How @GoBoundless Can Help Students SAVE MONEY

Posted by Jessica on September, 5, 2013 & filed under Infographics, Student Life – See more at:

No one enjoys marking the start of new school year by dropping hundreds of dollars on textbooks. Rather than spend so much on expensive books, use the tips from this cheat sheet by Boundless to save money on textbooks! Check out the infographic below for 6 practical tips for getting all you need for class without breaking the bank.

We also asked students what they would do with the money they saved on textbooks from tips like these. Here’s how they responded:

  • Almost 50% of students said they would put that money toward tuition

  • 18% said they’d use it for their housing expenses

  • Only 6% of students said they would use that money for fun activities like shopping or meals out with friends.

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How to Save Money on Textbooks Infographic

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The Disconnect Between Tech Adoption and eTextbook Use

Retweeted from EdTech featured article authored by Jimmy Daly, July 11, 2013
“College Students Have the Technology, So Where Is the Change?”

Technology is ubiquitous, and Google has the data to prove it. According to their 2012 survey “Digital & the New College Experience,” 74 percent of college students own smartphones, and 86 percent have supplemented their courses with free online resources. Many of those students — 47 percent, to be exact — share digital learning materials on social media sites at least weekly. The college landscape has changed dramatically in the past few years, and this survey unearthed some fascinating data.

Here’s a look at a few key points from the survey, which can be viewed in its entirety below.

Online Students Buy Textbooks More Than Traditional Students Do

College students don’t always buy textbooks, largely because of the high cost. E-textbooks and rental programs only partially solve this problem, since costs can still be high and some professors insist that textbook editions be current. So why do online students buy textbooks more often than traditional students do? The survey indicates that 60 percent of distance students always purchase textbooks, compared with 50 percent of students at private colleges and 43 percent at public colleges.

Perhaps the lack of in-person class time is an incentive to have a tangible learning resource, or maybe online learners are more engaged. Either way, textbooks are key to education, regardless of the medium or the class format. As the saturation of devices like tablets and e-readers increases, will more students purchase textbooks? Or will the easy access to free resources online further slow textbook purchases? According to Google, 42 percent of college students already own a tablet, and 30 percent of students plan to purchase a tablet in the next year. The landscape is changing quickly, and time is of the essence.

A Lot of Learning Happens Outside the Classroom

There may be enough information online so that students won’t need textbooks at all in the future. Google’s survey points out that almost all students use online resources to supplement classroom learning and textbook content. Sixty-two percent conduct online searches, 51 percent watch videos and 33 percent use message boards.

Educators may disagree about whether this has a positive impact on their courses, but the availability of information online is clearly a benefit to the students. The real question is whether professors can begin to do a better job of building supplemental resources into the courses.

Technology Makes Learning a Social Experience

Half of the college students surveyed have shared study materials online. The college experience has been social for years, but now the learning materials can be shared on the web. Again, educators may not want students swapping information, since it could take away from the learning experience, but this is the way the millennial generation uses the Internet. Message boards, chat rooms and email are not ideal for professors, because information quickly becomes decentralized and hard to track, but this is exactly how repositories of information are built today. Wikipedia, for example, could never have been created unless a multitude of web users contributed. All over the web, information is building up, creating useful resources for students. Social media is driving this phenomenon, and nearly every student access that enables them to contribute to or use the platform.

Click the image for a larger view and download the original study here.

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Should There Be A Common Marketplace for On Line Ed (A #HigherEd #AppExchange?)

Related Post: An Interactive Map of On Line Education in the US

Infrastructure, [INTEGRATION] and Platform Required to Deliver the Social Campus

Post by Jimmy Daly of EdTech

To say that technology is an important topic in higher education is an understatement. Technology is a broad subject, with different implications for students, professors, administrators and IT teams. Educators like to discuss the bells and whistles of classroom technology — tablets, digital textbooks, gamification and student response systems. But without the vital infrastructure, such as servers, access points and bandwidth, classroom technology would lack the components necessary for successful implementation.

And don’t forget about policy. As everyone in education knows, the devil is in the details. A bring-your-own-device (BYOD) program, for example, requires an understanding of the rules and relies on communication between faculty, students and the IT staff.

Technology is complicated, so educators need to be flexible as they tackle new initiatives and draft new policies. But staying on the cutting edge while investing in an infrastructure that must last for many years can be difficult. Jason Vaden addresses that challenge and highlights the importance of technology in his research paper A Model Assessment Tool for Classroom Technology Infrastructure in Higher Education:

Educators must be prepared to both understand and use classroom technologies to the fullest. Okojie and Olinzock (2006, 39) describe technology as a “nerve center” of our modern lifestyle. They (Okojie and Olinzock, 2006, 39) maintain that due to this, “we must make sure that teachers who have the responsibility of training our children to be productive members of this society are consciously aware of various technologies as they emerge and are also able to demonstrate their different uses to their students.” Hence, it is imperative that the benefits provided by technology are recognized and utilized to the fullest.


Infographic From April 2013

How to Make the Jump to Digital

California Bill Seeks Campus Credit for Online Study – NY Times

From the New York Times March 13, 2013

Read more of this post

#HigherEd 2013 – Connecting Education with Life


Major Ed-Tech Trends for 2013

Are Books an Endangered Medium …. don’t think so; but Tablets and eBooks (and eTextbooks) are having an effect!

by Kristin Marino | September 18, 2012

Nooks, Kindles, iPads…oh my! Whatever happened to paperback and hardbacks?! They’re still here, but according to one source, people who own e-readers are reading more than they might otherwise, as reflected in rising e-book sales. As a result, e-reader sales continue to increase. According to one study conducted in early 2012, 13% of those surveyed said the would likely to purchase an e-reader in the next six months. And it seems as if people from all walks of life are getting in on the act. While new technology use can sometimes vary according to age group, this doesn’t seem to be the case with e-reader use.

Could e-books eventually make good old fashioned books obsolete? Probably not. One reason? For now, only 20% of e-reader owners say that the e-content want is always available. What’s more, sometimes nothing beats the look and feel of a physical book, especially where kids are concerned. After all, you can’t really “Pat the Bunny” if he’s behind a touch screen. At least not yet. But the number of people using e-readers is growing. Learn more about the need to e-read.

The Rise of eReading: Are Books Going to Become an Endangered Species?
Courtesy of:

Digital Device Adoption Among Students is Still Growing – Why is #eTextbook Adoption in Single Digits?

There are approximately 17 – 20 million Higher Ed students in the United States currently.  Every day we hear about how this generation of students represent the ‘tipping point’; the inflection of where technology’s promise and its adoption intersect.  However, when you dig just a little into the numbers it seems as if eTextbooks can’t get going.


The eye catching infographic below, “A Look at Students Using eTextbooks” provides us with interesting information about those students who have already adopted eTextbooks.  However, it makes no mention of the actual adoption rate of ALL students when it comes to eTextbooks.  As of August 2012 only 3% of the 17+ million Higher Ed students in the United States have adopted eTextbooks.


Last year Apple introduced its ‘revolutionary’ eTextbook strategy for the iPad that really wasn’t so revolutionary.  Its partners in eTextbook creation (besides of course iPad users themselves) and distribution are among the old guard in paper based publishing.  To be sure … there are numerous eTextbook providers (a majority by the way who are financially backed by those same ‘old guard’ publishers) who have begun to distribute textbooks and other digital course materials for consumption on the numerous devices we hear each day students are adopting …. smartphones, laptops, tablets and other digital hardware … those that make up BYOD (Bring Your Own Device).  But still – adoption is at the 3% -4% level now.


smartphone adoption students

The first statistic below assures us that “98% of students own a digital device”.  Placing the statistic in an iPhone frame suggests, 98% own a smartphone.  However, the data is ambiguos at best because its really 98% of the students who have adopted eTextbooks who own a digital device; and, the type of digital device is not specified. That said adoption of smartphones (phones and tablets) among college students has risen significantly over the past three years.  As the chart above clearly states growth is expected to rise to just over 90% in just three years.

Further down the infographic are other seemingly ‘lets all jump on the bandwagon’ metrics that we all can agree bodes well for the prediction made by the president of McGraw-Hill Education in his August 3 post about a Digital Deadline imperative   One stat that jumps out is that ONLY 2% of those that have adopted eTextbooks (roughly 12,000) have accessed digital text on a smart phone.  18% have used digital materials on tablets; a significantly higher rate but still just 120,000 students out of a possible 12.8 MILLION who can access them now.

Why isn’t adoption greater than this?  The numbers don’t seem to add up?  How are we going to get to a tipping point in 2 and a half years when the availability of digital devices and the adoption of the materials that can provide great benefit to students are not meeting the potential.


I personally don’t believe that ALL course material will ever be 100% digitally accessible; nor do I believe that 100% of the students who use digital devices will want to access materials digitally.  Personally, I still like the feel of a newspaper and the spine of a book.  But 3% seems artificially low …. almost like something is holding adoption back.  What is it and … WHY?


Years Worth of Textbooks Cost as Much as a MacBook Air – WHY?

Brian Kibby of McGraw-Hill Education has pledged to change this in 36 months (as of August 3, 2012)

Digital Deadline

Puiblished August 3, 2012 INSIDE HIGHER ED
By Brian Kibby, President McGraw Hill Higher Education

The time has come to ask the question: When will we see the complete digital transformation of higher education in the United States?

The needs for the shift to digital are painfully clear: Grades are lagging, students aren’t graduating, and those who do earn a degree often don’t have the skills that employers want. While digital learning won’t solve all these problems, we need to find ways to drive students’ performance to help them recoup their college investment, and I believe that digital represents the fastest and best option.

With these needs in mind, I’m willing to put my stake in the ground.

As I see it, the publishing industry needs to do all it can to ensure that within 36 months, higher education in the U.S. will be completely digital. I’m not talking about a slight or even gradual increase in e-book adoptions or the use of adaptive learning. I’m talking about a total transition from a reliance on print textbooks to a full embrace of digital content and learning systems. Aside from the college library, you hopefully won’t be able to find a printed textbook on a college campus in three years. And if you are, we should all be disappointed.

To date, the rate of adoption of digital course materials has been slower than most would have expected. Only around 3 percent of students today purchase e-books over print, and less than half of my company’s customers come to us for digital.

There are a few reasons why I think we haven’t seen greater uptake. For one, education is a high-stakes endeavor for students, with important outcomes riding on it. While students may be willing to switch to digital in some aspects of their lives, when it comes to studying, they often want to stick with what they know. There’s also the fact that until recently, the user experience offered by e-books and other digital technology just hasn’t been very good. A glorified PDF of a printed page is not compelling to students. Finally, and I think most importantly, the value proposition of digital to students and institutions hasn’t been clear. Many students and colleges are unaware of how digital can enhance the learning experience beyond making it more portable and affordable – and provide real results.

For such a big transition — a leap forward, really — three years may seem like a short period of time. In today’s technology landscape, it’s an eon. Thirty-six months ago the iPad didn’t exist. Now, 65 million units later, it has changed the way we consume, create and share information. If that number isn’t big enough for you, try this one: 760 million — that is how many tablets Forrester expects will be in use by 2016.The adoption of these devices is happening at a lightning rate, and the inevitability of falling prices will make them even more accessible to students.

Student attitudes toward digital in the classroom are also evolving. Studies show that after using technology in an education setting for only a short time, students are realizing that they can’t live without it. As the design of digital education materials and technology continues to improve, students’ affinity for it will only grow.

It’s one thing for digital content and learning systems to offer a nice user experience and some interactive features. It’s another to help make meaningful gains in student performance.

Today’s digital technology already meets this challenge. Super-adaptive systems such as McGraw-Hill’s LearnSmart, a digital homework tutor that adapts to each student’s individual knowledge levels and creates custom study paths, are making a dramatic impact on student outcomes by scaling a personalized learning experience. An effectiveness study of LearnSmart showed that students using the program have seen significant improvements in pass rates, retention rates and increases in their overall academic performance. Results like these – whether they come from McGraw-Hill or other leading companies in our field – are something we just can’t afford to ignore, especially in light of the rising costs for higher education and falling student achievement.

If you want to get a sense of how confident we are in the effectiveness of this technology, take a look at a recent pay-for-performance partnership McGraw-Hill Education formed with Western Governors University. This partnership ties the fees we receive for learning materials to the grades of the students using those materials in class.

For professors – the foundation of our higher education system – digital provides an important collateral benefit. Working with students who come to class prepared and have an active interest in what they’re learning allows them to spend less class time reviewing the basics and more time exploring advanced concepts. This is the type of teaching that leads to higher-order learning, and it’s the type of teaching that professors love doing the most.

When we talk about innovation, it’s usually in the context of technology. But where innovation is really shining through in education is in the models that learning companies are developing with colleges and universities to provide digital technology to students more affordably.

Colleges such as Indiana University and the University of Minnesota are partnering with learning companies to ensure that all students have access to the learning materials for their courses at a price that’s substantially lower than what they’re used to paying – as much as 60 percent less than a print textbook. At a price that’s comparable with a used print book, students receive all of the benefits of going digital: portability, instant access to course material on the first day of class, and seamless integration with adaptive learning systems that provide personalized instruction.

While the transition to an all-digital learning materials experience may not always be comfortable, it’s one that is a necessary part of the solution. Technology isn’t just about improving access or engagement, it’s about achieving what should be the main goal of our higher education system today: improving student performance.

If my 36-month timeline sounds ambitious, that’s because it is. We have the tools to help solve one of the greatest challenges of our times – we just have to put them to use.

Read more:
Inside Higher Ed


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