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the transition to mobile learning is not an easy one for most companies to make.
Prior instructional design was developed for the PC, not iOS or Android devices, so animations and interactions that work well on a desktop computer do not carry the same functionality on a mobile platform. Additionally, learning management systems exist behind layers of security firewalls that make it difficult for users to access courses on their mobile devices.
One reason why paper textbooks cost so much is because publishers need to recover their costs of producing new books in the first or second semester, Brady said. That's because the books end up in the used book market after that time, where publishers don't get a cut. And digital textbooks have kept a similar high-priced model, he said, which encourages students to break the encryption on them or stick with paper books because they can sell them back.
And videos, of course, can't be printed.
By using the HTML5 online content language, Brady hopes to give students cheaper instructional books that will give them all their material in one place. And the material will be updated in near real time.
Brady plans to embed video tutorials and interviews with business leaders for what he calls a "learning book" on logistics and supply chain management. If his group finds enough funding, the book would be updated with real-time information and would sell for $15 or $20.
Brady's idea is a good one, Buttross said, though Brady isn't the only one working on something like this. He would actually like to see Brady's learning book have 40 modules so that he can pick the 16 he wants to use in his class
"I think that in general you shouldn't sell books," Buttross said. "You should sell modules and let professors put together their own books."
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I started off by selecting a few myself (e.g., technology and privacy, technology and civic discourse, immigration), and showing students the kinds of resources they might be able to find. Then, for the latter part of the course, they chose the issues, found sources, and shared them in the class Zotero library. Working in teams or as individuals (depending on which section they were in), they were then responsible for running a class session and assigning readings for that session.