11. Main dimensions (components) in Estonian
socio-technical regime of eTextbook
• Techno-scientific knowledge
• Knowledge of learning embedded in software, learning designs and technology.
• Customizing content: teachers and students can modularize, remix, customize and
assemble digital contents
• New interactivity: Promote cognitive learning through interactivity stemming from
multimedia learning principles
• Individual and shared meaning-making around e-textbooks using semantic technologies
• Student locus of control, remediation, branching type of interactivity: textbook as an
authoring environment for students - active storytelling as a learning approach;
composing digital narratives as a result of studies rather than using ready made
textbooks
• Personalized learning with adaptive support: From unified test-based assignment such as
sending real-time assessment data from textbooks to teachers for immediate or delayed
use towards supporting personalized learning administering formative assessments
through the book interface
22. Main dimensions (components) in Estonian
socio-technical regime of eTextbook
• Schools infrastructure:
• Most schools in Estonia have wifi available for students in school and some also
outdoors close to schools, but schools have to find resources and means how to
provide wifi and internet.
• Schools use different policies for students mobile devices: parents have to buy
the devices- no device requirement is set to parents; restricted usage of own
devices - approved BYOD; mobile classroom sets, open classrooms, data
projectors and internet access in every classroom
• The support systems for BYOD, open classroom approaches is developed and
available in some innovative schools
• Schools still lack the policies and means how to get access or rent eTextbooks and
other digital resources and services, books and digital learning resources are both
in use but no resources for both
Challenges
24. Main dimensions (components) in Estonian
socio-technical regime of eTextbook
• Symbolic meaning of technology: Epistemological aspects - why we teach
as we teach
• Hakkarainen & Paavola: Trialogical learning - digital artifacts take the role
of the emergent interactional resources, which mediate between individual
learning, group cognition and community knowledge building, structure
the shared work and reflective practices, may be versioned and iteratively
transformed during long term knowledge creation, leading to form cultural
knowledge and practices.
• Responsive teaching: formative assessment and differentiated instruction
introduced together with learning analytics support in e-textbooks
• Distributed and embodied cognition approaches when developing how
information provision and activities are designed in the e-textbooks
Challenges
29. • Policies
• National agendas and funds support OER content development and
sharing, and support the eSchoolbag development.
• National agenda for digitalizing the textbooks at all levels has been
announced.
• We need more surveys knowing, how effective is learning with digital
textbooks and small mobile devices compared with traditional
learning? How to deal with the balance in eTextbook models: time-
consuming creative freedom in innovative learning scenarios and
determined textbooks how to teach and learn?
Main dimensions (components) in Estonian
socio-technical regime of eTextbook
30. Final thoughts – will the eTextbook regime be
small change in existing regime or big step to
change how we learn?
• Have we considered:
• Sustainability threats and waste of labour caused by digital mass
overproduction
• Digital divide caused by unequal access to rapidly changing devices and
software versions
• There is the need to de-scale digital resource production and tying it with the
feedback loop to the innovative usage practices - new customer feedback
services around resource usage might descale resource provision
Thank you!