The DUCKLING project, a collaborative effort between University of Leicester’s Beyond Distance, the School of Psychology and the School of Education has been examining the impact on distance students’ learning of three technologies: podcasts, ebook readers, and the use of Second Life. Back in autumn 2009, we loaded learning materials onto ebook readers and shipped them out to distance students around the world, in lieu of the stacks of printed material shipped in years past and at greater cost. (For a simple guide to change Word documents to epub documents suitable for most ebook readers, click here to download from the DUCKLING website.) As one of the learning technologists working on the project, I provided subsequent support to the students, mostly by answering their questions on a Blackboard discussion board.
In March of 2010, we shipped ebook readers to a new cohort of distance students, and I have again been providing technical support by discussion on Blackboard. I observed an interesting development in the kinds of questions being asked.
The September 2009 cohort asked questions about the different software required by the ereader (Sony Reader Library, Calibre) and what platforms these run on, whether PDF documents display on ereaders (answer: they do, but line breaks are rigid so the document does not “flow”). Students also commented that they appreciated carrying all reading material in one package especially while travelling, and the fact that their ereader was a conversation-starter on their morning commute. Some students commented that they wished their ereader had facilities for note-taking (the Sony PRS-505 used in this project does not have this facility).
The March 2010 cohort asked fewer tech-help questions. They had many more technical comments, having already gotten to grips with many of the usability issues. Comments such as “I wish I could organise the documents according to my own design” were quickly answered by other students who had already figured it out. They downloaded their own material onto ereaders and discussed how that worked. Most interestingly to me, they compared reading documents on the ereader not with reading on paper, but with reading on other devices – laptop, iPod Touch, iPhone. I found myself scrambling to keep up with the suggestions for software to try, sites to visit, apps to purchase. One student looked forward to the ease with which ereaders could make educational material available to students: “…education is the perfect market for ebooks I think. The amount of reading is so wide-ranging, and personally there is a desire to read tonnes of material. The access we have through Leicester for journals is immense; having the same access to the reading lists would just be good for education full stop. It will change, when is the only question.”
In January 2010 the Consumer Electronics Association predicted ereader sales will double in 2010, as Amazon announced the Kindle was “the most gifted item ever from its website” according to Dan Nystedt, IDG News Service. The Apple iPad has every possibility of being a game-changer in this field. Our students’ comments illustrate the speed at which the ebooks and ereaders market is advancing. For students looking for a convenient and cost-effective way of accessing academic material, the change cannot happen too soon.
Terese Bird, Learning Technologist and Assistant ZooKeeper