Analytics (recommendation system to pick right course, red flags, Dashboards,
Content:
interactive publisher material. Dates and Feeds on Mobile, Curriculum Planning
Capture: my note – how does it fit with MediaSpace
ePortfolio my note – how does it fit TK-20
Repository – open content, publishers, how to bring easier into a course
Adaptive learning
D2L purchased a module. publisher packets, adaptive textbooks. D2L looks at it as an engine where faculty feeds the idea and the engine is making the links and structuring the ideas into content. It also the engine checks what learners already know and based on results finds knowledge gaps.
need well defined learning objective, good content and ways to assess the material.
Start with creating support course delivery, test preparation.
There are only 11 education-focused firms listed on the U.S. stock market with a market cap of over $1 billion. While the market is small and fractured today, GSV Capital estimates that education will grow from 9 percent to 12 percent of America’s GDP over the next decade. This equates to a trillion-dollar opportunity.
Early childhood
- FarFaria: FarFaria is a literacy tool that offers families a vast library of books that are perfect for story time. Parents can go through the books with their son or daughter, or children can have the books read to them by the app.
- Tinybop: Tinybop creates iOS apps that engage children and promote curiosity in kids. Their apps break down complex subjects (like geology and anatomy) into engaging apps that are filled with stunning illustrations.
- Vroom: Vroom is a new app that pushes helpful tips to parents on how to turn everyday moments in life into brain-building opportunities. Vroom sends parents actionable tips and strategies that are age-appropriate for their child.
- Tinkergarten: Tinkergarten helps kids develop and grow through outdoor-play-based learning and activities. They have a technology-enabled, distributed workforce that allows them to expand their classes across the United States.
Primary/secondary school
+++++++++++++++++++++
My Note:
“although 95 percent of schools have Internet, only 20 percent have high-speed access. For technology to disrupt our schools, we need to get them connected.”
yet, MN government is right now quarreling about fast-connection networking rural parts of Minnesota, whereas the Republicans insist on $30 Mil only, Democrats on $80Mil and the governor on $100K+.
In 2002, the U.S. created the conditions for monopoly in the Internet services providers market, which accumulates to disastrous results. The fight around net neutrality proves one more time that trend (of monopolizing connectivity and profiteering for big companies, rather then developing the US):
http://www.npr.org/sections/alltechconsidered/2014/02/06/272480919/when-it-comes-to-high-speed-internet-u-s-falling-way-behind
++++++++++++++++++++++
Trend: One of the major developments in primary and secondary education is the focus on personalization. Students get pushed material that meets them where they are, when they need it. Classes can now adapt to a learner’s needs and provide them with the skills, the instruction and the resources they need to master concepts.
- AltSchool: AltSchool was started in 2013 and is rethinking the way school works. Their technology platform enables teachers to create weekly “learning playlists” for each student. They’ve done away with formal classes and focus on group projects and individualized instruction.
- CK-12: The CK-12 Foundation serves tens of thousands of schools and millions of students by providing free customizable learning tools and content. Students can use their interactive simulations and adaptive problem sets and teachers can customize their flexbooks.
- DreamBox: DreamBox powers more than 5 million math lessons every week through their adaptive K-8 math platform. The platform continually assesses a student’s strengths and weaknesses to close gaps and meet students with the right material at the right time.
- Trinket: Trinket lets teachers and students write, run and share code from any device. Trinkets can be easily adapted to the classroom and shared with students to run real-time coding challenges.
University
College is expensive in America; the average cost is more than $20,000 a year for a four-year degree. At least 65 percent of the 55 million new jobs forecasted for the next decade will require a formal post-secondary credential.
In 2015, only 50 percent of college graduates were working in the field they studied, and more than one-third indicated they would have chosen a different major. Nearly 40 percent of college graduates believed their school did not prepare them well for employment.
Students are going to university because it is “the right thing to do,” often without a thought to the ROI on their education or the work opportunities after school. Only 19 percent of full-time college students graduate in four years, which dramatically increases the cost of their degree.
Trend: Online platforms are being leveraged at universities to help drive down the cost of a degree and increase access to programs. Big data platforms are being used to identify students in danger of failing and provide targeted assistance to help them graduate on time.
- Rafter: Rafter is redesigning textbooks at universities by repackaging course materials. They’ve helped almost 3 million students save more than $700 million on textbooks.
- 2U: 2U offers schools as a service by providing universities with a platform to create online degree programs. They have more than 500 faculty, 1,000 course sections and 1,600 hours of live instruction per week.
Corporate/continuing education
Trends: The two largest sectors for investment are skill training (primarily coding and digital literacy) and English language learning.
- Degreed: Degreed provides a personal knowledge portfolio that stays with learners. They’ve cataloged 250,000+ online learning courses and 3 million-plus informal learning activities. They also help large companies understand the talent and skills within their organization.
- Duolingo: Duolingo is a gamified language learning app that has more than 100 million users. They offer free instruction and are helping non-native English speakers certify their skills with affordable online testing.
- Pathgather: Pathgather is an enterprise LMS that motivates employees to learn and connect around professional development.
- iTutorGroup: iTutorGroup is a Chinese-based English language platform that began by offering English language training to corporate executives and has expanded to offer online courses for children and younger learners. They recently raised a Series C valuing them at more than $1 billion.
- One Month: One Month offers technical-skills crash courses designed to give learners functional skills in 15 minutes a day for one month. Since starting, they’ve helped more than 25,000 students develop foundational technical skills.
- altMBA: altMBA is an intensive, four-week online workshop designed by Seth Godin for high-performing individuals who want to level up and lead. They are rethinking the structure of learning online and have seen a 98 percent completion rate for their program.
purpose: draft a document for the provost to plan for charting the future goal 3.12 “develop a comprehensive strategy to increase awareness and development of e-textbooks and open educational resources (OERs)”
\\STCLOUDSTATE\HuskyNet\DeptFiles\LRS\ETextbooks
SCSU goal: to reduce the cost of textbooks as an affordable learning initiative. Amount of reduction is undetermined
my notes based on the material below:
- best, most applicable source for the purpose of this research: U of Alberta Committee’s notes on the learning environment:
http://www.governance.ualberta.ca/en/GeneralFacultiesCouncil/CommitteeontheLearningEnvironm/~/media/Governance/Documents/GO05/LEA/15-16/WEB/Item-4-eTextbook-Subcommittee-Report-CLE-TLAT.pdf
the Canadians are using (citing) Acker (Ohio) in their research.
- best, most applicable source in terms of the logistics on e-texbooks creation and its pedagogical argumentation is this document from New Zealand: https://akoaotearoa.ac.nz/download/ng/file/group-7/guidelines-for-developing-interactive-etextbooks-on-net-tablets.pdf
- According to Bossaler et al (2014), it might be worth considering that SCSU (MnSCU?) must go first through implementing of e-text[books] in courses first by using publisher materials and then by using “in-house” produce. At this point, SCSU does NOT have an aligned policy of integrating e-texts in courses across campus. Lack of such experience might make a strategy for adoption of e-textbooks much more complex and difficult to implement
- stats are colored in green for convenience. Stats regarding the increase in textbook costs are re-printed from author to author: e.g. Acker (2011, p. 42). Murey and Perez (2011, p. 49 (bottom) – 50 (up)) reports stats from 2009 and projections for 2013 regarding etexbook adotion. Same authors, p. 50 second paragraph reports good stats regarding texbooks’ price increase : US$1122 per year for textbooks in 2010.
- Wimmer at al (2014) presents a lucid graphic of the structure of the publishing process (see bottom of this blog entry for citation and perm link).
- Wimmer at al (2014) discusses copyright and permissions, which is of interest for this research (p. 85)
- regarding in-house creation of e-textbooks, see (Distance education, e-learning, education and training, 2015). It very much follow the example of SUNY, which Keith was laying out: a team of faculty charged with creation the e-textbook for mass consumption.
Besides the SUNY model Keith is envisioning for MnSCU (comparable), there is the option of clustering OER sources: e.g. NASTA as per Horejsi (2013), CourseSmart. FlatWorld Knowledge (Murrey and Perez, 2011) etc.
- Hamedi & Ezaleila (2015) present an entire etextbook program. Article has been ordered through ILL. Same with Joseph (2015).
- Open Educational Resources in Acker (2015, p. 44-47). Also in Murey and Perez (2011, p. 51).
Also in ICWL (Conference) (13th : 2014 : Tallinn, E., & Cao, Y. (2014): OpenDSA
- Different models of pricing also in Acker (2015, p. 48). Keith touched on that
- students learn equally well from etextbooks as from paper ones: Taylor (2011)
- pedagogy
responses from colleagues:
Scott Robison, sarobison@mail.plymouth.edu: sparc-liboer@arl.org listserv
Jeff Gallant, Jeff.Gallant@usg.edu: David Ernst with the U and Ashley Miller from Ohio State U: dernst@umn.edu. Ashley’s is miller.6275@osu.edu.
definition e-textbook and
an electronic version of a printed book that can be read on a computer or handheld device designed specifically for this purpose.
-
a dedicated device for reading electronic versions of printed books.
Definition of: e-book
my note: there is no good definition about e-textbook in terms of the complexity, which e-textbook on campus might involve.
Considering Wimmer et al (2014) account on their campus experience in publishing e-textbook, a textbook may involve an LMS (Canvas) and blog (WordPress). Per my proposal during the F2F meeting, and following Rachel’s suggestion about discrimination of the different types of e-textbooks, here is an outline of e-textbook definition:
*******************
working definition for e-textbook for the purposes of SCSU:
e-textbook is a compilation of textual, multimedia and interactive material, which can be viewed on various electronic devices. E-textbook can: 1. be purchased from a publisher; 2. compiled in HTML format on faculty or group web space; 3. compiled on the content module of LMS (BB, D2L, Canvas, Moodle, etc.) 4. compiled on LMS (BB, D2L, Canvas, Moodle, etc.) and including all interactive materials: e.g. hyperlinks to MediaSpace multimedia, quizzes, etc.; 5. compiled on special apps, such as iBook Author, eCub, Sigil.
*******************
e-book
(Electronic-BOOK) The electronic counterpart of a printed book, which can be viewed on a desktop computer, laptop, smartphone, tablet or e-book reader (e-reader). When traveling, a huge number of e-books can be stored in portable units, dramatically eliminating weight and volume compared to paper. Electronic bookmarks make referencing easier, and e-book readers may allow the user to annotate pages.
Although fiction and non-fiction books come in e-book formats, technical material is especially suited for e-book delivery because it can be searched. In addition, programming code examples can be copied, which is why CD-ROMs that contained examples or the entire text were often packaged inside technical paper books.
E-Book Formats
Wimmer, Morrow, & Weber: Collaboration in eTextbook Publishing
There are several e-book formats on the market, including EPUB, Mobipocket (PRC, MOBI), eReader (PDB), Kindle (AZW, KF8) and Apple iBook (EPUB variation). Many e-readers also accept generic formats, including Adobe PDF and plain text (TXT).
——————
Electronic Textbooks or Paper Textbooks: What Are Students Reading?
According to a United States Government report, textbook prices have increased at over twice the rate of inflation in the last couple of decades. According to another report, the average student spends between $700 and $1,000 per year on textbooks while the cost of e-textbooks can be as much as 50% lower than paper textbooks.
Oxford dictionary, an electronic book or e-book is “an electronic version of a printed book that can be read on a computer or handheld device designed specifically for this purpose.” An e-textbook is defined as an e-book used for instructional or educational purposes and often includes features such as bookmarking, searching, highlighting, and note-taking as well as built-in dictionaries and pronunciation guides, embedded video-clips, embedded hyperlinks, and animated graphics.
E-textbooks have moved from occasional usage to a mainstream technology on college campuses. According to the Association of American Publishers, sales of e-books hit over $90 million; this is up over 200% when compared to the same month the previous year. When the cost of textbooks and the availability of formats are considered, the use of an e-textbook in the classroom may be the reasonable choice.
—————–
A
digital textbook is a digital book or
e-book intended to serve as the text for a class. Digital textbooks may also be known as
e-textbooks or
e-texts. Digital textbooks are a major component of technology-based education reform. They may serve as the texts for a traditional face-to-face class, an online course or degree.
The concepts of
open access and
open source support the idea of
open textbooks, digital textbooks that are free (gratis) and easy to distribute, modify and update
https://en.wikipedia.org/wiki/Digital_textbook
—————-
Exploring Students’ E-Textbook Practices in Higher Education
- Authors: by Aimee Denoyelles, John Raible and Ryan Seilhamer Published: Monday, July 6, 2015. Instructional Designers, University of Central Florida
According to the United States Government Accountability Office, prices have increased 82 percent from 2002 to 2012.3 This cost sometimes drives students to
delay or avoid purchasing textbooks. Digital materials such as e-textbooks may offer a more cost-effective alternative.
4 Also, the expectation for digital materials is gaining strength in the K–12 sector.
5 For example, Florida school districts set a goal to spend at
least half of classroom material funding on digital materials by the 2015–2016 school year. Given that 81 percent of first-time-in-college (FTIC) undergraduate students hailed from a Florida public high school during the fall 2014 semester at the University of Central Florida (UCF), it is important to anticipate student expectations of digital materials. Finally, the availability of digital materials has risen exponentially with the incredible popularity of mobile devices.
Key Issues
Despite the advantages that e-textbooks pose, such as interactive features and accessibility on mobile devices, several barriers exist regarding implementation in higher education, namely non-standardization of the platform, limited use by students, and the unclear role of the instructor in adoption.
a survey questionnaire in 2012 that explored basic usage and attitudes regarding e-textbooks.
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Bossaller, J., & Kammer, J. (2014). Faculty Views on eTextbooks: A Narrative Study. College Teaching, 62(2), 68-75. doi:10.1080/87567555.2014.885877
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Implementing eTexts into a Course:
- planning
- developing
- implementing
- delivering
This qualitative study gives insight into the experiences instructors have when working with publishers to integrate electronic content and technology into their courses.
Baek, E., & Monaghan, J. (2013). Journey to Textbook Affordability: An Investigation of Students’ Use of eTextbooks at Multiple Campuses. International Review Of Research In Open And Distance Learning, 14(3), 1-26.
http://eric.ed.gov/?id=EJ1017493
the Advisory Committee on Student Financial Assistance (2007) reported that textbook prices represent a significant barrier to students’ accessibility to textbooks. The report concluded that textbooks cost between $700-$1000 per year; textbook prices have risen much faster than other commodities; and that college aid fails to cover textbook expenses. Textbook costs are equivalent to 26% of tuition costs for an average four-year public university student and 72% of tuition costs for an average community college student. In fact, the California State Auditor (2008) reported that textbook costs grew more rapidly than student fees in academic year 2007–08.
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Wimmer, E. e., Morrow, A. a., & Weber, A. a. (2014). Collaboration in eTextbook Publishing: A Case Study.Collaborative Librarianship, 6(2), 82-86.
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Distance education, e-learning, education and training. (2015). Clinical Chemistry & Laboratory Medicine, 53s557-s559. doi:10.1515/cclm-2015-5015
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the creation of an interactive e-book called “Practical Clinical Chemistry: core concepts” was accomplished using the
Apple Macintosh platform and the iBooks Author software. Digital content, including videos, was developed for the
project and embedded within the final package. In order to limit the size of the final files, some content was uploaded
onto Youtube so that the user could access these via the internet.
The e-book, 200MB in size, was uploaded onto the Apple ITunes site and made available in 51 countries via the
iBooks store. This prototype is the first interactive digital textbook available in clinical chemistry and contains “4-
dimensional” content including digital images, videos, interactive presentations, real-time data generation as well as
review questions with instant feedback and assessment.
Hamedi, M., & Ezaleila, S. (2015). Digital Textbook Program in Malaysia: Lessons from South Korea. Publishing Research Quarterly, 31(4), 244-257. doi:10.1007/s12109-015-9425-4
Joseph, R. (2015). Higher Education Book Publishing-from Print to Digital: A Review of the Literature. Publishing Research Quarterly, 31(4), 264-274. doi:10.1007/s12109-015-9429-0
the author reflects the process on a state level (Ohio).
Marcoux, E. “. (2012). Best of the Best Planning. Teacher Librarian, 39(4), 69-70.
Taylor, A. K. (2011). Students Learn Equally Well From Digital as From Paperbound Texts. Teaching Of Psychology, 38(4), 278-281. doi:10.1177/0098628311421330
Much of the research related to digital texts has focused ontechnical aspects of readability (see Dillon, 1992, for a review) and limitations of digital media for note-taking, underlining, or highlighting text (Brown, 2001). However, the important—and unanswered—question from a teaching perspective is, ‘‘Can students learn as well from digital texts as from paperbound textbooks?’’ Few published studies have addressed this ques-tion directly, and even fewer studies have examined this ques-tion among college students.
Murray, M. C., & Pérez, J. (2011). E-Textbooks Are Coming: Are We Ready?. Issues In Informing Science & Information Technology, 849-60.
read the entire article, good data.
CourseSmart. FlatWorld Knowledge,
Horejsi, M. (2014). Textbooks 2.0. Science Teacher, 81(3), 8. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d94603788%26site%3dehost-live%26scope%3dsite
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pedagogy
two Eastern Europeans (Moldova, Serbia) raise serious concerns about electronic textbooks
Španović, S. (2010). PEDAGOGICAL ASPECTS OF E-TEXTBOOKS. Odgojne znanosti. 12(2). 459-470.
Railean, E. (2015). https://prezi.com/sbidiadctrzo/beyond-textbook-digital-textbook-use-and-development/
http://www.governance.ualberta.ca/en/GeneralFacultiesCouncil/CommitteeontheLearningEnvironm/~/media/Governance/Documents/GO05/LEA/15-16/WEB/Item-4-eTextbook-Subcommittee-Report-CLE-TLAT.pdf :
- (Un)desirable features in etextbooks
- How etextbooks might affect course delivery
- Pilot projects that can help build institutional expertise
- Address how and where insights gained from pilot projects will be collected and
- made available
- People resources (e.g., instructional designers) that will be needed to assist
- instructors to use this technology
ICWL (Conference) (13th : 2014 : Tallinn, E., & Cao, Y. (2014). New horizons in web based learning: ICWL 2014 international workshops, SPeL, PRASAE, IWMPL, OBIE, and KMEL, FET, Tallinn, Estonia, August 14-17, 2014, revised selected papers. Cham: Springer.
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MnSCU will by as Content Authoring Tool – SoftChalk. Here is a promo from Softchalk (my bold):
NEW SoftChalk Create 10 and SoftChalk Cloud eBook publishing features will arrive on April 25th! Come check out the latest enhancements at our upcoming webinars!
Sleek Designer Headers and Callout Boxes – Add some new pizazz to your SoftChalk lessons!
Three New Quiz Types – Test your students’ understanding with Sentence Completion, Multiple Blanks and Feedback Questions.
Polished New QuizPopper and Activity displays – With an enhanced interface for instructors and students.
Accessibility enhancements – Make your lessons available to everyone with even more accessibility enhancements.
NEW SoftChalk Cloud eBook creation and publishing – Includes a totally re-vamped, easier eBook creation and management. New SoftChalk eReader apps available for free download in the iOS, Android, Chromebook and Windows app stores. (Cloud Only)
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The future of textbooks looks like this
February 22nd, 2016
are any faculty really going digital? Which content distributors will thrive? What are the implementation concerns? And when will going digital really happen?
two massive surveys and reports by the National Association of College Stores (NACS) and the Independent College Bookstore Association (ICBA) in partnership with the Campus Computing Survey (CCS),