Date post: | 18-Nov-2014 |
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Education |
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Observing the use of e-textbooks in the
classroom: towards “Offline” Learning
AnalyticsMaka Eradze, Terje Väljataga & Mart Laanpere, Tallinn University
FeT WS :: International Conference of Web-based Learning, :: Tallinn, Estonia 15 August 2014
Introduction
Textbook was a book, eTextbook might not be e-book
Borders disappear: physical & virtual, content & software, learner & teacher, author & user, school & life, learning & assessment, professional & user-generated
Trialogical learning: learning as knowledge creation through interaction with digital artefacts & tools
Author gains the most from the textbook, why can’t the students be coauthors of eTextbooks?
LEARNMIX project
Aims: to find economically & technologically sustainable, pedagogigally meaningful solution for next-generation eTextbooks that can be used across various platforms and usage contexts.
Seeking for the road in the middle: new business models for publishers, aggregating with user-generated content
Two integrated research directions: Human-Computer Interaction: platform-independent interaction
design, ubiquitous interaction, advanced analytics Pedagogical scenarios: 1:1 computing, BYOD, outdoor learning,
inquiry-based learning
LEARNMIX vision of eTextbook 2.0
New pedagogy: eTextbook is not an input to learning, rather output
LEARNMIX eTextbook 2.0 has three parts: Professionally produced, commercially distributed content: simulations,
games, interactive exercises, exams, virtual labs etc Content created by teachers: worksheets, project plans, assignments,
exercises, examples Content created by students: remixes, products, prototypes, project reports,
presentations, journals
Requirements for LEARNMIX eTextbook 2.0 software: Interoperability framework Authoring tools for teachers, delivery tools for publishers Cloud-based repositories Authoring, mashup & remix tools for students’ BYOD devices
Observing the use of eTextbooks
Online learning analytics: LMS/CMS user tracking Spyware installed to iPads Content provider’s tracking tools (e.g. Youtube)
Lesson observation Video recording Written notes, transcripts Lesson observation apps
Unit of analysis
Online learning analytics: Frequency of accessing a digital artifact (Web page) Social interactions Test scores Artifacts produced/edited/shared
Lesson observation: Lesson-level activities, classroom management Group/pair level (inter)action series, conversations Learner-content interaction level (inter)actions
TinCan API: Lingua Franca fo LA
Statements similar to Activity Stream: Hans submitted homework assignment No.5 a minute ago
Learning Record Store: statements on timeline
Freedom of: Statement (noun, verb, object) History (combining LRSs) Device (also physical, not connection needed) Workflow (not bound to one LMS)
Lesson observation apps
Conclusions
Today it is difficult to combine online and offline monitoring data on the use of eTextbooks
Even the best lesson observation apps are not good enough: usability, affordances, units of analysis
Need for common vocabulary and units of analysis, TinCan API has a potential to become one
Need for lesson observation apps compatible with TinCan Api, delivering notes directly to LRS