THE FUTURE OF BOOKS? PAUL HOPKINS UNIVERSITY OF HULL, UK
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T H E F U T U R E O F B O O K S ? PA U L H O P K I N S
U N I V E R S I T Y O F H U L L , U K
W H AT I S A B O O K ?
2
https://www.youtube.com/watch?v=brAlzKHYFnA
The Evolution of the book?
O F C O M : M E D I A U S E A N D AT T I T U D E S R E P O RT ( 2 0 1 5 )
O F C O M : M E D I A U S E A N D AT T I T U D E S R E P O RT ( 2 0 1 5 )
W H E N I S “ N O T A B O O K ” S T I L L A B O O K ? A R O G U E ’ S G A L L E R Y
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WANTED DEAD OR ALIVE £100 REWARD
A N D T H E B I G G E S T C R I M I N A L …
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A N D T H E B I G G E S T C R I M I N A L …
8
T H E F R U S T R AT I O N S O F P R I N T …
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https://www.youtube.com/watch?v=0yuQObPHPhs
A F F O R D A N C E S O F T H E E B O O K
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A F F O R D A N C E S O F T H E E B O O K
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1 F L E X I B I L I T Y
O F
C O N T E N T
A F F O R D A N C E S O F T H E E B O O K
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2 A D A P T-A B I L I T Y
1 F L E X I B I L I T Y
O F
C O N T E N T
A F F O R D A N C E S O F T H E E B O O K
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2 A D A P T-A B I L I T Y
3 I N T E R -
A C T I V I T Y1
F L E X I B I L I T Y
O F
C O N T E N T
A F F O R D A N C E S O F T H E E B O O K
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2 A D A P T-A B I L I T Y
3 I N T E R -
A C T I V I T Y
4 D ATA C A P T U R E
1 F L E X I B I L I T Y
O F
C O N T E N T
F L E X I B I L I T Y O F C O N T E N T
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1 F L E X I B I L I T Y O F C O N T E N T
F L E X I B I L I T Y O F C O N T E N T
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1 F L E X I B I L I T Y O F C O N T E N T
V I D E O
H Y P E R L I N K SD Y N A M I C
A U D I O
A N I M AT I O NS L I D E S H O W S
A D A P TA B I L I T Y
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A D A P TA B I L I T Y
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F O N T S
N O . O F PA G E SS I Z E
C O L O U R
C H A N G EL AY O U T
“ N E V E R F I N I S H E D ”
I N T E R A C T I V I T Y
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3 E B O O K S A N D I N T E R A C T I V I T Y - W H AT D O E S
I T A D D ?
I N T E R A C T I V I T Y
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3 E B O O K S A N D I N T E R A C T I V I T Y - W H AT D O E S
I T A D D ?
D ATA C A P T U R E
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4 D ATA C A P T U R E
D ATA C A P T U R E
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4 D ATA C A P T U R E
M A R K I N G
A S S E S S M E N TD Y N A M I C
F I E L D W O R K
A N A LY S I SF E E D B A C K
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A bridge between paper books and the digital world?
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So? What do eBooks look like?
TYPES OF LEARNINGTeacherTalking
Group Work
Inquiry Based Learning
Project Based Learning
Model Making
Investigations
Dialogic Learning
Memorising
Research
Practising
Teaching another person
MOOCs
I M PA C T O N L E A R N I N G ?
I M PA C T O N L E A R N I N G ?
I M PA C T O N L E A R N I N G ?
I M PA C T O N L E A R N I N G ?
I M PA C T O N L E A R N I N G ?
I M PA C T O N L E A R N I N G ?
I M PA C T O N L E A R N I N G ?
I M PA C T O N L E A R N I N G ?
I M PA C T O N T E A C H I N G ?
20
Eric Mazur
I M PA C T O N T E A C H I N G ?
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Eric Mazur Mazur: Peer Instruction: A User's Manual
I M PA C T O N T E A C H I N G ?
20
Eric Mazur Mazur: Peer Instruction: A User's Manual
I M PA C T O N T E A C H I N G ?
20
Roles and Relationships
Eric Mazur Mazur: Peer Instruction: A User's Manual
I M PA C T O N T E A C H I N G ?
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Roles and Relationships
Bespoke Learning
Technology is the only way to dramatically expand access to knowledge.
Why should students be limited to a textbook that was printed two years ago, and maybe designed ten years ago, when they could have access to the world’s
best and most up-to-date textbook? Equally important, technology allows
teachers and students to access specialised materials well beyond
textbooks, in multiple formats, with little time and space constraints
Andreas Schleicher - OECD (2015:4)
The e-reader has been touted as, “one of the most important developments in the history of books - as revolutionary as the
printing press” (Marche, 2009)
“The electronic reader has the potential to change the way people perceive,
define and engage with books” (Boroughs, 2010)
“The value of e-textbooks will increase when they are designed to incorporate digital and interactive
features in ways that effectively enhance the teaching/ learning process” (Murray and Perez, 2013)
CollaborativeIndividual
Static Dynamic / Creative
Fixed Knowledge Growth Knowledge
Collecting data Creating data
Teacher Learner
W H Y E - B O O K S A N D N O T O N L I N E ?
Content Curation
Content ControlStructure
Content Selection
Textual Access
Teacher Direction
Ease of Creation
Formative Assessment
Portability
Accessibility
M O B I L E T E C H N O L O G I E S T R A N S F O R M I N G T E A C H E R E D U AT I O N P E D A G O G Y
www.mttep.eu @mtteppads
M O B I L E T E C H N O L O G I E S T R A N S F O R M I N G T E A C H E R E D U AT I O N P E D A G O G Y
Personalisation
Authenticity Collaboration
Conversation
Data GatheringData Sharing
Situated
Con
text
Age
ncy
Custom
ised
M O B I L E T E C H N O L O G I E S T R A N S F O R M I N G T E A C H E R E D U AT I O N P E D A G O G Y
Personalisation
Authenticity Collaboration
Conversation
Data GatheringData Sharing
Situated
Con
text
Age
ncy
Custom
ised
Agency: What choices did I have over the content, pace,
place or outcomes?
M O B I L E T E C H N O L O G I E S T R A N S F O R M I N G T E A C H E R E D U AT I O N P E D A G O G Y
Personalisation
Authenticity Collaboration
Conversation
Data GatheringData Sharing
Situated
Con
text
Age
ncy
Custom
ised
Agency: What choices did I have over the content, pace,
place or outcomes?
Context: What was the context in which the learning took
place?
M O B I L E T E C H N O L O G I E S T R A N S F O R M I N G T E A C H E R E D U AT I O N P E D A G O G Y
Personalisation
Authenticity Collaboration
Conversation
Data GatheringData Sharing
Situated
Con
text
Age
ncy
Custom
ised
Agency: What choices did I have over the content, pace,
place or outcomes?
Context: What was the context in which the learning took
place?
Situated: How was the learning relevant to me and my own
experiences?
M O B I L E T E C H N O L O G I E S T R A N S F O R M I N G T E A C H E R E D U AT I O N P E D A G O G Y
Personalisation
Authenticity Collaboration
Conversation
Data GatheringData Sharing
Situated
Con
text
Age
ncy
Custom
ised
Agency: What choices did I have over the content, pace,
place or outcomes?
Context: What was the context in which the learning took
place?
Situated: How was the learning relevant to me and my own
experiences?
Customisation: How was the learning tailored to suit me?
M O B I L E T E C H N O L O G I E S T R A N S F O R M I N G T E A C H E R E D U AT I O N P E D A G O G Y
Personalisation
Authenticity Collaboration
Conversation
Data GatheringData Sharing
Situated
Con
text
Age
ncy
Custom
ised
Agency: What choices did I have over the content, pace,
place or outcomes?
Context: What was the context in which the learning took
place?
Situated: How was the learning relevant to me and my own
experiences?
Customisation: How was the learning tailored to suit me?
Conversation: How did this encourage the students to
engage in discussion / dialogue
M O B I L E T E C H N O L O G I E S T R A N S F O R M I N G T E A C H E R E D U AT I O N P E D A G O G Y
Personalisation
Authenticity Collaboration
Conversation
Data GatheringData Sharing
Situated
Con
text
Age
ncy
Custom
ised
Agency: What choices did I have over the content, pace,
place or outcomes?
Context: What was the context in which the learning took
place?
Situated: How was the learning relevant to me and my own
experiences?
Customisation: How was the learning tailored to suit me?
Conversation: How did this encourage the students to
engage in discussion / dialogue
Gathering / Sharing: What (new) data did I generate and
how did I then share this?
A M O D E L O F L E A R N I N G
- O S C A R W I L D E
“If one cannot enjoy reading a book over and over again, there is no use in reading it at all.”
- O S C A R W I L D E ( A L M O S T ! )
“If one cannot enjoy creating a book over and over again, there is no use in creating it at all.”
- O S C A R W I L D E ( A B I T ! )
“If one cannot enjoy interacting with a book over and over again, there is no use in interacting at all.”
B U T O F C O U R S E I T I S N O T T H E A N S W E R T O E V E R Y T H I N G … .
31
https://www.youtube.com/watch?v=-rac21a7qhE
32
Lovers of print are confusing the plate
for the food Douglas Adams
R E F E R E N C E S
Baran, E (2014) A review of research on Mobile Learning in Teacher Eduction, Education, Technology and Society 17(4) Boroughs, D. (2010). ‘Bye the book: In educational publishing, the only certainty is change. PRISM Brown, J (2014) eBooks vs Print books the struggle between old and new technology, Burden, K and Kearney, M (2012) Research in Learning Technology Glakin, B (2014) A collaborative project assessing the impact of eBooks and mobile devices on student learning, Boise State University Kindt, J (2013) Should tablets replace textbooks in the classroom? Marche, S. (2009). The book that contains all books. Wall Street Journal online Morris, J and Maynard, V (2010) Mobiles in the clinical setting, Worldviews on Evidence Based Nursing, 7(4) pp205-213 Murray, M. C. & Pérez, J. (2011). E-textbooks are coming: Are we ready? Issues in Informing Science and Information Technology, 8, 49-60 OECD (2105) Students, Computers and Learning making the connection, OECD. Ofcom (2105) Children and Parents: Media Use and Attitudes Report, Ofcom Wong (2009) eBooks as teaching strategy – preliminary investigation, Ascilite, 2009
I M A G E C R E D I T SS1 - Closer than we thing: www.smithsonian.com S3 - Evolution of Man / Stages of book: www.darwiinslibrary.com / www.sfbook.com S4 - eBook sales: www.gettyimages.com S5/6 - Data on mobile usage: www.ofcome.gov.uk S8 - www.timemarcheson.com S11 - Flexibility: www.vertisgroup.com S12 - Charles Darwin: www.theorganicpreper.co.uk S13 - Digital Healthcare: www.kritsinmullertranscription.com S14 - Fishing Nets: www.traveltips.usatoday.com S15 - Sydney harbour bridge: www.sydneyhabourbridge.au S16 - Teapot: www.amazon.com S17 - iBooks Store: www.apple.com S20 - Eric Mazer, Adults Talking, Tailoring: www.mit.edu / www.wtjohnson.co.uk S21 - Andreas Schleicher: www.oecd.eu S28-30 - Backgrounds - www.apple.com S32 - Plate of Food - www.amazonaws.com S35 - Child asking questions: www.ziarulstria.ro
Other images (c) p.hopkins (various dates)
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