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E-Text Symposium

E-Text Symposium. March 22, 2013. Caldwell Community College & TI. Jimmy L. Council, Nuclear Medicine Technology Vincent Fox, Nuclear Medicine Technology Matthew Malloy, Communications Trina Curtis, Book Store. Nuclear Medicine P ilot. Dr. Shockley Summer 2011 2011 – 2013 Cohort

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E-Text Symposium

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  1. E-Text Symposium March 22, 2013

  2. Caldwell Community College & TI Jimmy L. Council, Nuclear Medicine Technology Vincent Fox, Nuclear Medicine Technology Matthew Malloy, Communications Trina Curtis, Book Store

  3. Nuclear Medicine Pilot • Dr. Shockley • Summer 2011 • 2011 – 2013 Cohort • Dr. Rand Spiwak • October 2011 • Sliders Purchased • December 2011 • Adobe PDF Text • Spring 2012 • CourseLoad • Summer 2012 • Fall 2012 • VitalSource • Fall 2012 • Spring 2013

  4. Expand Pilot Suggested • Fall 2012 • COM 231 • Public Speaking • Text Selection • Fall 2012 • Flatworld Knowledge • Pilot Started • - Spring 2013 Communications Pilot

  5. Use eTexts online, 87% • Use supplemental materials provided with the eText, 21% • Found eTexts useful, 40% • What cost savings are required to consider an eText Impressions

  6. piloted integrated into

  7. Bookstore Director Perspective: “… ordered CourseSmartcodes through the CourseSmartinternet service center; this was a very easy and fast service.” “Should be a better way for the instructor to know who has paid for the class, without the business office having to create a report for several days and running students down to pay the extra fee.”

  8. Faculty Member Perspective: “The one thing I really did not like is how we handed out the codes and communicated the e-Text information to students. I spent about 15 hours a week the first three weeks explaining the concept to students, helping them take back the paper copies they bought in the bookstore prior to the start of the class, calling customer support for the students and helping them with their codes. “

  9. Students Perspective: “(What we) would like to see in a college eBook includes ease-of-use, cross-platform functionality, reduced cost from that of the traditional text, and multi-modality like that they are used to in using their other online devices and programs. “

  10. North Carolina • Community College • State e-Text Pilot Project • 2012 – 2013 • Introduction • Fayetteville Usage Statistics • Fayetteville User Surveys • Recommendations

  11. FTCC • State e-Text Pilot Project • Student / Faculty Usage • Students in Pilot =425 • Faculty in Pilot =4 • Number of Classes in Pilot =17 • Average Savings per e-text vs. print = 46% • FTCC • Total e-Text Utilization • (Self Reporting) • Total Students Utilizing e-Text = 5034 • Total faculty Utilizing e-Text = 45 • Total Classes Utilizing e-text =approx. 175

  12. FTCC • State e-Text Pilot Project • Student / Faculty Surveys • 71% of Students report e-text easy to use • 82% of Students report easy start-up procedure • 82% of Students rated seeing the instructors notes important • 55% of Students would choose print text • 50% of Students would recommend e-text to other students • 79% of Faculty report e-text easy to use • 93% of Faculty report easy start-up procedure • 24% of Faculty report increased student performance • 39% of Faculty would prefer all classes to be e-text • 75% of Faculty report reading e-text as easier or same as print

  13. Recommendations for Success • e-text • Hybrid (e-text/print choice) • Text on Reserve at library • Encourage development of custom text

  14. Robeson Community College • CourseSmart – Fall 2012 Why? • ereader features • Student ability to purchase in RCC bookstore • LMS integration • Courseload - Spring 2013 Why? • Statistics/analytics • Resolution of bookstore/purchasing barrier • Pilot involved 10 faculty, 14 sections, 200+ students

  15. Both have notetaking, highlighting, bookmarking and searching ereader features • Both support access on computers and mobile devices • Both support online and offline access • Both offer LMS integraton • Both now offer statistics/analytics • CourseSmart and Courseload have very different purchasing models

  16. How does reading with a device compare with reading a traditional textbook? If you were given the choice, which textbook option would you prefer?

  17. South Piedmont Community College • eText Experiences in • BIO 165/166, BIO 163, • ART 111, & ENG 113

  18. Who participated? • Online students • Seated students • Two semester sequence for aspiring nurses • One semester BIO for Allied Health students • Literature students in transfer programs • High tech and lower tech faculty • Arts, Sciences, and Humanities disciplines

  19. What did students think? What they liked Ability to print Ability to access on iPads Quick navigation tools Bookmarking Embedded links for context (especially in literature) Embedded definitions feature Concerns they had • Inability to view whole page in legible font • Format issues in offline reading • Dependency on internet access when home not conducive • Want to use cost effective e-readers

  20. What did teachers think? What they liked Embedding notes, links & highlighting for students Viewing student notes to anticipate challenges Shaping discussion based on student activity Aiding content learning happening outside the classroom Concerns they had • Platforms without easy sharing/viewing ability between teacher and student less effective • Students have high expectations of technology performance – frustrations led to disuse • Requires teachers rethinking how they teach to make a meaningful change

  21. Dr. Thom Brooks • Scott Baker • Kurt Berger • Dawn Wick • Danell Moses

  22. Follett bookstore took over in July 2012 We chose for simplicity of using bookstore’s “home” eText solution Challenges getting all titles in CafeScribe We didn’t back down from requests to change textbooks to ones already in CafeScribe eText Platform

  23. Of the four courses piloted, initially only two of the four textbooks were available in CafeScribe in Aug Not until Dec was a third text (pair of textbooks) available To date, the fourth textbook is still not available Book store confused several students by handing the students hard copy books instead of eText Many student expressed concerns and confusion eText Title Availability

  24. CafeScribe offers very limited resources for interaction between instructor/student Instructor’s notes only works on computer Web browser interface Notes tool will not work on any tablet (iPad or Android) One text was not converted to OCR-compliant format and the Notes feature would not work at all Overall our experience was poor eText Usability

  25. COURSELOAD ADVANTAGES

  26. VITALSOURCE ADVANTAGES

  27. Cost Savings

  28. Spring 2013 REL 110: World Religions PSY 150: General Psychology PSY 281: Abnormal Psychology Image Source: Click here

  29. If eText software continues to improve, students will be able to carry their mobile devices instead of multiple heavy printed copies. Students save money when purchasing an eText vs. a new traditional textbook. They probably break even when purchasing an eText vs. renting a traditional textbook. Analytics allow instructor to monitor student usage. Opportunities The eText is compatible with current reading trends and preferences, and the use of eText prepares students for the electronic world of the 21st century, at work,  home, and with continued career training/education. Students unaccustomed to reading eTexts have adapted easily with minimal classroom and assistance from instructor needed. Students can access their eTexts almost anywhere, anytime.

  30. Offline access process is “klunky” and too many steps for students. Offline access is not easily available - causing many problems for students who live in rural areas and do not have internet access at home. Challenges eTexts do not always work well on all smart phones or tablets (the preferred electronic device of many students). Page does not always fit screen. Our bookstore chose to sell the eText directly to students rather than as a fee add-on to tuition.  For complete sell-through, instructors would need to confirm with students that they had purchased the eText.  Students lose the opportunity to sell back their eTexts.  If students buy a used book and sell it back for half to the bookstore they could possibly be out the same amount of money. Students seem to prefer “real” books.

  31. E-Text Symposium March 22, 2013 Learn Smart Pilot Project

  32. THE TEACHERS LOVED THE IDEA OF LEARN SMART! Yippee!!!

  33. THE STUDENTS WERE MAD ABOUT LEARN SMART…AND NOT IN A GOOD WAY! “We are paying more than the seated class!!” “I want a book I can hold!” “It won’t give me credit for my answers!” “I have to change my password all the time!”

  34. AND THEY LIVED HAPPILY (mostly) ‘TIL THE END OF THE SEMESTER! “We sure are learning a lot!” “Those flashcards are great!” “I still can’t get credit for my work each time.” “I still have to change my password a lot.”

  35. Blue Ridge Community College

  36. Learn Smart • As an instructor it gives me specific information about the academic performance of all of my students. • It helped me tailor my lectures to fit the needs of the students because I can see the areas in which they are struggling.

  37. Learn Smart • My students like the fact that they can study on the go. • Learn Smart helps students to maximize their study time because they have easy access to the system through their phones.

  38. Guilford Technical Community College

  39. NOT-SO-POSITIVE Feldman eText POSITIVE Instructor: Easy formative assessment Less work ID’d those needing extra assistance Student: Cost Easy to check comprehension “forced” to study! • Instructor: • Time to get familiar with new text, learning system • Student: • Didn’t like eText (not “hard copy”) • Had to change study habits • “forced” to study!

  40. NOT-SO-POSITIVE King eText POSITIVE Instructor: Great built-in assignments/test bank Modules verify reading comprehension Student: Inexpensive Highlighting/book-marking capabilities • Instructor: • No platform for Moodle integration (GTCC course mgmt system) • Student: • Time required • CONNECT website not user-friendly • Initial access difficult

  41. Mitchell Community College Course: Delivery: Instructor: Bookstore: PSY 150 General Psychology 100% online course Andrea Carnaggio Institutional, self-supporting Donna Arnett, bookstore manager Submitted by Wendy Turner

  42. Registration & Tuition • Identified course as e-text in Webadvisor • Charged students “e-text fee” along with tuition and fees • If student dropped course after first day, e-text fee would not have been refunded (no drops) • Recommendations: Revisit refund policy, financial aid issues, codes for e-text fees

  43. Access to Text • Printed copies of access codes received by bookstore & sent to instructor • Instructor provided codes to each student by emailing a photo • Free trial was helpful in allowing time for this • Very time consuming for instructor • Text not purchased through bookstore, lost revenue for school • Recommendations: Refine process for text access to ease burden on instructor, include bookstore

  44. Distance Learning Integration • MCC Moodle is hosted by Remote Learner • Remote Learner had to add the link for e-text • Moodle was shut down campus-wide for several hours during this process • Learn Smart does not offer discussion boards, instructor used Moodle for this feature • Recommendations: Review DL process for schools hosted by 3rd party, More interactive features from e-text provider

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