From eBook to Learning Book
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Transcript of From eBook to Learning Book
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From eBooks to Learning Books
Dr. Boris Goldowsky & Lisa Spitz
Center for Applied Special Technology
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About CAST
Nonprofit research and development organization
Works to expand learning opportunities for all individuals, especially those with disabilities, through Universal Design for Learning.
“Founded in 1984 as the Center for Applied Special Technology, CAST has earned international recognition for its innovative contributions to educational products, classroom practices, and policies. Its staff includes specialists in education research and policy, neuropsychology, clinical/school psychology, technology, engineering, curriculum development, K-12 professional development, and more.”
– More information: http://www.cast.org
Universal Design Elements for Websites
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3From eBooks to Learning Books
Abstract
Current state of technology, books versus eBooks
How people learn
Universal Design for Learning
Features of a Learning Book
Future directions and conclusions
Q & A
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4From eBooks to Learning Books
Introduction
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5From eBooks to Learning Books
Introduction
Joe's Non-Netbook
http://www.youtube.com/watch?v=SkhpmEZWuRQ
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6From eBooks to Learning Books
Introduction
Amazon, Kindle
Barnes & Noble, Nook
Skiff Reader
Apple, iPad
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7From eBooks to Learning Books
Introduction
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8From eBooks to Learning Books
Introduction
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9From eBooks to Learning Books
Introduction
Reading for Learning
– How can we transform eBooks into Learning Books?
?
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10From eBooks to Learning Books
How people learn
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11From eBooks to Learning Books
How people learn
Old model of learning: Stimulus, Response, and Reinforcement.
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12From eBooks to Learning Books
How people learn
New model of learning: Contextual, Distributed, Variable
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13From eBooks to Learning Books
How people learn
Learning is: Contextual If the balloons popped, the sound would not be able to carry since
everything would be too far away from the correct floor. A closed window would also prevent the sound from carrying since most buildings tend to be well insulated. Since the whole operation depends on a steady flow of electricity, a break in the middle of the wire would also cause problems. Of course the fellow could shout, but the human voice is not loud enough to carry that far. An additional problem would be no accompaniment to the message. It is clear that the best situation would involve less distance. Then there would be fewer potential problems. With face-to-face contact, the least number of things could go wrong.
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14From eBooks to Learning Books
How people learn
If the balloons popped, the sound would not be able to carry since everything would be too far away from the correct floor. A closed window would also prevent the sound from carrying since most buildings tend to be well insulated. Since the whole operation depends on a steady flow of electricity, a break in the middle of the wire would also cause problems. Of course the fellow could shout, but the human voice is not loud enough to carry that far. An additional problem would be no accompaniment to the message. It is clear that the best situation would involve less distance. Then there would be fewer potential problems. With face-to-face contact, the least number of things could go wrong.
(from Bransford and Johnson, 1972).
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15From eBooks to Learning Books
How people learn
Learning is: Distributed
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16From eBooks to Learning Books
How people learn
Learning is: Variable
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17From eBooks to Learning Books
Universal Design for Learning
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18From eBooks to Learning Books
Universal Design for Learning
Three networks of the brain
Enabling individuals to identify and understand information, ideas, and concepts
Enabling individuals to plan, execute, and monitor actions and skills
Enabling individuals to engage with tasks and learning and with the world
http://udlonline.cast.org/
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19From eBooks to Learning Books
Universal Design for Learning
UDL Guidelines have three primary principles:
http://www.udlcenter.org/aboutudl/udlguidelines
WHAT? (Recognition) HOW? (Strategic) WHY? (Affective)
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20From eBooks to Learning Books
Universal Design for Learning
http://www.udlcenter.org/aboutudl/udlguidelines
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21From eBooks to Learning Books
Features for Learning Books
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22From eBooks to Learning Books
Features for Learning Books
What does UDL suggest could be added to current eBook interfaces to make them better for learning?
– Access to Content
– Navigation Features
– Action and Expression Features
– Affect Features
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23From eBooks to Learning Books
Access to Content
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24From eBooks to Learning Books
Access to Content
Multiple Means of Representation
http://www.udlcenter.org/aboutudl/udlguidelines/
http://bookbuilder.cast.org
http://udlspotlight.wordpress.com
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25From eBooks to Learning Books
Access to Content
Increased font sizes (Handled by most e-readers already)
http://www.udlcenter.org/aboutudl/udlguidelines/
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26From eBooks to Learning Books
Access to Content
Image – Descriptions, alt text, captions, etc…
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27From eBooks to Learning Books
Access to Content
Video and Audio – Descriptions, Captions, Transcripts
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28From eBooks to Learning Books
Access to Content
Translation – Single Word
http://sciencewriter.cast.org
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29From eBooks to Learning Books
Access to Content
Translation – Whole Document
http://www.udlcenter.org/aboutudl/udlguidelines/downloads
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30From eBooks to Learning Books
Access to Content
Linking – Multimedia glossary
http://udleditions.cast.org
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31From eBooks to Learning Books
Access to Content
Linking – Background knowledge
http://udleditions.cast.org
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32From eBooks to Learning Books
Access to Content
Linking – Geographical
http://udleditions.cast.org
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33From eBooks to Learning Books
Access to Content
Linking – Character lists, family trees…
http://xkcd.com/657/
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34From eBooks to Learning Books
Access to Content
Narration – Good: a text to speech option (like Kindle)
http://www.youtube.com/watch?v=H3bv0C8IS-I
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35From eBooks to Learning Books
Access to Content
Narration – Better: real human voice reading, synchronized with the text (DAISY).
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36From eBooks to Learning Books
Navigation Features
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37From eBooks to Learning Books
Navigation Features
TOC – expand for subsections; collapse for overview
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38From eBooks to Learning Books
Navigation Features
Alternate Views of TOC – Graphic Organizers
http://www.cast.org/teachingeverystudent/ideas/tes/
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39From eBooks to Learning Books
Navigation Features
Alternate Views of TOC – Summary
http://www.cast.org/teachingeverystudent/ideas/tes/chapter1.cfm
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40From eBooks to Learning Books
Navigation Features
Search
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41From eBooks to Learning Books
Navigation Features
Site Map
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42From eBooks to Learning Books
Action and Expression Features
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43From eBooks to Learning Books
Action and Expression Features
Highlighting
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44From eBooks to Learning Books
Action and Expression Features
Annotating
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45From eBooks to Learning Books
Action and Expression Features
Note-taking / Journaling
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46From eBooks to Learning Books
Action and Expression Features
Asking for responses
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47From eBooks to Learning Books
Action and Expression Features
Options for expression - Write
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48From eBooks to Learning Books
Action and Expression Features
Options for expression - Draw
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49From eBooks to Learning Books
Action and Expression Features
Options for expression - Record
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50From eBooks to Learning Books
Action and Expression Features
Options for expression - Upload
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51From eBooks to Learning Books
Action and Expression Features
Checks for comprehension
http://udleditions.cast.org
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52From eBooks to Learning Books
Action and Expression Features
Checks for comprehension
http://udleditions.cast.org
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53From eBooks to Learning Books
Action and Expression Features
Ability to organize concepts
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54From eBooks to Learning Books
Affect Features
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55From eBooks to Learning Books
Affect Features
Choice
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56From eBooks to Learning Books
Action and Expression Features
Checking In
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57From eBooks to Learning Books
Affect Features
Teacher and classroom discussion
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58From eBooks to Learning Books
Affect Features
Collaboration and community
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59From eBooks to Learning Books
Future Directions
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60From eBooks to Learning Books
Future Directions
Extending ideas from supported text to supported:
– Images
– Video
– Audio
Extending thinking to more interactive materials:
– Simulations
– Discussions
– Living Documents
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61From eBooks to Learning Books
Conclusion
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62From eBooks to Learning Books
Conclusion
Let's not just port the book to a new technology.
Think about how people learn, create knowledge, & enjoy exploring and build something new and better for doing that.
You don't need to be an expert in cognition to do this - but do think about variability/diversity of people.
Many creative ideas come from starting by considering the people "in the margins", then making those features available universally.
This UDL design process can be applied to almost anything.
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63From eBooks to Learning Books
Questions and Discussion
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64From eBooks to Learning Books
Resources
CAST: www.cast.org
CAST Learning Tools: http://cast.org/learningtools
National Center on Universal Design for Learning (UDL): http://www.udlcenter.org/
National Center on Accessible Instructional Materials (AIM): http://aim.cast.org/
DAISY: http://www.daisy.org/
Boris: [email protected]
Lisa: [email protected]
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65From eBooks to Learning Books
Thank You!
BORIS GOLDOWSKYDirector of [email protected]
LISA SPITZDirector of [email protected]