E-books

An amazing opportunity, but what’s

the pedagogical use?

Experiences derived from a course with E-books only

Methods in the Social Sciences – SIMM31 – Web-based – Advanced level

A (my) pedagogical idea

Looks at learning as a creative process, thus it;

Allows and promotes divergent thinking and questioning

Highlights collaboration with others in development of personal knowledge

Requests personal responsibility for necessary preparations

Lifts that honestly accepting ones mistakes means learning from them

Expects positive anxiety and frustration

E-books in this quest for a creative learning environment

What makes them amazing? (or not)

Let me illustrate this by a set of categorical pairs

A categorical pair allows us to say ”either / or”

Beyond this a hypothetical discussion on how the amazingness may be

obstructed or promoted

Home made e-book pedagogical opportunity index

Amazing it IS Amazing it IS NOT

Multi user Single user

Quick load Slow load

Logged on Logged out

Remembers me Resets on me

Easy use format & functions Complex use format & functions

Multi platform use Computer use only

Printable Non-printable

Save option No save option

Copy to Paste No copy option

A pedagogical challenge

The Book

The E-book

The Internet

Reflections of the symbolic status and quality assurance of a well publicised Book

Reflections of the access and collaborative strengths of Internet

How many non-amazing issues can be afforded and still have a creative and divergent thinking student, working under time pressure, accept the e-book (without using teacher authority)?

To learn it is important to be able to hoard the opportunities available among given resources and exploit them as to enhance my knowledge.

The categorical pairs presented illustrate different hoarding and exploitative processes in partial conflict seen in a pedagogical perspective.

Creative students should be allowed control of resources needed in their learning processes.

It is far to convergent to think of creative students as victims of forced emulation and adaptation.

And, Yes, I have left out the exploitation of academic life from a profit horizon, despite being an economist.

Thanks to Charles Tilly (1998) for lending me the concepts above.

To learn it is important to be able to hoard the opportunities among available resources and exploit them as to enhance knowledge (not to own the right to them).

The categorical pairs presented illustrate different hoarding and exploitative processes in partial conflict seen in a pedagogical perspective.

Creative students should be allowed control of resources needed in their learning processes.

It is far to convergent to think of creative students as victims of forced emulation and adaptation.

And, Yes, I have left out the exploitation of academic life from a profit horizon, despite being an economist.

Thanks to Charles Tilly (1998) for lending me the concepts above.