Dr. Marco Kalz is a researcher at the Centre for Learning Sciences and Technologies (CELSTEC) at the Open University of the Netherlands. CELSTEC conducts research on learning and cognition, professional development, and learning media. It also offers master's programs and provides commercial training services. Dr. Kalz has been involved in several European projects related to technology-enhanced learning and learning in different professional fields. His research focuses on mobile lifelong learning, including an iPad pilot study examining factors influencing acceptance of eBooks and their impact on learning practices.

1. Dr. Marco Kalz
Centre for Learning
Sciences and Technologies
Open University of the Netherlands
marco.kalz@ou.nl
http://twitter.com/mkalz
Dr. Marco Kalz, Centre for Learning Sciences and Technologies
Open Universiteit Nederland
marco.kalz@ou.nl
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3. Open Universiteit NL:
- 20.000 Students
- 60 Mio Budget
- 15 Study Centers
CELSTEC
- 120 fte, 7 Mio budget

4. Open Universiteit NL:
- 20.000 Students
- 60 Mio Budget
- 15 Study Centers
CELSTEC
- 120 fte, 7 Mio budget

5. CELSTEC Activities
• Three programmes, each with three themes:
– Learning and Cognition
– Learning Networks for Professional Development
– Learning Media
• Each programme integrates three activities:
– Research Activities
– Laboratory Activities for Open Innovations
– Providing Solutions and Services to the market
• Institute for Education & Training
– MSc Learning Sciences
– Commercial Training (provided by the staff of 3 programmes)
• Temporary Strategic Programmes
– Lifelong Learning Services
– OUNL related programmes (e.g. IPO)
– Open Educational Resources
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6. Involvement in European Projects
Technology Enhanced Learning (TEL)
Cooperation
Learning Environments Learner Support
TEL
Content Creativity
4

7. Involvement in European Projects
Learning in different professions
Health Logistics
Water management
Teacher education
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8. Structure
• Mobile lifelong learning
• State of the art: Market & academic
studies
• iPad pilot study
• Technological trends: PLE & ePub 3
• The end of the book as we know it
• New authoring environments
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9. Eurostat, Adult
Education
Survey, 2009
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10. Eurostat, Adult
Education
Survey, 2009
7

11. Eurostat,
Adult
Education
Survey, 2009
8

12. Eurostat,
Adult
Education
Survey, 2009
8

13. Eurostat,
Adult
Education
Survey, 2009
8

14. Eurostat,
Adult
Education
Survey, 2009
8

15. Eurostat,
Adult
Education
Survey, 2009
8

16. Eurostat,
Adult
Education
Survey, 2009
8

17. Eurostat,
Adult
Education
Survey, 2009
8

18. Seamless Learning Support
• (MSL1) Encompassing formal and informal
learning;
• (MSL2) Encompassing personalized and social
learning;
• (MSL3) Across time;
• (MSL4) Across locations;
• (MSL5) Ubiquitous knowledge access
• (MSL6) Encompassing physical and digital worlds;
• (MSL7) Combined use of multiple device types
(including “stable” technologies such as desktop
computers, interactive whiteboards);
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Looi et al., 2010

19. Seamless Learning Support
•(MSL8) Seamless switching between multiple
learning tasks (such as data collection + analysis +
communication).
•(MSL9) Knowledge synthesis (a combination of prior
+ new knowledge, abstract + concrete knowledge,
and multi-disciplinary learning);
•(MSL10) Encompassing multiple pedagogical or
learning activity models
Looi et al., 2010
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20. Hype and reality
Electronic Books as one of the
future trends within the next 2 to
3 years
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21. PWC (2010): Turning the
page. The future of ebooks.
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22. Market study
PWC (2010): Turning the
page. The future of ebooks. 13

23. Market study
PWC (2010): Turning the 14
page. The future of ebooks.

24. 15

25. Related studies
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26. Related studies
•Pre-tablet era/Tablet-era
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27. Related studies
•Pre-tablet era/Tablet-era
•Three different studies:
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28. Related studies
•Pre-tablet era/Tablet-era
•Three different studies:
–Media-comparison studies
16

29. Related studies
•Pre-tablet era/Tablet-era
•Three different studies:
–Media-comparison studies
–Reading/Literacy studies
16

30. Related studies
•Pre-tablet era/Tablet-era
•Three different studies:
–Media-comparison studies
–Reading/Literacy studies
–Changing learning practices
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31. Media-comparison
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32. Media-comparison
• Woody, Daniel & Baker
(2010): Preference for
traditional books, no
effects on learning results
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33. Media-comparison
• Woody, Daniel & Baker
(2010): Preference for
traditional books, no
effects on learning results
• Rockinson-Szapkiw,
Holder, & Dunn (2011):
Higher motivation to
study instructional
material for eBook-group
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34. Media-comparison
• Woody, Daniel & Baker
(2010): Preference for
traditional books, no
effects on learning results
• Rockinson-Szapkiw,
Holder, & Dunn (2011):
Higher motivation to
study instructional
material for eBook-group
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35. Reading/Literacy studies
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36. Reading/Literacy studies
• Korat (2010) shows significant effects of
eBooks for word reading and story
comprehension (kindergarten level)
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37. Reading/Literacy studies
• Korat (2010) shows significant effects of
eBooks for word reading and story
comprehension (kindergarten level)
• Jones & Brown (2011) show no significant
effects of eBooks for comprehension tests with
3rd graders
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38. Changing learning practices
Nie et al. (2011) study: 28 students of
masters’s programme occupational
psychology & education
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39. iPad pilot study
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40. iPad pilot study
• Small-scale, longitudinal study
(n=12)
20

41. iPad pilot study
• Small-scale, longitudinal study
(n=12)
• September 2011 - August 2012
20

42. iPad pilot study
• Small-scale, longitudinal study
(n=12)
• September 2011 - August 2012
• iPad 2 WiFi
20

43. iPad pilot study
• Small-scale, longitudinal study
(n=12)
• September 2011 - August 2012
• iPad 2 WiFi
• 4 courses (7 modules)
20

44. iPad pilot study
• Small-scale, longitudinal study
(n=12)
• September 2011 - August 2012
• iPad 2 WiFi
• 4 courses (7 modules)
• Mixture of textbooks & study books
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45. iPad pilot study
• Small-scale, longitudinal study
(n=12)
• September 2011 - August 2012
• iPad 2 WiFi
• 4 courses (7 modules)
• Mixture of textbooks & study books
• Mixture of ePub & PDFs
20

46. iPad pilot study
• Small-scale, longitudinal study
(n=12)
• September 2011 - August 2012
• iPad 2 WiFi
• 4 courses (7 modules)
• Mixture of textbooks & study books
• Mixture of ePub & PDFs
• Cooperation with publishers (Kluwer,
Boom, SDU)
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47. iPad pilot study
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48. 22

49. iPad pilot study
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50. iPad pilot study
• 3 (4) research questions
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51. iPad pilot study
• 3 (4) research questions
– Which factors influence acceptance?
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52. iPad pilot study
• 3 (4) research questions
– Which factors influence acceptance?
– Changing learning practices?
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53. iPad pilot study
• 3 (4) research questions
– Which factors influence acceptance?
– Changing learning practices?
– Handling & functionality of eBooks
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54. iPad pilot study
• 3 (4) research questions
– Which factors influence acceptance?
– Changing learning practices?
– Handling & functionality of eBooks
– Effect on assessment scores?
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55. UTAUT Model
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56. Acceptance model iPad pilot
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57. Changing learning practices
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58. Changing learning practices
• Additional learning contexts due to
weightless learning material
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59. Changing learning practices
• Additional learning contexts due to
weightless learning material
• Use of small time-slots
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60. Changing learning practices
• Additional learning contexts due to
weightless learning material
• Use of small time-slots
• Pervasive access to learning material
26

61. Changing learning practices
• Additional learning contexts due to
weightless learning material
• Use of small time-slots
• Pervasive access to learning material
• Combination of learning resources
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62. Changing learning practices
• Additional learning contexts due to
weightless learning material
• Use of small time-slots
• Pervasive access to learning material
• Combination of learning resources
• Effects on study strategies
(annotations, marking, exchanging)
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63. Changing learning practices
• Additional learning contexts due to
weightless learning material
• Use of small time-slots
• Pervasive access to learning material
• Combination of learning resources
• Effects on study strategies
(annotations, marking, exchanging)
• Effects on in-class-lectures
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64. Handling & functionality
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65. Handling & functionality
• Annotations are critical for students
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66. Handling & functionality
• Annotations are critical for students
• Pop-up questions are added value
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67. Handling & functionality
• Annotations are critical for students
• Pop-up questions are added value
• Clear preference for ePubs
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68. Handling & functionality
• Annotations are critical for students
• Pop-up questions are added value
• Clear preference for ePubs
• Problems during lectures with printed
versions
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69. Handling & functionality
• Annotations are critical for students
• Pop-up questions are added value
• Clear preference for ePubs
• Problems during lectures with printed
versions
• Switching between material problematic
27

70. Handling & functionality
• Annotations are critical for students
• Pop-up questions are added value
• Clear preference for ePubs
• Problems during lectures with printed
versions
• Switching between material problematic
• Integrated video-lectures as add-on,
but no social media integration
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71. Effects on test-scores
•No visible effects on test-scores (not
really statistically grounded due to the
low number of participants)
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72. ePub3 standard
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73. ePub3
ePub3
• HTML5
• Media Overlays
• Scripting
• MathML
• Accessibility
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74. Two trends: PLE & ePub3
!
Wilson 2005 31

75. Two trends: PLE & ePub3
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76. Two trends: PLE & ePub3
“Personal Learning Environments are
learning environments where learners can
integrate distributed information, resources
and contacts and reflect about learning
progress and learning products based on
standards and interfaces”.
Schaffert/Kalz 2010
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77. The end of the book as we know it...
Stein, 2011
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78. Beyond content delivery
Portability,
Social Interactivity,
Context Sensitivity,
Connectivity,
Individuality
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79. New authoring environments
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80. New authoring environments
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81. New authoring environments
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82. New authoring environments
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83. A book?
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84. Current trends
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85. Current trends
• Diversification
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86. Current trends
• Diversification
• Integration
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87. Current trends
• Diversification
• Integration
• Extension
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88. Current trends
• Diversification
• Integration
• Extension
• Personalisation
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89. Think tank
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90. http://portal.ou.nl/en/web/topic-mobile-learning
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91. Thank you for your
attention
marco.kalz@ou.nl
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