One of the truly inspiring thing about ebooks is that they offer endless opportunity to iterate and morph selling and access models. Technology drives change and innovation, which in turn allows for all kinds of new and interesting features. All kinds of selling and access models are floating around out there, some that allow extension of purchase rights beyond a single user. There are models that offer no specific items to download and hold on any device, models that offer real-time content updates, models that offer print plus ebooks, ebooks plus TTS audio, subscriptions to ebooks, and on and on and on.
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Tags: Amazon, App Store, Apple, Baker & Taylor, Barnes & Noble, Books, CoreSource, ebooks, Fictionwise, Google, Google Editions, iPhone, Kindle, Libre Digital, Overdrive, publishing, Publishing and Printing, Retailing, Robinson-Patman Act, Sony Reader, Trade Publishing, Waterstones
Mike Shatzkin
on Mar 23rd, 2010
@ 6:08 am:
Very thoughtful and original post. You make a critical point that textbooks matched the ecosystem of learning: one class moving at a constant speed from a common starting point to a common ending point. And clearly, digital change enables our learning materials, at least, to be much more nuanced than that.
[Reply]
Chris Cosner
on Mar 24th, 2010
@ 12:38 pm:
Thank you for this post.
Re: “The basic assumption of each text is that students all come in at or near the same level and leave at or near the same level.”
Having taught a foreign language from various textbooks, I can say that there is no class in which everyone is assumed to be at exactly the same level, though it is perhaps always a quixotic hope. The teacher inevitably makes adjustments for as many students as possible. FL textbooks are designed to be used in precisely this way. Many include sets of questions in the introduction to help the student determine what to work on, as well as tests at the end of chapters. Students naturally learn to work with the textbook at their own pace. A good teacher expects more from advanced students and recognizes real progress in the less advanced students.
I’m not sure there is anything earth-shattering a digital book can bring to *this aspect* of the textbook. It is up to the author to create a pedagogically sound design, and up to the teacher to coach the students on how to use the textbook.
One way a digital approach might address the problem of different levels of ability is a kind of rental or buy-in to a whole set of textbooks, so the student is free to move forwards and backwards through the material preceding and subsequent to the class.
But even this may be resisted by educators. After all, the student is always free to go to the library for more material, or to work with a tutor if they are behind. The whole point of a class is to be working together on a subject, to be on the same page. That motivates less advanced students to catch up, and it helps the ‘advanced’ students to solidify material of which they may not yet have a perfect grasp.
[Reply]
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