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Ebooks and Digital Media Insights

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Presentation delivered in a MILAGE Erasmus+ project meeting at University of Extremadura, Caceres, Spain.

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Ebooks and Digital Media Insights

  1. 1. EBOOKS AND DIGITAL MEDIA INSIGHTS JOSÉ BIDARRA | UNIVERSIDADE ABERTA | 2016
  2. 2. ANALOG > DIGITAL
  3. 3. BOOKS AND PORTABILITY…
  4. 4. ACCESS AND MAINTENANCE…
  5. 5. What has changed?
  6. 6. READING IS (STILL) AN INDIVIDUAL ACTIVITY… Movie The Reader, 2008
  7. 7. ACCESS TO KNOWLEDGE MOVED ONLINE…
  8. 8. CHANGES IN THE CURRENT FRAMEWORK 1. The pace of knowledge evolution is now faster than ever. New ideas and practices appear online every day; 2. There is a reversal from information scarcity to information abundance; 3. There is a blurring of the distinction between reality and virtuality; 4. There is a shift from the primacy of entities to the primacy of interactions; 5. Social networks impose a process of transformation of the digital identity (the digital self).
  9. 9. AN IMPORTANT QUESTION • What it means to be “Human in a Hyperconnected Era”? • The question of Onlife instead of Online • “The deployment of information and communication technologies (ICTs) and their uptake by society affect radically the human condition, insofar as it modifies our relationships to ourselves, to others and to the world.” • The Onlife Manifesto (Luciano Floridi, Oxford, 2015)
  10. 10. WHAT IS DIGITAL READING? • Digital reading is a vague and multidimensional concept. We're talking about books and newspapers, but also short texts written and shared on social networks, Twitter messages, which have a maximum of 140 characters, emails and other textual content. • Readers are simultaneously consumers and producers (RWP-Read-Write-Post online content). • The "new forms of reading" create "new individual readers", which, although not necessarily reading books or newspapers, reach these contents through other formats: blogs, tweets, e-mails, Facebook posts, etc. • O Livro, o Leitor e a Leitura Digital (Gustavo Cardoso, Lisbon, 2013)
  11. 11. STUDENTS, COMPUTERS AND LEARNING (PISA, OECD REPORT, 2015) “This analysis shows that the reality in our schools lags considerably behind the promise of technology.” “The results also show no appreciable improvements in student achievement in reading, mathematics or science in the countries that had invested heavily in ICT for education.” “One interpretation of all this is that building deep, conceptual understanding and higher-order thinking requires intensive teacher- student interactions, and technology sometimes distracts from this valuable human engagement.” “The impact of technology on education delivery remains sub-optimal, because we may overestimate the digital skills of both teachers and students, because of naïve policy design and implementation strategies, because of a poor understanding of pedagogy, or because of the generally poor quality of educational software and courseware.”
  12. 12. Currently reading in digital format also implies “continue reading on paper” DIGITAL WORLD
  13. 13. The analog to digital conversion follows a general trend; The ebook, like the printed book, is still an economic, educational and cultural object; The ebook may be acquired online in a virtual shopping site; The ebook may include multimedia and unique interactive features. The reader in the digital era is always connected to the network to access information anytime and anywhere; The current reader has many online activities that are in competition with each other (using time and resources); The act of reading is still compulsory for most activities related to the digital media of today. Reading may occur anytime and anywhere, in any context or activity, so the use of mobile devices is necessary; Digital books are easily available through sites, online shops and institutional repositories; New ways to interact with tablets and smartphones determine how EBOOK READER CONTEXT
  14. 14. TRENDS IN DEVICE OWNERSHIP 2004-2015 (USA)
  15. 15. TIME SPENT ON SCREENS (HOURS/DAY) 2010-2015
  16. 16. MEDIA CONSUMPTION TRENDS IN 65 COUNTRIES
  17. 17. GROWING EBOOKS MARKET SHARE (USA & UK)
  18. 18. PRINT AND EBOOK CONSUMPTION 2010-2015 (USA)
  19. 19. UNIT SALES OF EREADERS WORLDWIDE 2010-2015
  20. 20. EBOOK DOWNLOADS TO SMARTPHONES 2014-2015 (USA)
  21. 21. EBOOK CONSUMPTION BY AGE GROUP 2011-2014 (USA)
  22. 22. READING IN A DIGITAL FORMAT (COUNTRIES) Gustavo Cardoso, 2013
  23. 23. READING IN A DIGITAL FORMAT (AGE GROUP) Gustavo Cardoso, 2013
  24. 24. READING IN A DIGITAL FORMAT (EDUCATION) Gustavo Cardoso, 2013
  25. 25. VALUE OF EBOOK WITH ONLINE ACCESS (PLUS) Gustavo Cardoso, 2013
  26. 26. VALUE OF EBOOK WITH ONLINE ACESS (MINUS) Gustavo Cardoso, 2013
  27. 27. EBOOK DESIGN AND EDITING COSTS
  28. 28. EBOOK DISTRIBUTION COSTS
  29. 29. THE OPEN EBOOKS INITIATIVE
  30. 30. Authoring solutions...
  31. 31. SOLUTIONS TO EBOOK PRODUCTION Beth Bacon, 2014
  32. 32. BOOKS IN APP FORMAT
  33. 33. EBOOKS FOR E-LEARNING (INKLING)
  34. 34. EARLY PROTOTYPE FOR THE IPAD
  35. 35. EARLY PROTOTYPE FOR THE IPAD – TEXT + IMAGES
  36. 36. EARLY PROTOTYPE FOR THE IPAD – GOOGLE MAPS
  37. 37. EARLY PROTOTYPE FOR THE IPAD – VIDEO + TESTS
  38. 38. EARLY PROTOTYPE FOR THE IPAD – PUZZLE GAME
  39. 39. CULTURAL EBOOK (INTERACTIVE GUIDE)
  40. 40. CULTURAL EBOOK – MAPS + IMAGES
  41. 41. CULTURAL EBOOK – MEMORY GAME
  42. 42. SOLUTIONS TO EBOOK AUTHORING
  43. 43. AUTHORING WITH “SIGIL” (FREE)
  44. 44. AUTHORING WITH “PAGES” (APPLE)
  45. 45. CONVERTING WITH “CALIBRE” (FREE)
  46. 46. MATH IN MICROSOFT ONENOTE
  47. 47. DESIGN AND MULTIPLATFORM ADAPTATION
  48. 48. RESPONSIVE WEB VS. NATIVE APPS • One of the first decisions product designers have to make when they begin focusing on mobile is whether they are going to just make a web product “friendly” for mobile screens or are going to invest in developing a mobile application. • Responsive Web: • Requires an Internet Connection; • Poor Performance (Browser Limitations); • Lack of Natural Navigation; • Lack of Push Notifications; • Lack of Other Functionality (QR codes, voice recognition, AR, …).
  49. 49. RESPONSIVE WEB VS. NATIVE APPS • Native Apps: • Internet Connection Not Always Necessary; • Better Performance; • Increased Functionality; • Enhanced Security for Users; • Brand Awareness and Accessibility; • High investment in time and money.
  50. 50. • Support the emergence of learners that are: always connected, in constant interaction, accessing vast information, making fast decisions, integrating different media. • Develop inclusive models: about being onlife instead of just being online, respecting diversity and Personal Learning Environments (PLEs). WHAT FUTURE?
  51. 51. THANK YOU! JOSÉ BIDARRA JOSE.BIDARRA@UAB.PT CIAC – UALG – UAB

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