Abstract
This article outlines the development of a tool called “eZoomBook”, that allows contributors to customize the length of documents and provide the end-user (i.e., potential readers on the platform) the means to “zoom in” or “zoom out” of the original document, thus giving readers a choice to read either the full version (always present on the platform) or modified shorter versions that contributors create using the eZoomBook tool and methodology. This article explores the ways the tool can be used to make reading more “learner-friendly” in the classroom setting and it highlights possibilities of having add-on applications to the platform such as learning games (MyGame-4U). It shows how the eZoomBook methodology combined with the MyGame-4u add-on has the potential to make reading more engaged, and finally opens up perspectives for development of other applications of the tool and areas for future research.
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Notes
Digital natives are said to be very creative: they produce digital documents of all sorts from remixes, to mash-ups, to fan fiction and countless YouTube videos. However, in theory, their motivations for digital creativity are no different from the motivations for other kinds of creativity. Young people have always sought creative outlets for expressing themselves. The main differences today are related to differences in the modes of consumption and opinions towards information (such as opinions concerning plagiarism and piracy). Extensive research is being carried out on digital natives See our bibliography [14–16, 18] and also Sherry Turkle’s analysis of the dangers of living in a digital world [20–22].
These question types are:
o Sequencing: order chronologically; cause/effect.; narrative time line
o Matching: describe; define;
o Sorting: classify;
o Ranking: rank order.
Level 1. Knowledge: memory or recall of information (names, places, dates, etc.)
Level 2. Comprehension: understanding of information; explaining and summarizing; determining implications and consequences
Level 3. Application: solving problems using knowledge and understanding
Level 4. Analysis: pattern recognition; seeing hidden meaning and structure; ordering and classifying; breaking an entity down and seeing how the parts relate to the whole
Level 5. Synthesis: using known information to create new ideas; generalizing; drawing conclusions or deductions
Level 6. Evaluation: judging the pertinence of evidence; judging pertinence of a method.
The syllabus for the Lord of the Flies experiment is available on our blog (the document is entitled “Syllabus Book Club Centrale”: http://ezoombook.wordpress.com/the-platform/guidelines/.
For example, we’re exploring the possibility of creating the following extensions:
o eZoomMOOC platform: an extension of the eZoomBook platform, allowing for MOOC documents to be constructed in the eZoomBook format.
o TXM enriched eZoomBook platform: a pathway between of the eZoomBook platform and the TXM tool allowing for a mutual enrichment of their associated pedagogies.
“des avancées et des retraits, des tactiques et des jeux avec le texte” (Michel [2]).
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Internet Sites
MyGame-4U: mygame-4u.com; eZB: http://ezoombook.wordpress.com/.
Acknowledgments
The authors would like to thank Mayleen Lacouture, the developer of the beta-version of the eZB platform.
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Evain, C., De Marco, C. Reading with a Difference: eZoomBook and MyGame-4 . Pub Res Q 30, 50–62 (2014). https://doi.org/10.1007/s12109-014-9352-9
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DOI: https://doi.org/10.1007/s12109-014-9352-9