digital textbooks an abundant new media opportunity kent freeman vitalsource technologies, inc an...
TRANSCRIPT
Digital Textbooks An Abundant New Media Opportunity
Kent Freeman
VitalSource Technologies, Inc
An Ingram Content Group Company
3
Higher Education focus
1.5 million users
80+ publishers
80,000+ titles
17 languages
3-way access
Vital Source
•Current Market Situation:• Accelerating Growth• Accelerating Price Pressure
Important Trends
•Downward price pressure:
• Lack of rich media• Lack of integration• Poor quality
presentation• “Page under glass”• Perception of
cheaper creation• Perception of
cheaper acceptable options
Important Trends
•Sales Drivers/Price protectors:•Multi-platform implementation
• Integrated• No single device• Online-Offline-Mobile
•Rich Media embedded• Interactivity•Sharing
Important Trends
•Table Stakes:•Accessibility•Scalability
• Ingestion/Conversion• QA• Delivery
•Functionality• Basics• Print• Copy
Important Trends
Experiencing Dramatic Growth
Tripled active registered users
10X online usage
100X notes and highlights
Mobile growth
Significant institutional adoptions - US and non-US
In the last 12 months Vital Source:
Sources: MBS, NACS, Simba
Projected Market Growth
Our Growth in Users – 7 Years
Global Growth - 2009
Global Growth - 2010
• Market - Global Growth - Online Usage 2011
Global Growth
What is an “e-textbook”?
What is an “e-textbook”?
Portable
Highlight
Annotate
Rich Media
SearchShare notes
Bibliographic support Active quizzes
Change font size
Accessibility
16
• Nearly every college student in the U.S. owns both a computer and a phone
• 80% own a laptop
• 3% own an e-reader
• 36% own two computers
• Two-thirds own Internet-capable handheld deviceeCar Study, 2010
Devices and Mobile
Vital Source 12-month online growth
Importance of Scalability
Mobile Access Options - Cloud
Formats Matter
EPUB3 – The Accelerator
Interactive Learning Objects
Enhanced eBooks
Mobile Apps
Rich Media
Interactive Whiteboards
VST Acquires VPG
<figure id="morrison4264c02-fig-0003"> <title><label>FIGURE 2-3</label>Identifying instructional problems</title> <graphic picfile="978-0-4700-7426-8_0007" alt="This figure is a flow chart with 3 labeled boxes representing 3 different possible techniques and their relationship with each other. This chart is multi-directional. At each box, labeled arrows point towards one or more boxes. Each arrow is labeled with an action. Here the flow chart is described as a list in which the possible actions are listed beneath each box label. 1. Needs Assessment a. An arrow labeled “Determine if instruction is appropriate“ points toward Performance Assessment b. An arrow labeled “Refine focus” points toward Goal Analysis 2. Performance Assessment a. An arrow labeled “Refine focus” points toward Goal Analysis 3. Goal Analysis a. An arrow labeled “Determine if instruction is appropriate” points toward Performance Assessment b. An arrow labeled “Identify needs” points toward Needs Assessment." w="451" h="275"/> </figure>
<figure id="morrison4264c02-fig-0003"> <title><label>FIGURE 2-3</label>Identifying instructional problems</title> <graphic picfile="978-0-4700-7426-8_0007" alt="This figure is a flow chart with 3 labeled boxes representing 3 different possible techniques and their relationship with each other. This chart is multi-directional. At each box, labeled arrows point towards one or more boxes. Each arrow is labeled with an action. Here the flow chart is described as a list in which the possible actions are listed beneath each box label. 1. Needs Assessment a. An arrow labeled “Determine if instruction is appropriate“ points toward Performance Assessment b. An arrow labeled “Refine focus” points toward Goal Analysis 2. Performance Assessment a. An arrow labeled “Refine focus” points toward Goal Analysis 3. Goal Analysis a. An arrow labeled “Determine if instruction is appropriate” points toward Performance Assessment b. An arrow labeled “Identify needs” points toward Needs Assessment." w="451" h="275"/> </figure>
Accessibility
