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Fixing the Textbook Model
Indiana University’s Brad Wheeler explains how his institution is ditching the college textbook and replacing it with digital alternatives that are accessible to students from day one.
By Dian Schaffhauser 06/21/17
https://campustechnology.com/articles/2017/06/21/fixing-the-textbook-model.aspx
Brad Wheeler, the vice president for IT and CIO of Indiana University
it’s taken a long time for textbook publishers to own up to the “fundamental flaw” of their industry: “They are obsessed with counting their gross margins on the things they actually do sell.” And, he added, they ignore the enormous amounts they lose through the other 75 percent of the market made up of used and rented books and other kinds of substitutes. Because of those blinders, the publishers have “long pursued a model that has been failing, year over year.”
Starting in the mid-1990s, the price of educational books rose faster than just about any other measure, including healthcare. Something had to give. Wheeler has seen a “constellation of things” forming to bring about change. First, the e-reader software has matured, he said. “It works on your phone, your tablet, your laptop.”
Second, students are “increasingly digital.” They’re “comfortable with interacting with digital information [and] electronically marking it up.” After all, he noted, “some of them went through high school with digital books and materials.”
Third, familiarity is growing among faculty too. “They see e-texts not just as a substitute for paper, but as a teaching and pedagogical tool. They can go in and annotate that paragraph in the textbook and point to classroom materials or go online and correct something,
Fourth, the printed textbook-first philosophy has stopped paying off for publishers.
The three biggies — Pearson, McGraw-Hill and Cengage — weren’t first in line to sign on, even as additional universities piled onto Indiana U’s project. As a result, their reticence to promote textbook alternatives hit their bottom lines. Eventually, Pearson’s shares took a hit, hovering currently around $8; McGraw-Hill’s education division was peeled off and sold to Apollo Global Management in 2013; and just months later Cengage filed for bankruptcy, emerging a year later with $4 billion less debt.
the College Board decreased the undergraduate student budget for books and supplies in its “Trends in College Pricing” report.
Indiana U has seen nothing but growth for its IU eTexts digital initiative:
Unizin. This is the organization created by Indiana U and other large institutional partners to develop services that could replace major paid third-party applications, such as learning management, digital textbook and data warehouse platforms. The goal: to enable higher ed to own its data.
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more on open text book in this IMS blog
https://blog.stcloudstate.edu/ims/2016/04/06/e-textbook-ad-hoc-team/
My note:
#appsmashing must be the evolution of the ~ 2010 #mashup
from: http://www.zigzagstech.com/app-smashing
http://k12technology.weebly.com/app-smashing.html
App Smashing is the process of using multiple apps to create projects or complete tasks. App Smashing can provide your students with creative and inspired ways to showcase their learning and allow you to assess their understanding and skills.
http://thinglinkblog.com/2014/12/18/6-amazing-appsmashes-to-inspire-creativity/
http://edtechteacher.org/unleashing-creativity-greg-kulowiec-app-smashing-from-beth-holland/
https://padlet.com/lmoore4/72nzkwdipo5y
Why App Smash?
What is an App Smash?
Content created in one app transferred to and enhanced by a second app and sometimes third. Preferably the final product is then published to the web – remember, digital presence is the new résumé (CV).
Reasons to App Smash:
- It demands creative thinking
- It demands more from the technology (value for money)
- It turns the issue of not having a ‘wonder app’ into a positive
- It removes any restrictions to take a topic as far as it can be taken.
- It often results in more engaging learning products
- It’s a fun challenge for ‘digital natives’
Key rules for successful App Smashing:
- Use the Camera Roll as your main conduit between apps
- Leave the app choice to the students
- Have a list of apps capable of smashing content together (See below)
http://blog.whooosreading.org/19-apps-to-make-app-smashing-a-smashing-success/
TELLAGAMI,
GREEN SCREEN DOINK
YAKIT KIDS AND CHATTERPIX
EDUCREATIONS AND DOCERI
BOOK CREATOR
GOOGLE DOCS, SLIDES
STRIP CREATOR
SCOODLEJAM
HELLO CRAYON
GOOGLE DRAWING
TOONTASTIC
PUBLISHING
thinglink, youtube, padlet, seesaw, realtimes,
Bornett, C. C. (2016). Leseförderung digital genial: WieTablets die Bibliothekspädagogik verändern / Tipps nicht nur für Bilderbuch-Apps. (German). Bub: Forum Bibliothek Und Information, 68(10), 606-608.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dllf%26AN%3d118913547%26site%3dehost-live%26scope%3dsite
Šorgo, A., Bartol, T., Dolničar, D., & Podgornik, B. B. (2017). Attributes of digital natives as predictors of information literacy in higher education. British Journal Of Educational Technology, 48(3), 749-767. doi:10.1111/bjet.12451 http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d122273174%26site%3dehost-live%26scope%3dsite
(PDF available through ILL)
Biology, IT faculty Maribor, Slovenia. None of them is a librarian
Correlation and regression analysis based on survey data revealed that the attributes of digital natives are poor predictors of IL. information and communication technologies (ICT) experiences expressed as the sum of the use of different applications do not necessarily contribute to IL; some applications have a positive and some a negative effect; personal ownership of smartphones, portable computers and desktop computers has no direct effect on IL, while ownership of a tablet computer is actually a negative predictor; personal ownership of ICT devices has an impact on ICT experiences and Internet confidence, and, therefore, an indirect impact on IL; and ICT-rich university courses (if not designed to cultivate IL) have only a marginal impact on IL, although they may have some impact on ICT experiences and Internet confidence. The overall conclusion is that digital natives are not necessarily information literate, and that IL should be promoted with hands-on and minds-on courses based on IL standards.
Sharman, A. (2014). Roving Librarian: The Suitability of Tablets in Providing Personalized Help Outside of the Traditional Library. New Review Of Academic Librarianship, 20(2), 185-203. doi:10.1080/13614533.2014.914959
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d96764510%26site%3dehost-live%26scope%3dsite
McRae, L. l. (2015). TEACHING IN AN AGE OF UBIQUITOUS COMPUTING: A DECELERATED CURRICULUM. Digital Culture & Education, 7131-145.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dllf%26AN%3d110123216%26site%3dehost-live%26scope%3dsite
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more on mobile devices in the library in this IMS blog
https://blog.stcloudstate.edu/ims?s=mobile+devices+library
Bitly vs. Goo.gl
http://www.freetech4teachers.com/2017/05/bitly-vs-googl.html
Bitly – Pros & Cons
Pro – If you create a free Bitly.com account you can customize your shortened URLs so that they spell words or at least have initials and numbers that are related to an event.
Con – A few years ago Bitly removed the option to create QR codes while also shortening URLs. So if you need a QR code to go with your shortened URL, you might want to try Goo.gl.
Goo.gl – Pros & Cons
Pro – Goo.gl is available in your Google Account. You can create shortened URLs and QR codes at the same time in Goo.gl.
Con – Goo.gl doesn’t let you customize the shortened URL that is generated for you. You’re stuck with the randomly generated characters that are given to you.
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more on link shorteners in this IMS blog
https://blog.stcloudstate.edu/ims?s=link+shortener
How Mindfulness and Storytelling Help Kids Heal and Learn
Sept 2016 https://ww2.kqed.org/mindshift/2016/09/26/how-mindfulness-and-storytelling-help-kids-heal-and-learn/
Neurological research shows that tragic experiences can affect brain development and impact a child’s ability to concentrate and relax.
In an attempt to offer more psychological support, they reached out to Grossman who is a teacher and co-founder of Mindful Schools. The definition of mindfulness, says Grossman, is to “pay attention, on purpose, to the present moment.”
a form of narrative therapy for the students.
“Mindfulness taught our kids that they have the ability to make wise choices, and it’s strengthened their resiliency.”
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more on mindfulness in this IMS blog:
https://blog.stcloudstate.edu/ims?s=mindfulness
more on storytelling in this blog:
https://blog.stcloudstate.edu/ims?s=storytelling
Friezem, Y. (2017). THE MEDIA PRODUCTION HIVE: USING MEDIA EDUCATION FOR DIFFERENTIATED INSTRUCTION. Media Education, 8(1), 123-140
https://www.academia.edu/33079666/The_media_production_hive_Using_media_education_for_differentiated_instruction?auto=download
keywords: Media production, media literacy, Universal Design for Learning (UDL), executive
functioning, Media Production Hive
the theoretical framework of Universal Design for Learning (Rose & Meyer, 2002), teaching the same material via various strategies that cumulatively address needs and learning types of each student in the classroom (p. 126). acknowledge all the various types of learners in his class, such as visual learners, auditory learners, write-read learners, and kinesthetic learners, following Gardner’s (1983) multiple intelligence theory.
various ways of receiving, processing, and expressing information by different learners
various ways students can chose to engage in the process of learning
(p. 127) multiple means of representation guarantees each learner processes information in the best way they can, but it also provides repetition of the topic in various ways to deepen understanding
Students need to organize recently acquired knowledge in a strategic way and communicate their understanding to the teacher. Rose and Meyer (2002) created a detailed pathway for teachers to apply UDL using assistive technology.
Media education practices involve demystifying media messages and learning to use
media wisely through activities of evaluation, composition, introspection, and civic engagement. the links between the instructional design of lessons for all students and
the critical analysis, expression, and reflection on media messages are gradually
explored (Dalton, 2017).
Dalton, E. M. (2017). Universal design for learning: Guiding principles to reduce
barriers to digital & media literacy competence. Journal of Media Literacy Education, 9(2).
p. 128 Media production is the process of composing a message via a single or various media platforms. Media production includes creating videos, podcasts, presentations, posters, drawings, and books. With the increasing use of digital devices and applications, students are engaged in various ways to convey their messages using multiple ways of expression and multiple types of representations.
digitalempathy.net/hive
digital and media literacy competencies (Hobbs, 2010)
p. 137 challenges
Group dynamics often reveal power struggles among team members (Friesem, 2014). The responsibility of the media educator, who is not a mediator by training, is to find the way to mitigate the tension caused by differences among group members (Friesem, 2010). In addition, students have the tendency to use media production as a transgressive practice (Moore, 2011; Grace & Tubin, 1998). Facilitating the process of production involves constant reflection on the classroom power relationship using critical and pragmatic lenses.
Grace, D., & Tobin, J. (1998). Butt jokes and mean-teacher parodies: Video production
in the elementary classroom. In D. Buckingham (Ed.), Teaching popular culture: Beyond radical pedagogy (pp. 42-62). London, UK: University College London Press.
The discourse about the implementations of UDL with digital technology has been broad and used for several research studies (Rose & Meyer, 2002).
Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal
design for learning. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).
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more on media literacy in this IMS blog
https://blog.stcloudstate.edu/ims?s=media+literacy
more on instructional desing in this IMS blog
https://blog.stcloudstate.edu/ims?s=instructional+design
Leslie Fisher Thinks Augmented Reality First, Then VR in the Classroom
05/12/17
https://thejournal.com/Articles/2017/05/12/Leslie-Fisher-Presents-at-Ed-Tech-Conferences-for-a-Living.aspx
Most kids can’t afford to buy their own Oculus headset. Google Cardboard. Google Street View
If you search Twitter effectively, there are not only great resources but great people to help you teach differently and keep the classroom more entertaining. You can grow your own personal learning network.
Versal
Quizlet
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more on virtual reality in this IMS blog
https://blog.stcloudstate.edu/ims?s=virtual+reality
Asynch Delivery and the LMS Still Dominate for Online Programs
By Dian Schaffhauser 05/22/17
https://campustechnology.com/articles/2017/05/22/asynch-delivery-and-the-lms-still-dominate-for-online-programs.aspx
a recent research project by Quality Matters and Eduventures, the “Changing Landscape of Online Education (CHLOE)” offers a “baseline” examination of program development, quality measures and other structural issues.
95 percent of larger programs (those with 2,500 or more online program students) are “wholly asynchronous” while 1.5 percent are mainly or completely synchronous. About three-quarters (73 percent) of mid-sized programs (schools with between 500 and 2,499 online program students) and 62 percent of smaller programs are fully asynchronous.
The asynchronous nature of this kind of education may explain why threaded discussions turned up as the most commonly named teaching and learning technique, mentioned by 27.4 percent of respondents, closely followed by practice-based learning, listed by 27.3 percent of survey participants.
Blackboard and Instructure Canvas dominated. Audio- and videoconferencing come in a “distant second,” according to the researchers. The primary brands that surfaced for those functions were Adobe Connect, Cisco WebEx, Zoom, Kaltura, Panopto, TechSmith Camtasia and Echo360.
While the LMS plays a significant role in online programming, the report pointed to a distinct lack of references to “much-hyped innovations,” such as adaptive learning, competency-based education systems, simulation or game-based learning tools. (my note: my mouth run dry of repeating every time people start becoming orgasmic about LMS, D2L in particular)
four in 10 require the use of instructional design support, three in 10 use a team approach for online course design and one in 10 outsources the work. Overall, some 80 percent of larger programs use instructional design expertise.
In the smallest programs, instructional design support is treated as a “faculty option” for 53 percent of institutions. Another 18 percent expect faculty to develop their online courses independently. For 13 percent of mid-sized programs, the faculty do their development work independently; another 64 percent may choose whether or not to bring in instructional design help. (my note: this is the SCSU ‘case’)
Measuring Quality
Among the many possible quality metrics suggested by the researchers, the five adopted most frequently for internal monitoring were:
- Student achievement of program objectives (83 percent);
- Student retention and graduation rates (77 percent);
- Program reputation (48 percent);
- Faculty training (47 percent); and
- Student engagement measures (41 percent).
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https://blog.stcloudstate.edu/ims?s=online+learning
New Report Examines Use of Big Data in Ed
By Dian Schaffhauser 05/17/17
https://campustechnology.com/articles/2017/05/17/new-report-examines-use-of-big-data-in-ed.aspx
new report from the National Academy of Education “Big Data in Education,” summarizes the findings of a recent workshop held by the academy
three federal laws: Family Educational Rights and Privacy Act (FERPA), the Children’s Online Privacy Protection Act (COPPA) and the Protection of Pupil Rights Amendment (PPRA).
over the last four years, 49 states and the District of Columbia have introduced 410 bills related to student data privacy, and 36 states have passed 85 new education data privacy laws. Also, since 2014, 19 states have passed laws that in some way address the work done by researchers.
researchers need to get better at communicating about their projects, especially with non-researchers.
One approach to follow in gaining trust “from parents, advocates and teachers” uses the acronym CUPS:
- Collection: What data is collected by whom and from whom;
- Use: How the data will be used and what the purpose of the research is;
- Protection: What forms of data security protection are in place and how access will be limited; and
- Sharing: How and with whom the results of the data work will be shared.
Second, researchers must pin down how to share data without making it vulnerable to theft.
Third, researchers should build partnerships of trust and “mutual interest” pertaining to their work with data. Those alliances may involve education technology developers, education agencies both local and state, and data privacy stakeholders.
Along with the summary report, the results of the workshop are being maintained on a page within the Academy’s website here.
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more on big data in education in this IMS blog
https://blog.stcloudstate.edu/ims?s=big+data
Minecraft: Education Edition 1.0.1 Released with Code Builder Support
By David Nagel 05/22/17
https://thejournal.com/articles/2017/05/22/minecraft-education-edition-1.0.1-released-with-code-builder-support.aspx
Microsoft has released a new version of Minecraft: Education Edition that adds support for Code Builder
Code Builder is an extension for Minecraft that lets users perform typical Minecraft functions through code. It connects to ScratchX, Tynker and Microsoft’s new open source development tool, MakeCode.
Minecraft’s changelog page.
Teacher training materials for Code Builder for Minecraft: Education Edition can be found at education.minecraft.net/trainings/code-builder-for-minecraft-education-edition.
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more on Minecraft in Education in this IMS blog
https://blog.stcloudstate.edu/ims?s=+minecraft