John+Richbourg


 * Final Project: Digital Book Innovation Presentation**

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 * Google Docs Version**

You Tube Version //[]// media type="youtube" key="8mImB-n8BxM" height="390" width="480" YouTube Digital Book Innovation Presentation.

** Digital Book Innovation - Transcript **

** 20 February 2011 ** ** John Richbourg ** ** Student # A00135041 ** **john.richbourg@waldenu.edu**

**EDUC - 8841 – 1:** **Diffusion and Integration of Educational Technology** ** Instructor: Leslie Moller ** ** Walden University **

Narration Transcript: Digital Book Presentation. John Richbourg Diffusion and Integration of Educational Technology (EDUC - 8841 - 1) Walden University

Paragraph Format Welcome to this presentation on the digital book, an innovation now being introduced into the consumer market with great potential for increased learning in the classroom. The digital book is not so much an actual book, but information that has been put into digital form and archived for later use with a selected reader, such as a computer, laptop, or dedicated digital presentation device. The concept of the mass produced book began with Gutenberg’s printing press in the mid 1400s. This was the first attempt to archive knowledge and share it with large numbers by using a machine. Since that time, books have been a part of Human culture. This includes the introduction of the paperback book to the American public in 1930, beginning a multi-billion dollar industry. Little persuasion was needed to involve the middle class American who was hungry for affordable material to read. Michael Hart actually made the first digital or “E-book” in 1971 when he made a digital copy of the Declaration of Independence. This simple act, which was not so simple at the time, gave impetus to the creation of Project Gutenberg, which was and still is an effort to digitally record all hard-copy written material. Project Gutenberg is still very active in sharing digitally recorded materials to readers. In fact the program shares out 20,000 free texts and over 100,000 other titles through partner programs. Many of these titles are part of the over three million digital books downloaded by the American public every month. As the computer industry grew, so did many others, including digital books. Although started in the early ‘70s, digital books gained greatly in popularity around the turn of the century, with a multitude of formats and readers being introduced to support the medium. The growth of the digital book was fairly steady in the latter part of the 20th century, from its beginnings in 1971, jumping from DOS based versions through HTML products, to being adopted by publishing companies that presented their own works in digital form, often providing a reader for their own format. The 21st century opened with digital book reader applications being distributed without charge by the Glassbook project. In this brief span, many digital book readers have been presented to the public, including the Amazon Kindle and the Sony Reader. Most recently, new additions to the list of readers include the MacIntosh iphone and ipad and the Nook reader from Barnes and Nobles. The competition for digital readers is fierce in that the industry is seen as an untapped, potentially lucrative area for marketing and investment. One might ask what educational or social needs the electronic book may address. For one, environmentalists see the digital book as a reprieve for many replaceable resources presently being mass-processed to meet the need for paper. Educators and researchers see the digital book as a response to the technological advance of our society. The readers for these books have the potential to increase connectivity with teachers and students, making the learning process more relevant and real-time compliant, as opposed to asynchronous learning. Our younger educators now joining the educational workforce are thoroughly familiarized with the functional nature of the digital environment and are seen as progressive instructors. There are also those now within the system that have difficulty embracing change in the form of new concepts and innovations, preferring to stay with more traditional methods as long as possible. Some original thought may be needed to have some of the more stoic holdouts adopt the digital book so our classrooms can be moved into the 21st century. The concepts of connectivity, flexibility, and relativity must be compared to the attributes of the traditional text. The cultural aspects of using the digital books in class rather than the traditional paper copies should also be considered. Research with a digital format is faster, more accurate, and more dependable from multiple sources. In fact, the very first electronic books were used for information and research by groups with interests that were removed from the normal public wants and desires. This all changed when an influx of different readers and formats saturated the young market. The ‘90s saw a great surge in the amount of electronic information in digital book form. In fact, readers were encouraged to use the digital books when public libraries began issuing free digital books for use with a reader. Although the traditional bound versions were available, many individuals chose the digital copy instead. Initially the market for digital books was thought to be restricted to computer users. The market has grown to include every level of our society. The one great problem to develop from this rapid growth and inclusion of numerous levels of society has been the multitude of different readers and formats available for use by consumers. The commercialization has become such that anyone with the equipment and knowledge can run a digital printing press, churning out finished products for public consumption. As with VHS versus Betamax and the HD-CD versus the BlueRay disk, it may be prudent for the buying American public to wait to see which company becomes the most popular, with the promise of longevity and continued manufacturer support. But as educators we must ask the question, “Can we afford to wait”? This is the first question to be asked of the district school board. Another question asked should be, “How can we prepare and educate our students if we are not willing to give them the most current tools available”? We, as educators, must start making plans to move our teaching programs into a more 21st century compatible posture. This includes pedagogy, methodology, and most certainly the inclusion of technology. It is only through these paradigm shifts that we will remain competitive with our neighboring districts. With these efforts, we will more easily retain current students until graduation and attract more students to our district. Thank you for reviewing this information on the digital book. Your consideration of this matter is greatly appreciated. Further information concerning the digital or electronic book may be found in the sources listed as credits at the end of this presentation.

Slide Format Slide 1: Welcome to this presentation on the digital book, an innovation now being introduced into the consumer market with great potential for increased learning in the classroom. Slide2: The digital book is not so much an actual book, but information that has been put into digital form and archived for later use with a selected reader, such as a computer laptop, or dedicated digital presentation device. Slide 3: The concept of the mass produced book began with Gutenberg’s printing press in the mid 1400s. This was the first attempt to archive knowledge and share it with large numbers by using a machine. Slide 4: Since that time, books have been a part of Human culture. This includes the introduction of the paperback book to the American public in 1930, beginning a multi-billion dollar industry. Little persuasion was needed to involve the middle class American who was hungry for affordable material to read. Slide 5: Michael Hart actually made the first digital or “E-book” in 1971 when he made a digital copy of the Declaration of Independence. This simple act, which was not so simple at the time, gave impetus to the creation of Project Gutenberg, which was and still is an effort to digitally record all hard-copy written material. Slide 6: Project Gutenberg is still very active in sharing digitally recorded materials to readers. In fact the program shares out 20,000 free texts and over 100,000 other titles through partner programs. Many of these titles are part of the over three million digital books downloaded by the American public every month. Slide 7: As the computer industry grew, so did many others, including digital books. Although started in the early ‘70s, digital books gained greatly in popularity around the turn of the century, with a multitude of formats and readers being introduced to support the medium. Slide 8: The growth of the digital book was fairly steady in the latter part of the 20th century, from its beginnings in 1971, jumping from DOS based versions through HTML products, to being adopted by publishing companies that presented their own works in digital form, often providing a reader for their own format. Slide 9: The 21st century opened with digital book reader applications being distributed without charge by the Glassbook project. In this brief span, many digital book readers have been presented to the public, including the Amazon Kindle and the Sony Reader. Most recently, new additions to the list of readers include the MacIntosh iphone and ipad and the Nook reader from Barnes and Nobles. Slide 10: The competition for digital readers is fierce in that the industry is seen as an untapped, potentially lucrative area for marketing and investment. Slide 11: One might ask what educational or social needs the electronic book may address. Slide 12: For one, environmentalists see the digital book as a reprieve for many replaceable resources presently being mass-processed to meet the need for paper. Educators and researchers see the digital book as a response to the technological advance of our society. Slide 13: The readers for these books have the potential to increase connectivity with teachers and students, making the learning process more relevant and real-time compliant, as opposed to asynchronous learning. Slide 14: Our younger educators now joining the academic workforce are thoroughly familiarized with the functional nature of the digital environment and are seen as progressive instructors. Slide 15: There are, however, those now within the system that may have difficulty embracing change in the form of new concepts and innovations, preferring to stay with more traditional methods as long as possible. Slide 16: Some original thought may be needed to have the more stoic holdouts adopt the digital book so our classrooms can be moved into the 21st century. Slide 17: The concepts of connectivity, flexibility, and relativity must be compared to the attributes of the traditional text. Slide 18: The developing cultural aspects of our society should also be considered with the use of digital rather than traditional paper books. Slide 19: Research with a digital format is faster, more accurate, and more dependable from multiple sources. Slide 20: In fact, the very first electronic books were used for information and research by groups with interests that were removed from the normal public wants and desires. Slide 21: This all changed when an influx of different readers and formats saturated the young market. Slide 22: The ‘90s saw a great surge in the amount of electronic information in digital book form. Slide 23: In fact, the general public was encouraged to use the digital books when public libraries began issuing free digital books for use with a reader. Although the traditional bound versions were available, many individuals chose the digital copy instead. Slide 24: Initially the market for digital books was thought to be restricted to computer users. The market has grown to include every level of our society. Slide 25: The one great problem to develop from this rapid growth has been the multitude of different readers and formats available for use by consumers. Slide 26: The commercialization has become such that anyone with the equipment and knowledge can run a digital printing press, churning out finished products for public consumption. Slide 27: As with VHS versus Betamax and the HD-CD versus the BlueRay disk, it may be prudent for the buying American public to wait to see which company becomes the most popular, with the promise of longevity and continued manufacturer support. Slide 28: But as educators we must ask the question, “Can we afford to wait”? This is the first question to be asked of the district school board. Another question should be, “How can we adequately prepare and educate our students if we are not willing to give them the most current tools available”? Slide 29: We, as educators, must start moving our teaching programs into a more 21st century compatible posture. This includes pedagogy, methodology, and most certainly the inclusion of technology. It is only through these paradigm shifts that we will remain competitive with our neighboring districts. With these efforts, we will more easily retain current students until graduation and attract more students to our district. Slide 30: Thank you for reviewing this information on the digital book. Your consideration of this matter is greatly appreciated. Further information concerning the digital or electronic book may be found in the sources listed as credits at the end of this presentation.

Information Sources: Brusilovsky, P., Shwartz, E., & Weber, G. (1996, October). A tool for developing adaptive electronic textbooks on the www. Paper presented at the Web 96 Convention in San Francisco, CA. Retrieved from the World Wide Web on Dec 23, 2010: [] Butler, K. (2010). A small district's big innovator. District Administrator, 46(9). pp.78-80. [] James, J (2010). New technology in developing countries: A critique of the one-laptop-per-child program. //Social Science Computer Review//, 28(3): pp.361-390. Retrieved from the World Wide Web on Dec 14, 2010: http://ssc.sagepub.com.ezp.waldenulibrary.org/content/28/3/381.full.pdf+html. Kinney, Scott (2010): **8-Track tapes, covered wagons, textbooks: There's a better way ** [Formal Session: Presentation]. Available from: [] = Menchhofer, K. Elston, L., Newcomb, S., & Van Gundy, J. (2010): From pilot to integral: Smartphone computers in a rural school district [Formal Session: Lecture]. Available from: [] Palloff, R., & Pratt, K. (2005). //Collaborating online.// San Francisco, CA: Jossey-Bass. Popham, W. (2006). Assessment for educational leaders. New York, NY: Pearson Education. Rogers, E. M. (2003). //Diffusion of innovation// (5th ed.). New York, NY: Free Press.  Roland, J. (2001). The lancasterian monitorial system of education. Retrieved from @http://www.constitution.org/lanc/monitorial.htm Saettler, P. (2004). //The evolution of american educational technology.// Greenwich, CT: Information Age Publishing.  Shepperd, J., Grace, J., & Koch, E. (2008). Evaluating the electronic textbook: Is it time to dispense with the paper text?. //Teaching of Psychology//, 35(1). pp. 2-5. []  Smith, M. (2009). Johann heinrich pestalozzi. Retrieved from @http://www.infed.org/thinkers/et-pest.htm Toffler, A. (1980). //The third wave//. New York, NY: Bantam Books.  Waters, J. (2010).Enter the ipad (or not?). //T.H.E. Journal,// 37(9). pp.38-40. Retrieved from the World Wide Web on Dec 23, 2010:  []  Young, J. (2009). How kindle could change the textbook market. //Chronicle of Higher Education,// 55(36). p. A4. Retrieved from the World Wide Web on Dec 23, 2010: []


 * //To John - from Alexandra: I thoroughly enjoyed listening and viewing your presentation. The context, content and narration were well aligned. Excellent!//**

//from Alexandra) 2/11- Your presentation - organization and content- is wonderful. Perhaps you can break up your timeline slides with some images (the ones you have are fantastic!).//

Alexandra - Thanks. I have been thinking how this could best be accomplished while retaining the information. If you have any thoughts on the matter, I would be happy to hear them. John R. 2/11/2011.

To John from Michael, it looks complete and provides good research and information- You have covered the diffusion process well. The Timeline still feels text intensive but it works. John from Michael 1-28-11- Your presentation looks well put together and complete. The time-line feels a little out of place with all the text. Can you add a graphic or two to break it up? On this page is my submission for EDUC 8841 concerning the choice of one piece of technology for further consideration. This is a re-write that contains more extensive research thatn its predecessor and justifies more thoroughly the choice of one piece of technology over two other choices. My first choice was the mini-laptop, however there is a paucity of research on this technology. The electronic book (AKA electronic text, ebook, etext, digital book, digital text) was chosen as the artifact for further consideration.

Please be aware that the wiki formatting does strange things to the formatting of work uploaded to the program. A link to the original document is provided below if you need to see the original formatting. Thank you. [|InnovationRichbourgJ_EDUC8841_Rewrite.docx]

This is a large file and may take a while to upload.

Week 5 - New Information added - Jan 8, 2011, slides 3-6. Week 6 - New Information added - Jan 14,2011, slides 7-9. Week 7 - New Information added - Jan 20, 2011, slides 14-17. Week 8 - New information added - Jan 29, 2011, slide 28. Week 9 - New Information added - Feb 2, 2011, slide 29.

John, You clearly have a good amount of research to begin this project. My concern involves research that has found ebooks less effective than paperbooks. - Jodie Hemerda (1/2/11)

Jodie, I share your concern pertaining to ebooks and paperbacks. I would be very interested to determine the demographic responding to research with this result. I really think innovation but-in is a function of age and experience with technology. - John Richbourg (1/3/11)

//**From Alexandra Salas- Excellent images! I'm hooked. Your presentation is straightforward and features many interesting highlights about e-books.**//


 * John-**
 * Your s-curve clearly illustrates the uptrend of e-book devices. I like how you split up the time lines. You have many wonderful graphics that you may want to consider using to break up the text on the time line slides.**
 * From Alexandra** 1.16/11

Alexandra - Thanks for the comment about the text on the time line slides. I have considered breaking them down further but have not decided on the best way to accomplish this. Usually "less is more", but in this case I see that the best route may be more slides with less information. John R - 1/17/2011.


 * John - impressive project! Your S-curve is worthy of a final project in our earlier history of ed tech course! I apologize for falling behind. I'll get my project up to speed by the 18th. I'm excited about the new kindle that fits in a pocket! Jodie 1/17/11

Jodie - Thanks! I have one of the old "Rocket Readrers" and it's great, except for the fact that I have trouble getting reading material in the correct format. The new pocket-sized Kindle made me think of the book reader app on my Iphone. I can only wonder how the two will develop in competition with each other. John R. - 1/17/2011.

John - I would suggest that other laggards would be those opposed to education literacy controlled by publishers and their constant revisions (really, isn't statistics, still statistics?), those who like the smell and touch of paper books, and those who cherish bookshelves. I'm not sure money would be the proper incentive to overcome these hurdles. I would recommend highlighting comparative advantage - always have your book with you, ability to mark-up books, influence on life-long learning as books are not returned at the end of class, and ability to obtain other reading resources as interested. Jodie 1/23/11

John- the new information provided adds to the discussion of adoption. Like I plan to do for myself, it would be beneficial to include some statistics or research to support your view point. AS- 1/22

Alexandra & Jodie - Thanks for the feedback. I am one of those that are "Hooked on Books". Our house looks like a library in some resppects. But digital is the way to go for now. I will look around for some appropriate statistics that don't skew the situation too much. John R. 1/26/2011

John - slide 28 left me with questions... what geographic area are you describing? Are you focused on diffusion in your school district, in your particular town, state, throughout the US in education? Jodie 1/30/11

Jodie, I am describing the San Antonio Independent School District in Bexar county, south Texas. I have just completed a slide #29 which has a map of Bexar county and its eighteen school districts. John R - 2/2/2011

John - good move with the map. I recommend reviewing the entire presentation with your audience in mind, as the last slide may be too late to capture their attention. Jodie 2/6/11

Innovation for Adoption Consideration has been given to three pieces of technology that could potentially increase student connectivity and eliminate the phenomenon of dated information. They included the digital textbook, the computer (smart) notebook, also known as the mini-laptop computer, and the smart phone. The innovation selected for this study is the digital textbook. The device is actually a very small computer that has many of the capabilities of its larger counterparts. It is easily carried and the smallest students, yet large enough to be comfortably used by adults. The potential uses for this piece of technology include serving as a replacement tool for larger laptops, notepads, desktop units, and printed text books. The benefits to the education industry include connectivity for the student and teacher, the use and development of current, real-time information, and (still being developed) the opportunity to participate in events as they occur. Students will no longer read about an event in the future tense long after it has occurred. Further, students will eventually be more able to communicate with counterparts in other schools, states, and countries through email or live video feed in collaborative exercises. Although there are obstacles concerning the creation of a digital infrastructure in some areas, along with the initial cost of replacing books and some computers with these devices, much is already in place. Administrators and those who tend to finance and the budget must consider a re-tooling of the purchasing paradigm, considering a digital alternative to text books and other technology that is not as flexible or functional as the electronic textbook. There may also be those teachers that will not accept the newer technology in lieu of that with which they are more comfortable. The electronic textbook is a very versatile piece of technology that is just now becoming truly functional as a tool for educators. Users can insert CDs or DVDs containing reading material, or they can connect directly to the Internet using wifi and upload reading material (Shepperd, Grace, & Koch, 2008). Some more popular forms of electronic book, such as the Kindle, are currently being considered as possible traditional test book replacements ( Young, 2009). At the present few electronic books possess the functionality of a complete desktop unit. Researchers and engineers are looking into improving the functionality of the device so that it has complete connectivity and functions as a computer replacement (Waters, 2010). Eventually, it is thought that many electronic books will resemble a hybrid combination between the Kindle and the iPad (Butler, 2010). Consideration was given to the electronic book over the mini-laptop and the Smart phone because it has more potential than either of the other two choices. Further, although there are inherent difficulties with each of the three devices, those of the digital text book are being scrutinized and overcome much more rapidly than the other devices. The digital textbook would, as currently designed, display digital representations of material available in analog texts (Kinney, 2010). There has been consideration given to the development of adaptive texts to be available on the World Wide Web and available through the digital text interface ( Brusilovsky, Shwartz, & Weber, 1996). The mini computer, though versatile, may prove difficult to use without the proper infrastructure being present (James, 2010). The Smart phone also lacks some aspects of connectivity and capability, unless one it truly eager to complete reports and papers on a keyboard that allows only one finger at a time due to size. Further, although very connected, the Smart phone has the potential problem of losing student attentiveness due to the social nature of the device (Menchhofer, Elston, Newcomb, & Van Gundy, 2010). <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt; text-indent: 0.5in;">While the complete turnover of entire libraries of textbooks and labs of computers has not yet happened, there has been research conducted to incorporate the laptop computer, in any form, into class rooms of third-world nations. The digital textbooks, being less expensive and more “user friendly”, would be more easily adopted by nations with small annual budgets and large populations. Further, the digital books are more durable and more easily used (touch-pads and touch-screens) in many cases than computers and many Smart phones and would last much longer in more varied environments (Shepperd, Grace, & Koch, 2008).

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt 0.5in; text-align: center; text-indent: -0.5in;">References <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Brusilovsky, P., Shwartz, E., & Weber, G. (1996, October). A tool for developing adaptive electronic textbooks on the www. Paper presented at the Web 96 Convention in San Francisco, CA. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Retrieved from the World Wide Web on Dec 23, 2010: [] Butler, K. (2010). A small district's big innovator. District Administrator, 46(9). pp.78-80. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt 0.5in; text-indent: -0.5in;">James, J (2010). New technology in developing countries: A critique of the one-laptop-per-child program. //Social Science Computer Review//, 28(3): pp.361-390. Retrieved from the World Wide Web on Dec 14, 2010: http://ssc.sagepub.com.ezp.waldenulibrary.org/content/28/3/381.full.pdf+html. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt 0.5in; text-indent: -0.5in;">Kinney, Scott (2010): **8-Track tapes, covered wagons, textbooks: There's a better way** [Formal Session: Presentation]. Available from: []= <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 34.5pt; text-indent: -34.5pt;">Menchhofer, K. Elston, L., Newcomb, S., & Van Gundy, J. (2010): From pilot to integral: Smartphone computers in a rural school district [Formal Session: Lecture]. Available from: []

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt 0.5in; text-indent: -0.5in;">Shepperd, J., Grace, J., & Koch, E. (2008). Evaluating the electronic textbook: Is it time to dispense with the paper text?. //Teaching of Psychology//, 35(1). pp. 2-5. []

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt 0.5in; text-indent: -0.5in;">Waters, J. (2010).Enter the ipad (or not?). //T.H.E. Journal,// 37(9). pp.38-40. Retrieved from the World Wide Web on Dec 23, 2010: [] <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Young, J. (2009). How kindle could change the textbook market. //Chronicle of Higher Education,// 55(36). p. A4. Retrieved from the World Wide Web on Dec 23, 2010: <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">[]