# K-12 School Computer Networking/Chapter 25/Project Idea - Using eReaders for DL -- Paul Acquaro
## How can we use the emerging eReader platforms in Distance Learning?

Paul Acquaro (For MSTU 4022, Fall 2009)
The textbook deathwatch has begun, states a late summer edition of Tech and Learning (Tech & Learning, 2009). Citing the Amazon Kindle, the Sony eReaders and the efforts of Google to digitize books, the author asks “Is the print textbook—that old-fashioned, heavy, expensive staple of the 20th-century classroom—soon to be a thing of the past?” (Tech & Learning, 2009, p. 1).
While there is no true consensus that ereader can or will replace the textbook, there are certainly some in both higher and K-12 Education that are testing the waters.
As of Fall 2009, several colleges are piloting projects that seek to replace textbooks with ereaders like the Kindle. Amazon.com gave out to two hundred college students Kindles with copies of their textbooks loaded digitally (eSchoolNews, 2009) and many K-12 school are also looking at supplementing and/or replacing their physical books with the ereader (Tech & Learning, 2009).
While it may seem like traditional institutions are starting to embrace digital books, what possibilities are there with using ereader like the Amazon Kindle as a Distance Learning tool? Although online learning is primarily computer based, and many DL courses, much like their in-person counterparts, rely on the PDF or Word Documents, a tool like the Kindle could offer both a brief respite from the somewhat demanding computer screen (the ereader screens use eInk technology, which has resolution that is more book-like than a typical computer screen) and possibly invigorate a traditional learning medium with some modern ‘tweeks.’
The rest of this article will refer to the Kindle 2 device, which is currently being sold by Amazon.com.
Reading Experience
According to Amazon.com, the idea of the Kindle’s design is to disappear and let the user be immersed in the text (Amazon.com, 2009). The Internet enabled device works independently from a computer, allowing texts to be downloaded directly to the device. The system allows several different eBook formats, but has some reported trouble displaying image heavy PDF files. There are several resources available to learn more about the file formats online. The site http://www.downloadsquad.com/tag/kindle/ is just one such example.
Annotation and Highlights
The Kindle allows users to annotate the pages of the text. Notes can be placed throughout the text and passages can be highlighted. Bookmarks can also be placed in the text. Additionally, notes and highlighted passages can be exported out as text files when the Kindle is attached to the computer via USB cable. In some studies, students have indicated that the note taking process is limited by having to use the keyboard rather than writing on the page and say the result is that they take fewer notes (eSchoolNews, 2009).
Internet
Kindle’s Internet connection gives it some interesting functionality. Subscriptions to magazines and ‘professional’ blogs can be purchased and books can be searched and downloaded directly to the Kindle, including a vast number of public domain works. Public libraries are even beginning to offer digital lending (Rich, 2009).
In addition, the current 2009 edition of the Kindle includes a limited but functional mobile Internet browser. An exercise included in this chapter will look at how a course facilitator (though it could easily be turned around to the students) can create custom information feeds that are filtered for specific uses and audiences.
Universal Design
Interestingly, the eReader has roots in Universal Design for Learning. UDL is a concept that is often applied to assistive technologies, such as screen readers for computers. The concepts of UDL goes far beyond reading texts, rather it tries to encompass all types of learning:
UDL encompasses three principles. First, to support recognition-based learning, you need to provide multiple methods of presentation. Second, to support strategic learning, you need to provide multiple, flexible methods of expression and apprenticeship. Third, to support affective learning, you need to provide multiple, flexible methods of engagement. (eWeek, 2003, pg.2)
Digital text in the Kindle is a perfect example of Universal Design for Learning. The device, while providing a typical visual reading experience, can also offer several different text sizes for users with lower vision. In addition, the Kindle offers a text to speech option that can read books aloud to users. This option makes a tool like the Kindle a versatile tool for learners with disabilities such a low vision and dyslexia (eWeek, 2003).
Green?
In addition, eReaders have the added benefit of providing a way of accessing digital texts at any times, which are usually lower cost than hard copies (of course there is an initial investment on the hardware). There is also a "green" angle - being that there is no paper and being used to print each copy of the book that is sold and no physical shipping needed.
Replacing the textbook
The Obama administration is considering a push for eBook readers in US schools (Prabhu, 2009). Though there is an upfront cost to buy the technology, some experts forecast that over the course of a few years, schools could save approximately $500 million annually on purchasing text books.
While such plans have their detractors, ereader technology is growing and students may come to expect that their schools and education to harness similar technology to what they experience outside the classroom (Prensky, 2008)
Harnessing the Kindle…
A main advantage of a Kindle is its ability to offer access to the books in a course in a convenient to carry, simple to access and easy to read format. However, the Kindle's access (now international) to the Internet is an exceptionally useful resource for educators.
Though the Kindle has access to a multitude of information, books, blogs, Wikipedia, dictionaries, etc. it also can provide a very focused reading environment. As Evans points out, "The vast amount of information on the internet coupled with its accessibility for any user can be overwhelming" (2008, p. 25). Evan advocates the use of RSS feeds to help weed through all of the content that is available online at any given moment. He proposes several uses of RSS feeds for educators, professional development, time saving, up-to-the-minute content specific feeds in your teaching area, and for the kids, information coming from contrasting sources (Evans, 2008).   Via the Kindle, students have access to web sites, Wikipedia, Google, news sources, making the Kindle a powerful research tool. In addition, course facilitators can take advantage of this to offer students specific information or tailored information feeds.
Another Internet tool that has great potential for education is the blog. Blog systems such as “Blogger.com” offer educators a way to easily publish to the web. Educational technology expert Alan November (2008, pg 29) writes “Blogging represents one of many tools that pioneering teachers are using to empower students to take more responsibility of managing their own work and adding value to the world.”
Using a blog, in addition to RSS feeds and the downloadable textbook content starts opening up new possibilities for the Kindle as an distance learning tool.
The following are two possible ways for educators to harness the distance learning capabilities of the Kindle.
1. RSS feeds with Yahoo Pipes
Keeping in consideration some of possibilities that Evan’s mentions, a facilitator could develop a set of RSS feeds and then create an online aggregator to be bookmarked in Kindle's browser.
Yahoo Pipes is a Web 2.0 tool that allows users to pull various information sources together to create custom feeds of information. As the website for the tool explains, Pipes allows the user to “rewire” the web.
The following is a high level discussion of using the tools for an educational outcome, technical how-to information can be found at http://pipes.yahoo.com.
The facilitator can start a new pipe by adding several different pre-determined RSS feeds. They then add filters, perhaps filtering out news items that only pertain to “ereaders” or “ebooks”. The resulting “pipe” of information can then be published out to the web. This published “pipe” can be given a simple URL address (like http://yahoo.pipes.com/pipename), visiting this pipe will also reveal an option that turns the “pipe” information feed into a RSS feed.
The resulting web address of the feed can be rather long and unmemorable (usually a long string of random text and numbers), therefore it is recommended that the address be fed into a URL shortener like “bit.ly” (http://bit.lu) and the resulting address can be given to students to add to their Kindle web browser bookmarks.
Using this personalized “pipe”, now converted to an RSS feed, students can receive up-to date information that has been chosen by the facilitator for their study.
2. Blogs
In addition to being able to create news feeds, the facilitator could also use a blog sites like “blogger.com” to communicate with their students. Blog entries, via Kindle’s browser, work similarly to RSS feeds, but can contain more personalized content than an RSS feed from another source. In addition, personal blogs RSS feeds can be added to new or existing pipe.
Perhaps more interestingly, students can create their own blogs, and use “pipes” and RSS feeds to share and read each other's blogs. As Alan November (2008, pg 30) states, blogging is a shift if control from the teacher to the students:
The audience moves from teacher and class to the world. Teachers are no longer the sole or even the primary arbitrator of student work. It is even possible that teachers do not have to work as hard to motivate traditionally failing students or to set much higher expectations for excelling students. (November 2008, pg 30)
Students can even blog from Kindle, entering their reviews of books, articles, or chapters that they have read. Together, they can create a shared source of 'inspiration' and knowledge sharing in a course.
Conclusion
The Kindle, and eReaders in general, offer some new possibilities for Distance Learning. The distinct advantage of an eReader over a laptop or a netbook for a learner is in its attractive and easy to read eInk screens. The Kindle’s access to new texts via the Internet, as well as its ability to access the Internet opens up many possibilities for distance learning and training, especially when used with other web based tools such as RSS feeds and blogs.
References
eSchool News, (March 1, 2003). eSN Special Feature: Assistive Technologies. eSchool News Online. Retrieved June 19, 2006, from http://www.eschoolnews.com/news/showstory.cfm?ArticleID=5756
eSchool News, (July 24, 2009). Textbook Deathwatch: August 2009, Tech & Learning. Retrieved from http://www.techlearning.com/article/22122
Evans, J. (2006), What Are RSS Feeds and Why Haven’t I Heard About It?(RSS Feeds from an Educator’s Perspective) in Freedman, T. Coming of age: An introduction to the new world wide web. Retrieved on 9/22/2009 from http://www.terry-freedman.org.uk/db/web2/doc_page13.html
November, Alan (2006), Blogging: shift of control in Freedman, T. Coming of age: An introduction to the new world wide web. Retrieved on 9/22/2009 from http://www.terry-freedman.org.uk/db/web2/doc_page13.html
Prabhu, Maya T. July 24, 2009. ‘Experts split on 'Kindle in Every Backpack'. eSchool News Online, Retrieved on October 29, 2009 from http://www.eschoolnews.com/news/top-news/?i=59868
Prensky, M (2008), Turning on the Lights. Association for Supervision and Curriculum Development. Vol 65 no 6 March 2008.
Rich, Mokoto (Oct 15 2009) Off the Shelf, Onto the Laptop - Libraries Try Digital Books. New York Times. Retrieved on 10/31/2009 from http://www.nytimes.com/2009/10/15/books/15libraries.html