Digital Educational ResourcesHugo Mart ínez A. hmartinez@eduinnova.com @hmartinez

The students don’t understand the relationship between these objects ...

For students, the textbooks are “static web pages”.

For students (and for many of us), this is not a phone.

It is an extension of our brain.

B u t i t i s prohibited i n o u r schools.

F o r m a n y s t u d e n t s , YouTube is their main teacher, e n c y c l o p e d i a , inspiration, etc.

And it, is also forbidden in many schools

Students do not require external

support to explore and manage the

digital world.

But they don’t a c h i e v e t h e m i n i m u m l e a r n i n g outcomes in mathematics.

XXI Century students s t a y c o n n e c t e d a n d interacting effectively in various social networks, several times a day.

B u t m o s t o f t h e m f a i l w r i t i n g a c o m p l e x idea.

Students spend a lot of time solving complex problems in virtual worlds.

But they are bored at school ...

Why we have this

gap?

T h e l e a r n i n g r e s o u r c e s ( d i g i t a l o r a n a l o g ) a r e t o o l s a n d mediation from m o d e l s o f teaching.

21st century skills School

Instructional Models

What is the impact of this gap in the school?

Frequency of Mathematics traditional learning resources use in the school.

Never Sometimes Always

Study about use of textbooks in secondary education. Santiago, Chile (October 2013)

What is happening with traditional learning resources?

‣ We have more sources! The traditional resources are losing exclusivity.

‣ But digital resources are not the replacement. They are the expansion!

Three areas of challenges for the new learning resources generation.

1. Pedagogical Model

Pedagogical Model

T e c h n o l o g y allowing students to create new content and not to be just receivers of content (Bakia, Murphy, Anderson and Trinidad, 2011).

Technology enabling c o l l a b o r a t i o n between students, with opportunities for communication and interaction(Darling- Hammond, Zielezinski y Goldman, 2014).

Pedagogical Model

Technology for student feedback on their progress and challenges in real time (Zielezinski y Darling- Hammond, 2014).

Pedagogical Model

Technology for knowledge transfer between the classroom and the real world. (Pedró, 2015).

Pedagogical Model

Technology to enhance the role of teachers(Aldunate y Nussbaum, 2013).

Pedagogical Model

2. Technology Model

In the school ecosystem is not possible to define a single technological standard. Must be considered various options for access.

Technological Model

Resources always available on interoperable mobile environments.

Technological Model

‣ Big Data‣ Analytics‣ Tracking‣ Friendly

visualization

Technological Model

Technological Model

‣ Open Content‣ Collaboration

Tools.

Technological Model

3. Business Model

Business ModelMove from the “product paradigm" to the “services paradigm”.

New pricing model, associated with use and not just availability. Unlimited use subscription.

Business Model

Business Model

Open contents for customization and collaboration.Revenue based on services, not prints.

The three challenges for a new learning resources generation.

Pedagogical Model

Technology Model

Business Model

Example: Interactive literature for initial readers

‣ Align development learning resources policies with devices supply policies.

‣ Research the articulation opportunities between different formats.

‣ Incorporate incentives for innovation with traditional providers (publishers).

‣ Open opportunities for new players.

Digital Educational ResourcesHugo Mart ínez A. hmartinez@eduinnova.com @hmartinez