What works and why? Educational publishing between the market and educational science.

Autor/in	Reints, Arno
Titel	What works and why? Educational publishing between the market and educational science.
Quelle	Aus: Sikorova, Zuzana (Hrsg.); Horsley, Mike (Hrsg.); Braga Garcia, Tania (Hrsg.); Rodríguez Rodríguez, Jesús (Hrsg.): Textbooks and educational media in a digital age. The thirteenth International Conference on Research on Textbooks and Educational Media, 18 - 20 September 2013, Ostrava - Czech Republic. Ostrava: IARTEM (2015) S. 15-31Verfügbarkeit
Beigaben	Illustrationen; Literaturangaben S. 30-31
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	978-0-9943254-0-2
Schlagwörter	Lehrerbildung; Lernen; Computerunterstützter Unterricht; Elektronisches Buch; Elektronisches Publizieren; Lehrmittel; Schulbuch; Schulbuchforschung; Digitalisierung; Buchmarkt; Verlagsprogramm; Verlag
Abstract	This keynote address focussed on the difficulties that today's teachers and educational publishers are confronted with in assessing the effectiveness of digital learning resources, and thus in choosing the policies they should follow in the digitisation of teaching resources. Teachers face uncertainties in terms of what can be done with digital learning resources, how they can best be used, their effects on student learning, and how digital technology such as iPads and cell phones can best be implemented. Educational publishers, in turn, are faced with their own uncertainties with respect to the development and production of digital educational resources: what teaching materials do teachers really want? What is actually known about the effectiveness of digitisation? Which business models are most suitable? All the while, the market is becoming more and more competitive. In spite of the many hundreds of studies carried out comparing the effects of digital versus paper methods of learning, there is no conclusive data about the differences between the two. To discover the actual differences, we need theories that can explain them. We need to find out what works, and most importantly, why it works. Current research theories and models on how learning takes place are presented, and the features of digital materials that contribute to the learnability of (digital) textbooks are discussed, the two strongest being multimodality and adaptability - which are, at present, underutilised and/or not used effectively. Finally, we make a case for publishers to put their focus on 'learnability' in the development of educational resources, and to take the help of educational scientists in designing quality materials and training teachers to use them. This would be a way to compete effectively in the market and at the same time meet the needs of teachers and learners.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2023/1