This action might not be possible to undo. Are you sure you want to continue?
Credits: 2 Instructor: Mary Elizabeth email: email@example.com Meeting dates and times: Summer, 2012, July 9–13 consecutive days 9 a.m. – 4:30 p.m. Location: Blended Course: MTWF online; Th Waterman classroom
Did you ever wish you (and your students, if you’re an educator) could make your own iBooks? You can! iBooks can be an excellent tool for publishing your work, sharing with peers and colleagues, delivering or differentiating instruction, and publishing student work. This introduction to formatting documents for iBooks will help you learn the basics of creating or modifying documents to work well as iBooks in both fixed and flexible formats using Microsoft Word or Apple Pages on your own laptop. This synchronous blended course opens with a webinar for participants to discuss their experience with and goals for iBook use and review iBook best practice, but most of the course is a workshop, providing plenty of practice with formatting techniques, both on sample documents and then on your own documents, including one day (Thursday) on campus together to maximize learning. For the workshop sessions in which we are not on campus, you will be following instructions and/or screencasts and checking in periodically, and the instructor will be available throughout the scheduled time to work with and/or assist you as you learn and practice formatting skills and strategies. You'll leave with versions of your work in both fixed (PDF) and flexible (iBook) format and in possession of resources that will help you with future iBook formatting. As a preview, this syllabus is available in both PDF and iBook format, demonstrating some of the techniques that will be taught in the course. The instructor has extensive experience in writing with technology and design of K–higher ed. learning materials, and works as a formatting specialist for an eBook conversion service.
Students must have a recent version of Microsoft Word for Mac or Windows (part of Microsoft Office, and available through the Campus licensing program http:// darwin.uvm.edu/fmi/xsl/pricelists/software_pricelist.xsl ) or Apple Pages ’09 for Mac (part of Apple iWork ’09 and available through the Apple Education store here: http:// store.apple.com/us_edu_13781/product/MB942Z/A/ iWork-09 ) and a computer on which to use it. Students must also have access to a device on which to view iBooks (iPhone, iPod, or iPad) for the duration of the class. We will all gain access to Pages on day 4 in for our on-campus meeting. Students should contact the instructor by email upon signing up to discuss the documents they wish to convert to iBook format as their Final Project. Students will be requested to bring extra material in case their formatting goes more quickly than anticipated.
• • • • To introduce participants to the two main types of digital publications (fixed and flexible) and their limitations and possibilities To introduce the concept of considerate texts and the particular application of this concept to digital publications To introduce participants to the important differences between digital and print documents and digital and print document creation To provide participants with an understanding of the types of thoughtful control that can make documents more readable, better able to meet the needs of diverse audiences, and appropriate for digital format To help participants think through the process that will serve them best for creating a document that has both a print and a digital version To equip participants to format documents that will meet their expectations when they undergo eBook conversion To equip participants to prepare files to a high standard of quality for private/internal, public/ external, and/or commercial eBook publication. For course registrants to feel confident in using the course content in their work, coursework, classroom instruction, and other areas
• • • •
• Students will understand iBooks in terms of: • • • • • • the two main types of eBooks (flexible and fixed layout) the limitations and possibilities of eBook formats the similarities and differences between eBooks and print materials how to create a well-formatted iBook from a Word or Pages document how eBook creation might best be put to use in various venues, including classrooms and professional settings
Students will have the ability to perform the document formatting/technology skills of: • • • • • • • • • • • • • • creating well-organized and “considerate” texts bookmarking for creating internal document links checking readability checking spelling and grammar choosing and applying fonts and styles to create attractive texts creating a document from an outline creating a structured document creating eBook-ready tables creating eBook-ready lists formatting eBook-ready stand-alone and wrapped images creating keyboard shortcuts hyperlinking to create both internal and external links versioning testing their iBook for quality
• • •
Students will each lead a brief discussion on some aspect of eBooks. Students will work collaboratively to problem solve. Students will confidently adopt technological solutions for their publishing needs.
Students will present their finished product and their plans for future eBooks to the class. Students who are educators will confidently address—at a minimum—the following Vermont Framework Communication Standards as applicable in their classrooms, incorporating insights, knowledge, and skills gained in this class: • WRITING Writing Dimensions 1. 5 Students draft, revise, edit, and critique written products so that final drafts are appropriate in terms of the following dimensions: Purpose Intent is established and maintained within a given piece of writing. Organization The writing demonstrates order and coherence. • IT Information Technology 1.17 Students use computers, telecommunications, and other tools of technology to research, to gather information and ideas, and to represent information and ideas accurately and appropriately. Communication of Data 1.20 Students use graphs, charts, and other visual presentations to communicate data accurately and appropriately. Selection (applies to grades 5 – 12 only) 1.21 Students select appropriate technologies and applications to solve problems and to communicate with an audience.
Technology Requirements, Prerequisite Knowledge, and Competencies Hardware
You must have 1. a Windows or Macintosh computer with an Internet connection on which to • • • • access course readings join and participate in WebEx meetings perform formatting tasks access Blackboard
2. an iPad, iPod on which you can read iBooks, or iPhone—whichever equipment you have, you will need to have continual access to through the duration of the course 3. a thumb drive (aka USB flash drive) to transfer your file(s) to the computer you used in Waterman computer on Thursday. Note that on Thursday, when we meet in Waterman, you have a choice of using your own Macintosh computer with Pages 2009 installed, if you wish.
Mac—Pages 2009 for Mac (http://store.apple.com/us_edu_13781/product/MB942Z/A/ iWork-09 ) or Microsoft Word for Mac 2011 Windows—Microsoft Word for Windows 2010. Campus licensing program for Microsoft: http://darwin.uvm.edu/fmi/xsl/pricelists/ software_pricelist.xsl ) It is important that you have the designated software so that you will easily be able to follow along with both written instructions and screencasts. Screencasts will be provided as QuickTime videos. QuickTime can be downloaded for free here: www.apple.com/quicktime/download/ iTunes will be needed to transfer iBooks to the students’ device for reading iBooks. It can be downloaded for free here: www.apple.com/itunes/ iBooks can be downloaded for free from the app store in iTunes. If you already have iBooks, make sure that you have the most recent version that works on your device, as well as the latest version of the device operating system, available by plugging your device into a computer with iTunes.
When the course begins, the material you are planning to make into an iBook must be in either Microsoft Word or Pages format. Your choice must be discussed with the instructor prior to the course to make sure that it will work well. Keep in mind that your work will be shared with everyone in the class as you consider the document(s) you might prepare for conversion. Students should be aware of the UVM policies regarding Student Rights and Responsibilities as they apply to written material and interactions with others: http://www.uvm.edu/policies/student/studentcode.pdf
Students must be readily familiar with operating the computer they will be using for the course, and well versed in the word processing program that they have chosen to use during the course. It is expected that students who either don’t have Macs or have Macs but don’t use Pages will not be familiar with Pages. This is one reason that we will be meeting on campus on Thursday, so that students will have access to maximal support as they go through the one section of the course that requires this software. Electronic Submissions/Internet Use: Students will use the Internet to: • Attend webinars • Stay in touch with the instructor and other students • Access course readings • Submit their projects to the instructor and access the instructor’s comments.
General Course Information Course Policies:
PREREQUISITE SKILLS Students are expected to have word processing skills in the program (Microsoft Word or Apple Pages) in which they will be working in the course. If anyone wishing to take this class does not have these skills, a pre-class meeting with the instructor may be arranged to familiarize the student with the necessary basics. If you are in this situation, please contact the instructor as soon as you sign up. Students should also familiarize themselves with the operation of Blackboard and WebEx prior to the first class meeting. Blackboard support is available here: https:// bb.uvm.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_21_1 and here: http:// help.blackboard.com/ WebEx support is available here: http://www.webex.com/howto/ index.html ATTENDANCE EXPECTATIONS Attendance at every class session is required. If a student has a valid excuse that keeps her or him from class, the class may be made up by one or more online meetings with the instructor. CLASSROOM CONDUCT Students and faculty are expected to prepare for class, be ready to start on-time, and participate in all activities and discussions. They are expected to treat others with respect and to use their own knowledge and experience to expand upon, support, or (civilly) question others’ observations and insights, providing opportunities for cross-
disciplinary fertilization. They are expected to maintain an atmosphere appropriate to an academic undertaking. ACADEMIC HONESTY AND PROFESSIONALISM The Code of Academic Integrity is in place to encourage everyone in the community to reach their highest potential and respect the work of others. Offenses against the Code of Academic Integrity are deemed serious and compromise the integrity of the entire academic community. Any suspected violations of the Code are taken very seriously and will be forwarded to the Center for Student Ethics & Standards for further intervention. Academic integrity as applied to iBook creation means that students will either be the creator of the material they put into an iBook, use work that is in the public domain (ideally, with documentation) or have the copyright holder’s permission in writing for the use of the material. To read the Code of Academic Integrity and learn more about the Center for Student Ethics and Standards, visit their website at: http://www.uvm.edu/ cses/?Page=ah.html&SM=ahmenu.html ACCOMMODATIONS Accommodations will be provided to eligible students with disabilities in accordance with the UVM Policy on Disability Certification and Support - Students: http://www.uvm.edu/ ~uvmppg/ppg/student/disability.pdf . Please obtain an accommodation letter from the ACCESS office and see one of the instructors prior to the course to discuss what accommodations will be necessary. If you are unfamiliar with ACCESS, visit their website at http://www.uvm.edu/access to learn more about the services they provide. ACESS: A-170 Living Learning Center, University of Vermont, Burlington, VT 05405. PH: 802-656-7753, TTY: call 711 (relay), Fax: 802-656-0739, Email: firstname.lastname@example.org, Instant Messenger: UVMaccess. General office hours: 8:30am – 4:30pm Monday through Friday. Call to make an appointment. RELIGIOUS HOLIDAYS Students have the right to practice their chosen religion. Students should contact the instructor prior to the beginning of the course to advise her of documented religious holidays that fall within the period of the course, and arrangements will be made for the student to make up the work. Students should be aware of the UVM policies regarding Student Rights and Responsibilities, found here: http://www.uvm.edu/policies/student/studentcode.pdf
N.B. Besides the instructional material created by the instructor, which will be used throughout the course, all the readings for the course are in digital form. These readings provide background for Day 1 and must be read prior to the beginning of the course. Students will be assigned to lead sections of the discussion on Day 1.
Preparatory Readings (Sign onto WebEx Monday prepared to discuss) eBooks vs. Print Books • Cancio, C. (2011) Are e-readers making books obsolete? • Coeus. (n.d.) eBooks Vs. Paper Books: The Pros and Cons • McCaskey, C. (2011) E-Reader Pros & Cons • Meyers, C. (2011) Linking in eBooks: How much is too much? • Scott, H. (2011) Now You Can Doodle in Google eBooks • Wasshuber, C. (n.d.) Pros and Cons of eBooks eBooks in Education • ArtInstitutes.edu. (2011) The Pros and Cons of E-Textbooks • Barbetta, P. M. and Spears-Bunton, L. A. (2007) Learning to Write: Technology for Students with Disabilities in Secondary Inclusive Classrooms • Horowitz, A. (2011) Will the E-Book Kill the Footnote? • Schuetze, C. F. (2011) Textbooks Finally Take a Big Leap to Digital • Weber, C. L. and Cavanaugh, T. W. (2006) Promoting Reading: Using eBooks with Gifted and Advanced Readers • McCleod, J. (n.d.) Pros & Cons of E-Books For Kids • Abel, Scott (2012) Consumers Will Punish Publishers for Poor Quality eBooks • Costa, D. (2011) Nook, Kindle, and The Perils of ‘Lock-In’ • Matte, E. (n.d.) The Pros and Cons of DRM in E-Books • Anderson, T. H. and Armbruster, B. B. (1984) Content Area Textbooks
eBooks and Children eBooks and Format
GRADING: Each percentage contribution (see below) is equivalent to that number of points. (100% = 100 points) TOTAL POINTS: 100 94-100 points A 90-93 points A87-89 points B+ 84-86 points B 80-83 points B76-79 points C 70-75 points D below 70 points F
FORMAT FOR EXPECTED WORK: Students will submit: • their completed version of the Formatting Practice Document, along with a pdf version. • an original document or documents in Microsoft Word or Apple Pages format that has been prepared for eBook conversion, along with a pdf version and an ePUB version • a presentation to the class with sharing of materials PERCENTAGE CONTRIBUTION OF EACH ASSIGNMENT: Class Discussion and Participation – 25% Formatting Practice Document along with PDF and ePUB versions 25% Final Project: Original Document or Documents along with PDF and ePUB versions 25% Presentation of Final Project 25% The UVM Policy on Grade Appeals is available here: http://www.uvm.edu/~uvmppg/ppg/ student/gradeappeals.pdf The UVM Policy on FERPA Rights Disclosure communicates the rights of students regarding access to, and privacy of, their student educational records as provided for in the Family Educational Rights and Privacy Act: http://www.uvm.edu/~uvmppg/ppg/student/ ferpa.pdf
SCORING RUBRICS: CLASS PARTICIPATION— Class participation will make up 25% of your grade, and will be judged using the following criteria:
Category Value to Community 1 Point Rarely raises any issues or provides information to extend the class’s understanding. Rarely presents issues, questions, information, responses, or any other material clearly. 4 Points 8.3 Points
Sometimes raises issues Consistently raises issues and and provides information provides information to extend to extend the class’s the class’s understanding. understanding. Sometimes presents issues, questions, information, responses, or any other material clearly. Sometimes communicates in ways that are respectful and pertinent, whether in raising issues or responding to them. Consistently presents issues, questions, information, responses, or any other material clearly. Consistently communicates in ways that are respectful and pertinent, whether in raising issues or responding to them.
Appropriateness Rarely communicates in ways that are respectful and pertinent, whether in raising issues or responding to them.
PRACTICE DOCUMENTS Your practice document in 3 formats accounts for 25% of your grade and will be judged using the following criteria:
Element Formatting Instructions Followed iBook carefully checked 1 Point Fails to meet the assignment in serious ways. Many issues are not identified 4 Points 8 Points 12.5 Points Every point is addressed. All issues are identified or formatting and content are impeccable, so there is nothing to remark on.
Only some points are Most points are addressed. addressed. Some issues are not identified. Most issues are identified.
FINAL PROJECT Your final project accounts for 25% of your grade and will be judged using the following criteria:
Element Formatting Instructions Followed iBook carefully checked 1 Point Fails to meet the assignment in serious ways. Many issues are not identified 3 Points 6 Points 8.3 Points Every point is addressed. All issues are identified or formatting and content are impeccable, so there is nothing to remark on.
Only some points are Most points are addressed. addressed. Some issues are not identified. Most issues are identified.
The iBook does not demonstrate consideration for the reader.
The iBook shows some attempts to take the reader into account.
Most of the iBook is The iBook geared for the reader. demonstrates a good understanding of ways in which the reader can be assisted by document formatting.
PRESENTATION Your presentation of your final project accounts for 25% of your grade and will be judged using the following criteria:
Element Complete (addresses all points in assignment) 3 points 5 points 7 points Only some points are addressed, or the consideration given to all the points is very sketchy. The student has a firm grasp of the limitations and possibilities of eBooks and their implications for his or her future work. 12 points 18 points
The presentation -fails to meet the assignment in serious ways.
Most points Every point is are addressed addressed or all points thoroughly. are addressed but not sufficiently. ---
eBooks in The student has Future Plans not grasped important facts about eBooks or has not given serious consideration to how he or she might use them
The student has given some thought to eBooks, but has failed to thoroughly consider how they might be put to use.
Normal Theme - for Everyday Reading
Night Theme - a Feature of iBooks 1.5 for reading in the dark
Day 1 eBooks, Their Capabilities and Limitations July 9 WebEx session w/ some student-led discussion
What Are eBooks? eBooks and Your Audience Making eBooks The Basic iBook Components Planning the iBook Creation Process
Day 2 Preparing Documents for iBook Conversion July Off-site workshop session during which the instructor will be continuously available 10 by Skype, email, and phone. WebEx progress check-ins (up to 1 hr. a.m. and p.m.,
based on need). Instructor will perform iBook conversion for students who do not have Pages. Work on sample documents in Microsoft Word or Apple Pages and analyze the resulting iBook.
Day 3 Preparing Your Documents for iBook Conversion July Off-site workshop session during which the instructor will be continuously available 11 by Skype, email, and phone. WebEx progress check-ins (up to 1 hr. a.m. and p.m.,
based on need). Work on your own documents in Microsoft Word or Apple Pages.
Day 4 Touching Up Your Document, Making It an iBook, and Checking for Quality July On-site workshop session in Waterman including access to computers with Pages 12 installed.
Work on your own documents, creating an iBook and using a checklist and other measures to insure quality, revising as necessary. Finished iBooks will be exchanged to facilitate Friday’s webinar.
Day 5 Presentations July WebEx session w/ student presentation covering the following topics: 13 Introduction to my document
Why I chose to make this iBook Thoughts on fixed and flexible format eBooks Problems/solutions and successes in the iBook creation process Preview of future use of iBooks Audience comments on the iBook