E-textbooks: The New Best-sellers[?]

Posted by Celia Walter | 11 Mar, 2010

Will Apple's iPad kill the textbook?

Many educators are pointing to Apple Computer's recently announced iPad as the prototype for an e-reader that will be able to hold all the textbooks a student needs. Its color touch-screen, interactive-video capability and virtual keyboard, they say, give it greater potential for textbook users than monochrome readers like Amazon's Kindle. 

While some students may be using notebooks or their more portable cousins, netbooks, to read textbooks, some experts predict that within the next 10 years, most U.S. college students -- and many high-school and elementary-school students as well -- will probably be reading course materials on an electronic device instead of in a paper book. And that will have a broad impact on students and teachers, not to mention the $9.9 billion textbook-publishing business...

Digital textbooks will need to have features students take for granted in paper books, such as the ability to highlight key passages and take notes that can be attached to pages. Digital versions also need consistent pagination so that teachers can give assignments. Even with a search function, digital books will still need tables of contents, indexes and glossaries.

Even with these limitations, digital presentation opens up a number of new possibilities for textbooks. With interactive graphs in an economics book, for example, students could try different costs to see the impact on demand or different supply levels to gauge the change in price. ScrollMotion promises publishers that its technology will let them embed video that students can watch, record lectures linked to chapters and offer self-assessment tests...

For full text of this article as pdf:

http://knowledge.wharton.upenn.edu/templates/images/tools_lg_pdfarticle.gif

Gallery of Bellydancing Librarians

Posted by Celia Walter | 11 Mar, 2010
http://sonic.net/~erisw/bdlibgallery.html

Peer review: a guide on how peer review works

Posted by Celia Walter | 11 Mar, 2010

Peer review: a guide for researchers

This new guide provides researchers with an understanding of how peer review works and highlights some of the issues surround the current debates about the peer review process.

The growth in the size of the research community and of the volumes of research being undertaken in the UK and across the world means that the amount of time and effort put into the peer review system is growing too, and that it is coming under increasing scrutiny. The guide looks at how effective peer review is in selecting the best research proposals, as well as in detecting misconduct and malpractice.

It also looks at how fair the system is, and at the different levels of transparency involved in the process: from completely closed systems, where the identities of reviewers and those whose work is being reviewed are kept hidden from each other, and reports are not revealed, to completely transparent systems where identities and reports are openly revealed.

The burdens on researchers as submitters and reviewers are by far the biggest costs in the peer review system, and the guide outlines some of the measures that are being taken to reduce those burdens, or at least to keep them in check.

The internet has provided new channels through which researchers can communicate their findings, and through which other researchers can comment on, annotate and evaluate them. These new opportunities bring new challenges as well. The take-up of the opportunities for open comments, ratings and recommender systems has been patchy to date; and we currently lack clear protocols for the review of findings circulated in multiple formats, including blogs and wikis. The mechanisms for peer review will undoubtedly change in coming years, but the principle will remain central to all those involved in the research community

The guide is available to download from the link below.

http://www.rin.ac.uk/system/files/attachments/Peer-review-guide-FINAL-March10.pdf

 Hard copies can also be ordered from catherine.gray@rn.ac.uk