There’s an article in the October 8, 2010 issue of the Chronicle of Higher Ed by Jeffrey R. Young entitled, “As Textbooks Go Digital, Will Professors Build Their Own Books?,” that discusses using digital courses to build textbooks.
McGraw-Hill Higher Education plans to announce its revamped custom-publishing system, called Create, with an emphasis on electronic versions of mix-and-match books. Macmillan Publishers this year announced a similar custom-textbook platform, called DynamicBooks. And upstart Flat World Knowledge touts the customization features of its textbooks, which it gives away online, charging only for printed copies and study guides. Other publishers have long offered custom-textbook services in print as well, though they have always represented just a sliver of sales.
It is only a matter of time before someone develops a system that takes course content rich with media that many instructors have developed via PowerPoint, Google Earth, videos, sounds, and turns it into a book. The problem is, of course, that in doing so, we are actually going backward with regard to technological development. It’s the equivalent of the instructor who asks a tech in the media lab to make a 35-mm slide from a digital image, or a vinyl record from a CD. Publishing digital content in a printed, “analog” book is backward. The only problem is that many tenure-granting universities still only acknowledge print-published volumes as “legitimate,” and thumb their noses at “digital” or “online” publications.
I discussed the problem in my book:
Thus, a problem of scribal technology persists. While technology for gathering and processing information has advanced almost exponentially, the accepted means of communicating this new information is stuck in a scribal format that is literally thousands of years old: the written word. Scholars have yet to adopt alternative means by which to receive and redistribute information developed and communicated in three-dimensional format. Far too many scholars are insisting that technologically minded scholars communicate digital information by analog means. Digital journals and online publications are a step in the right direction, but even these new digital publications are made to look like the traditional written pages of journals in many instances, rather than harness and utilize the interactive connectivity and visual capabilities available on the Internet.
While the three-dimensional modeling of archaeological reconstructions is an improvement upon its hand-drawn predecessor, the full power of three-dimensional modeling cannot be realized because three-dimensional models are rendered into static illustrations of what was an otherwise dynamic environment. While three-dimensional modeling is a vast improvement over two-dimensional representations, the lack of a means by which to fully experience the three-dimensional model leaves the interactive power of the three-dimensional model untapped. In order to fully harness the power of the three-dimensional model, a virtual reality environment must be adopted. Only when an effective means of communicating three-dimensional data is accepted by the academy will the potential of this new technology be fully realized.
Cargill, Robert, Qumran through (Real) Time, (Gorgias, 2009), 69-70
This research also realizes the overt incompatibility of publishing a book involving digital reconstructions in three-dimensional space in the traditional paper and ink format. It is, of course, highly ironic that this three-dimensional research is looked down upon by many, who prefer the time-honored, traditional medium of the printed book, which cannot fully convey the technological approach described within its pages. It is as incomplete as literally trying to describe a picture with a thousand words! Thus, the present research calls on scholars, publishers, dissertation committees, and departments of archaeology, architecture, and other related programs to make themselves more accommodating to newer digital forms of publication. As the word processor has replaced the typewriter, so too will digital and three-dimensional formats soon replace analog and two-dimensional formats for publishing archaeological materials. These new digital formats should not be seen as “alternative” or lesser means of publication, but as “progressive” media that are on the cutting edge of modern archaeological research.
Cargill, Robert, Qumran through (Real) Time, (Gorgias, 2009), 217-18.
(Yes, I recognize the irony of complaining about having to publish digital media in a print-published volume from the pages of a print-published volume. ;-)
The reason faculty still publish their classroom content as print-published books (and the reason publishers still offer published books) is because the money and academic prestige still lies in the print-published textbook, not in digital, online course.
Until a solution is discovered that makes money for “publishing” the digital material online, and offers the same tenure-improving prospects of a textbook, printed books will be favored in university settings. Until then, instructors will continue to take rich instructional and research media and print it on paper for placement on bookshelves.
Print on demand is a step in the right direction, but it will only be when university administrators, deans, and department chairs (that is, tenure-granting authorities) accept digital research as equally prestigious as the traditional print-published volume, and when nominal profit is available to the instructor providing the content that we will truly see an explosion in digital course materials available online. Until then, enjoy publishing your work with that prestigious publisher charging $150 per volume for your work, that only those who visit libraries will read.
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