Re­thinking­E­textbooks:­Towards­Integration­Of­

Proprietary­And­User­generated­Digital­

Educational­ContentMart Laanpere, Veronika Rogalevich, Hans Poldoja :: Tallinn University

ECER :: European Conference of Educational Research :: Istanbul, 13. September 2013

Disruptive­innovation

Christensen (‘Innovator’s dilemma’, 1997): improving a product or service in ways that the market does not expect, typically first by designing for a different set of consumers in a new market and later by lowering prices in the existing market

Examples: Music business: MC > CD > mp3 Book business: book > e-book In school: class journal > eSchool

Is e-textbook going to be another distruptive innovation?

Socio-technical­transitions

Geels 2002

Good­vs.­evil

Dramatic 1984: http://youtu.be/2zfqw8nhUwA

Black & white world of IPR

Both camps hope to win in the next socio-technical transition

eTextbook scenarios: eTextbook as e-book – Apple iBooks Author eTextbooks as app – been there… eTextbook as e-course eTextbook as aggregated set of Learning Objects in repository

Searching for the 5th scenario: dialectic approach (not just antithesis, rather synthesis)

Some­thoughts

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?

LEARNMIX­project

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

LEARNMIX­vision­of­eTextbook­2.0

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

Availability­and­reusability­of­digital­heritage

LEARNMIX eTextbook 2.0 requires critical mass of digital texts, photos, videos that are: Freely accessible ja easily found (federation of repositories,

semantic annotations, recommender systems) Editable, remixable, extendable, reusabel in various contexts

(legally, technologically, ease of use) Monitoring and analytics (both originals and versions) Localisable With business potential