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Kindles in the Classroom Grinnell College Grinnell, IA Mike Conner  (Curricular Technology Specialist) Amy Roberson  (Reference & Instruction Librarian)
Grinnell College Background ,[object Object],[object Object],[object Object],[object Object]
http://www.flickr.com/photos/mtellin/3620076901/ Inception ,[object Object],[object Object],[object Object],[object Object]
Support ,[object Object],[object Object],[object Object],[object Object],[object Object]
Project Goals ,[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Device Management and  Distribution
[object Object],[object Object],[object Object],Pedagogical Considerations
Technical Obstacles ,[object Object],[object Object],[object Object],[object Object]
Instructor Feedback ,[object Object],[object Object],[object Object],[object Object]
Instructor Feedback ,[object Object],[object Object],[object Object],[object Object]
Student Feedback I take notes in the kindle...Allows me to have notes near the actual text. I use the Kindle in addition to hand written notes, depending on the type and frequency of comments that I make.
Student Feedback I still take notes solely in my notebook. The only time exception is when my Tutorial professor requires the class to take notes in our Kindles. Even then, I usually write the notes down in a notebook just because it is easier to reference notes written there. I found it really hard to take notes on a kindle.
Student Feedback When reading [on the Kindle] you can't quantify the number of pages you need to read. I find I use the definition function and wikipedia function of the kindle when reading, and it is much easier to clarify sentences I don't understand.  However at the same time, due to the nature of annotating in the kindle, I find I make significantly fewer notes than I did when reading from paper back.
Student Feedback ,[object Object]
Lessons Learned ,[object Object],[object Object],[object Object],[object Object],[object Object]
Next Steps... ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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NITLE presentation

  • 1. Kindles in the Classroom Grinnell College Grinnell, IA Mike Conner  (Curricular Technology Specialist) Amy Roberson  (Reference & Instruction Librarian)
  • 2.
  • 3.
  • 4.
  • 5.
  • 6.
  • 7.
  • 8.
  • 9.
  • 10.
  • 11. Student Feedback I take notes in the kindle...Allows me to have notes near the actual text. I use the Kindle in addition to hand written notes, depending on the type and frequency of comments that I make.
  • 12. Student Feedback I still take notes solely in my notebook. The only time exception is when my Tutorial professor requires the class to take notes in our Kindles. Even then, I usually write the notes down in a notebook just because it is easier to reference notes written there. I found it really hard to take notes on a kindle.
  • 13. Student Feedback When reading [on the Kindle] you can't quantify the number of pages you need to read. I find I use the definition function and wikipedia function of the kindle when reading, and it is much easier to clarify sentences I don't understand.  However at the same time, due to the nature of annotating in the kindle, I find I make significantly fewer notes than I did when reading from paper back.
  • 14.
  • 15.
  • 16.

Notes de l'éditeur

  1. Mike – Very quick intro (Nancy will have already introduced us at the beginning of the session.)
  2. Mike – Put the project in context by describing college and introducing the Tutorial course
  3. Amy – Describe how project began and give brief background on Kindle DX before launching into project description
  4. Amy – Describe how support was arranged managed by dean's office coincided with effort to build coordinated support teams around campus initiatives ARCs
  5. Mike – Delineate project goals in broad terms
  6. Amy – Describe implications of “loaning” college owned devices to students long term decision to make  **licensing** what to do at the end of the semester What if something breaks? INstructor provided majority of the technical support
  7. Mike – Describe Andy’s hopes for the devices in the class
  8. Mike – Describe technical challenges and describe process put in place annotations are stored in a single text file might be able to write a script to parse the file in the future Communication between devices We wanted to created an interactive environment location IDs problem for "blended" classroom environments..imagine a time when students may be using an array of technologies from traditional books to ebooks and beyond
  9. Amy – Discuss Andy’s impressions of the kindle and the students’ use of it
  10. Amy
  11. Amy – Discuss student reactions
  12. Amy
  13. Amy
  14. Amy
  15. Amy --traditional interaction with texts (draw comparison to what professor at Macalester said about LINEAR reading) Assessment