Making the most of e-books for academic skillsSean DowlingEducational Technology Coordinator, HCT

About the presenter

• Worked in Japan, Germany, Thailand, Saudi Arabia and the UAE;

• First 10 years as a software developer;

• Last 15 years in education;

• Alternated between EFL and Ed Tech over last 10 years.

Today’s webinar

• The Higher Colleges of Technology (HCT)• eBooks at HCT• SAMR model (Puentedura, 2006)• OUPs Bookshelf App and OUP eBooks• Improvements

About the Higher Colleges of Technology (HCT)

• Federal, third-level institution in the United Arab Emirates;

• 20,000 students spread over 17 campuses;

• Very heavy focus on technology

• All students have laptops;• iPads in foundation programme and year 1;• eBooks

Why e-books at HCT?

• develop and use media literacy skills;

• enhance teaching and learning;

• rich and improved reading experience;

• anytime, anywhere learning;

• sustainability and efficiency;

eBooks at HCT

• Pilot in 2012/13 academic year;

• 2013/14 academic year

• No paper-based textbooks;• 150,000 eBooks purchased;• 6 publisher platforms;• 2 aggregators.

“Simply capitalizing on new technology is not enough; the new [pedagogical] models must use these tools and services to engage students on a deeper level.”

(Horizon Report, 2013, p.9)

Puentedura’s SAMR Model

Puentedura’s (2006) SAMR model

Types of eBooks at HCT

• 1st generation eTexts• simple PDFs

• 2nd generation eTexts• Bookmarking, notetaking, more effective searching, etc

• 3rd generation eTexts (e.g OUP’s Bookshelf app)• Even greater level of interactivity• Uses Spindle platform

OUP Bookshelf – iPad and Android

eBook and SAMR – Substitution Level

Augmentation Level – Functional Improvementszoom feature - useful for students with visual impairments

embedded audio and video - students can listen/view multiple times

voice sticky note

table of contents, search and jump to quickly find and move to the required page type-in exercises with auto score

split screen capability to enable videos/texts to be viewed/read while viewing the questions advanced audio allows the audio speed to be adjusted, the audio to be clipped into manageable pieces and for students to record and compare their recording with the original mail tool allows students to send a screenshot of type-in exercises to teacher (or any email recipient) web links - link to the Q Skills practice site

Voice Sticky Note

Table of Contents

Search Tool

Jump Tool

Auto Score

Auto Score

Video Split Screen

TextSplit Screen

AudioSplit Screen

Advanced Audio

Mail tool

700 kb

1.6 Mb

Web Links

Some teacher concerns

• Note taking

• Keyboard skills

• Linked vocabulary and audio

Modification and Redefinition

Some ideas

• Allow for social networking• Facebook, Twitter or OUP course blogs;

• Use the computer/apps to expand on eBook activities

References

• Johnson, L., Adams, S., and Cummins, M. (2012). The NMC Horizon Report: 2012 Higher Education Edition. Austin, Texas: The New Media Consortium. http://www.nmc.org/pdf/2012-horizon-report-HE.pdf.

• Puentedura, R. (2006). Transformation, Technology, and Education. Presentation given August 18, 2006 as part of the Strengthening Your District Through Technology workshops, Maine, US. http://hippasus.com/resources/tte/part1.html.

• Puentedura, R. (2011): Thinking About Change in Learning and Technology. Presentation given September 25, 2012 at the 1st Global Mobile Learning Conference, Al Ain, UAE. http://www.hippasus.com/rrpweblog/archives/2012/04/10/iPad_Intro.pdf.

Thank you

•Any questions?