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E-Textbooks: 4 Keys to Going All-Digital

E-Textbooks: 4 Keys to Going All-Digital
Learning Tools | Feature E-Textbooks: 4 Keys to Going All-Digital By John K. Waters08/03/11 When Daytona State College, a 53-year-old former community college in Florida, now a state college offering a four year degree, set out to implement an all-electronic book program two years ago, its goal was to drive down the cost of textbooks by 80 percent. "We got it going in the right direction," said Rand Spiwak, CEO of eText Consult and Daytona State's recently retired CFO, who led the school's e-text project. Spiwak partnered with John Ittelson, professor emeritus at California State University, Monterey Bay, and director of communication, collaboration, and outreach for the California Virtual Campus, to share their experiences implementing e-textbook programs with attendees at the annual Campus Technology 2011 conference in Boston last week. "We found at the end that our initial idea was very different from where we needed to be to make this thing work," Spiwak said. Related:  Digital Textbooks in BYOT

Books in Browsers 2010 : Free Movies : Download & Streaming : Internet Archive 3 Teaching Ideas Whose Time Have Come Think about the following questions as if you were an 8th grade teacher in 2001: ● How would you “break down the classroom walls” to allow for asynchronous learning? ● How would you create a learning environment where students not only learn from you and a textbook, but from their peers and experts from around the world? ● How would you make learning relevant for your students? ● How would you make homework more meaningful, yet less stressful for students and parents alike? ● How would you structure your classroom time to focus more on active learning activities rather than passively delivering content? My guess is that your answers would be very innovative and educationally sound. As a reader of this blog I am sure you are aware of the digital revolution that has taken place since 2001. Fast forward 10 years and much has changed that require all teachers to recognize that the way they taught in 2001 was not that much different than a teacher teaching in 1901. Get Social Get Personal About Art

Back to School: Rethinking the Textbook Image by anselm23 via Flickr Over the past few years I have been meeting with a steady stream of entrepreneurs who are determined to reshape the textbook business. While some of these new ventures are in the area of K-12 publishing (these tend to be the more ambitious schemes), most have targeted the market for higher education textbooks. This is not surprising, as many of these individuals are themselves recent college graduates. The complaints about the textbook are loud and not unfamiliar. Cooler heads (which are always unwelcome) might consider the fact that people have been learning from “inanimate” texts for many years. Most analyses of the textbook by its detractors look at it in isolation. The problem with thinking about textbooks in this way is that textbooks have always had context: the classroom, the syllabus. Thus the critique of the textbook as a form is really a critique of pedagogical method. The “sons of Wikipedia” adopt a crowdsourced model for content creation.

Open educational resources Open educational resources (OER) are freely accessible, openly licensed documents and media that are useful for teaching, learning, and assessing as well as for research purposes. Although some people consider the use of an open file format to be an essential characteristic of OER, this is not a universally acknowledged requirement. The development and promotion of open educational resources is often motivated by a desire to curb the commodification of knowledge[1] and provide an alternate or enhanced educational paradigm.[2] Defining the scope and nature of open educational resources[edit] The above definitions expose some of the tensions that exist with OER: At the same time, these definitions also share some universal commonalities, namely they all: cover both use and reuse, repurposing, and modification of the resources;include free use for educational purposes by teachers and learnersencompass all types of digital media.[10] History[edit] Licensing and types of OER[edit] OER policy[edit]

The "Infinite Canvas" In 200 Words or Less... The "infinite canvas" is a challenge to think big; a series of design strategies based on treating the screen as a window rather than a page. The basic premise is that there's no reason that long-form comics have to be split into pages when moving online. Pages are an option—and they can work well when screen shapes are taken into account—but the advantages of putting all panels together on a single "canvas" are significant and worth exploiting. A handful of cartoonists and developers have taken up that challenge in the decade since I started beating the drum on my own site, with occasionally impressive results, but its been a rocky road. As bandwidth increases and hardware matures, such expanded-canvas comics may become increasingly practical, but our understanding of the advantages and obstacles will also need to improve if "infinite canvas" webcomics are going to be more than just a temporary novelty. Potential Advantages Pacing. Dynamic Range. Distance=Time.

Summer PD: Three Levels of Effective Classroom Management To Send or Not to Send (To The Office) Over the past 5 years, I have sent about 2- to 3-students to office during class for discipline issues. I would like to tell you it is because my students are perfect angels or that every student respects me the moment they walk in (ha!). The truth is, I have students that cause trouble and goof around like 99 percent of all classrooms. But save for the most egregious behaviors, I refuse to send them to the principal, and this has created a better classroom environment. Dealing with discipline in the classroom is no small task. Level One: Let Them Know You're Paying Attention If a student is causing problems, small re-directs can be helpful during the class. Level Two: Discipline in Private If a student is undaunted, you may need to use some kind of discipline. One thing I learned early as a teacher is to never engage in discipline in front of the class. Level Three: Time to Call in the Administrators

7 Myths About BYOD Debunked BYOD | Viewpoint Page 2 of 2 7 Myths About BYOD Debunked Myth No. 4: Teachers need to become experts in all the technology students own. Clark explains how it works in his district and others. Myth No. 5: BYOD will result in students engaging in dangerous activities. Instead of banning and blocking, schools need to work with students to create responsible digital citizens and have necessary consequences in place when there are violations, just as is the case in real life. Myth No. 6: Cell phones are not that powerful, so we should not waste our time with them. Clearly, students are bridging the connectivity divide with portable devices like cell phones and MP3 players. Myth No. 7: BYOD will necessitate the standardization of apps and software across all devices. Schools can no longer be the last place to catch up to the present. So how can schools get started?

BYOT (Bring Your Own Technology) 12/29/2009 By: by Ellen Ullmann Each spring, Walled Lake (MI) Consolidated School District kicks off its ten-year-old Anytime Anywhere Learning (AAL) Laptop Program with an orientation meeting for parents of fifth graders. At the meeting, parents learn about the 1:1 laptop program, in which students use their computers to learn about everything from databases to digital storytelling to video creation. What makes this 1:1 program unique, however, is that students are encouraged to buy their own laptops. How It WorksThe district laptop - available through a local reseller - includes extra RAM, an extended battery, a three-year accident-protection plan, a loaner laptop (if necessary), Microsoft Office Professional, and a three-year subscription to anti-virus protection. Families can buy from another vendor as long as the laptop meets the district’s specifications and they understand that they are responsible for handling any problems.

A Simpler Page The physical book is something designers get. It’s got a lot going for it, not the least of which is the fact that it’s physical. The boundaries are there, right before us. No guess work is necessary. And so there are a lot of great examples of well designed books. You needn’t look far to uncover a mountain of beautifully typeset and balanced pages. But what about digital books? Tablets are in many ways just like physical books—the screen has well defined boundaries and the optimal number of words per line doesn’t suddenly change on the screen. This essay looks to address these very questions. The simple page #section1 Designing a book is largely an exercise in balance: Balance of letterforms and surrounding space in relation to the physicality of a book. The axis of symmetry of the spine is always there; one can certainly work over it, but not deny it. The spine gives book reading a kinetic motion not found in unbound sheets of paper. Fig 1. Fig 2. Inconsistent metaphors#section2 Fig 3.