Abstract
The steadily widening access to instruments and services for digital content production allows students and teachers to modify, remix and re-use a wide range of existing artefacts or create new artefacts and assemble them into various content collections. This development holds the potential for shifting patterns of power, roles, and responsibilities of students in digital textbook publishing sector and for supporting the strategic educational vision of “students as creators”. However, this vision causes a growing pressure on academic publishers and other learning resource providers, as it tends to intervene and disrupt existing practices and business models of content development and provision. Existing models of interaction analysis are not suitable for the emerging context of mash-up learning resources co-authored by learners. The paper proposes a new analytic framework LoCA for evaluating level of learner’s interaction with and co-authorship of digital content.
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Acknowledgments
This research has been produced in the context of LEARNMIX project (No RU/3013) funded by Archimedes Foundation.
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Väljataga, T., Fiedler, S.H., Laanpere, M. (2015). Re-thinking Digital Textbooks: Students as Co-authors. In: Li, F., Klamma, R., Laanpere, M., Zhang, J., Manjón, B., Lau, R. (eds) Advances in Web-Based Learning -- ICWL 2015. ICWL 2015. Lecture Notes in Computer Science(), vol 9412. Springer, Cham. https://doi.org/10.1007/978-3-319-25515-6_13
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DOI: https://doi.org/10.1007/978-3-319-25515-6_13
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