Introduction

In the ever-evolving landscape of education, the significance of digital tools, especially in the form of epub3 versions of textbooks, has taken center stage. These modern digital textbooks not only provide access to video text but also integrate interactive files, diverse question formats, evaluations, and feedback mechanisms. The self-learning nature of these resources aims to level the educational playing field, offering equal opportunities to learners, whether they have direct access to a traditional classroom or seek additional educational avenues.

The interactive capabilities of digital tools play a pivotal role in adapting to diverse learning styles. To delve into this transformative realm, it's crucial to explore successful experiences, such as the enrichment of textbooks in Egypt, highlighting the effective utilization of digital content.

Educational Design for the Digital Age

Digital books, especially the epub3 version, and some of their various uses, including access to video text, interactive files, all kinds of questions, evaluations, and receiving feedback in an integrated manner, are discussed comprehensively (Read more here).

It was also discussed about the self-learning nature of these modern digital textbooks and how equal educational opportunities are provided for learners who have direct access to a suitable teacher and school or who need more opportunities (see this article: How ePUB3 Books Reduce the Inequity in Education). In this regard, the interactive effect of digital tools and examples of their applications were explained. 

Considering that each person has his own learning style, in order to meet the needs of different people, the personalization and capabilities of digital tools were discussed a little in this regard. The design of a learning unit is closely related to the curriculum and especially the approach of the program, and the educational designer in this new environment must take into account considerations such as self-learning, interaction, personalization, and content integration. Considering these points, we would like to discuss the successful experience of enriching textbooks in Egypt and how these items were used in this experience. 

Egypt's Educational Revolution: A Two-Pronged Approach

Against the backdrop of recent advancements in education and training, Egypt's Ministry of Education and Training has implemented two strategic measures to enhance the quality of education. Firstly, drawing on international experiences, textbooks have been produced in both Arabic and English languages. Complementing this, an innovative searchable educational content bank was developed, categorizing content based on course subjects and educational levels. This initiative not only included textbook content in PDF format but also provided access to a plethora of digital resources for teachers and students.

In collaboration with Egypt's education and training sector and Notion Wave Company, a decision was made to publish self-learning digital interactive books in the epub3 format for four key subjects—mathematics, physics, chemistry, and biology—for 10th-grade students, leveraging the features of the PUBNiTO product. This article delves into the process and outcomes of this groundbreaking experience.

How it started! 

At the beginning of the work, the need for educational design regarding how to use digital content in the text of textbooks was felt; considering that the text and content of the books were clearly based on the Egyptian curriculum, there was little possibility for redesign. In addition, one of the working conditions for enriching the text was to use the contents available in the Egyptian Educational Content Bank. 

According to these two points, first, the content structure and educational design of the textbooks were extracted, and according to that, the enrichment guide was prepared for each lesson, taking into account the principles of organizing the following content: 

1. No changes will be made to the text of the book.
2. All supplementary digital content is selected only from the current Bank of Egypt to enrich the books.
3. By reading the enriched book, the reader does not need to search and open links or QR's to access additional resources outside the e-pub3 versions.
4. With a short sentence, the reader is invited to see and do the added content.
5. Attention is paid to the visual aspects of the book, and various tools and facilities are used to make the book look attractive.

How were the educational designs made? 

A Systematic Approach for Interactive Learning 

According to the extracted content structure and the capabilities of e-pub3, the educational design was sent to the experts of each of the four lessons according to the following instructions:

1. To motivate the reader to study and learn any topic or concept, a movie should be selected first so that the learner is invited to see this motivational movie before reading the text.
2. In the text related to each subject, if the text content needs to be completed or presented in a non-text form, complementary videos or interactive activities that involve the learner in the topic and exploring concepts should be used.
3. At the end of each subject, an interactive self-assessment along with receiving feedback should be placed online so that the learner can return to the subject after evaluating himself and prepare himself to read the rest of the text.
4. In most of the texts, there are examples with solutions and explanations in addition to the provided explanations. So that the reader has a chance to think and the answer is not immediately available, the solution part is hidden so that after the student thinks about the answer to the example, he can see the correct and desired answer of the text and check it with his answer.
5. The links suggested by the authors of the books, which are placed as a reference to the site or link or QR code, are checked, and the original content is in the desired place to make it easy to access them.
6. At the end of each unit, a comprehensive evaluation should be placed so that the learner can evaluate himself and, in case of weakness, return to the text according to the feedback he receives and compensate for the possible shortcomings of his learning.
7. Experiments and practical activities at the end of the chapters should be recreated and simulated interactively so that if it is not possible to do the practical activity for the reader, the learner can use alternative content.
8. Replace some of the photos with better-quality images and add some photos related to the text.
9. Various questions that are located in different parts of the Bank of Egypt should be reconstructed and aggregated using the existing and various features of the e-pub3 version, and the questions should be prepared interactively, along with online feedback.
10. At the end of each section, a number of related videos will be collected and presented under the title of "more videos" for those interested in getting more information or learning.
11. A number of interactive files that were available in different parts of the bank were gathered and presented in the form of combined interactive content.
12. The main words of each lesson and their definition at the end of the unit should be presented in an interactive way to enable the learner to remember and repeat the definition.
13. At the end of each unit, there are a number of questions and exercises; the answers to all the exercises should be prepared, and the set of questions should be prepared in the form of an interactive file with the possibility of online feedback so that it can be provided to the learner as a self-study.
14. The conceptual map of keywords at the end of each unit is drawn interactively so that the student can complete it and see the correct and complete answer at the end.

In addition to these things common to 4 subjects, executive instructions were prepared with more details and appropriate for each subject for the relevant expert. Based on this, the expert of each course first searched the content bank of Egypt by extracting the sub-topics of each course and preparing the content list to select all the appropriate content. Then, based on the instructions, they placed the selected content in the appropriate place at the bottom of the text. In this part, the production experts, with the help of the PUBNiTO product, compiled the contents into one version to prepare an interactive digital book in English for each lesson. A guide was also placed at the beginning of each book to familiarize the students with how to use the book and its capabilities. 

In parallel with preparing these books, a group of Egyptian experts were trained on the process of doing the work to do the same process for the same books in Arabic. The prepared books were given to a number of teachers, experts, and students in Egypt to receive their feedback and be considered for the following productions. This successful experience paved the way for book enrichment projects and the various capabilities of the epub3 format.

Conclusion

In conclusion, the Egyptian venture into enriching textbooks through the integration of digital content stands as a testament to the progressive strides in education. By harnessing the capabilities of epub3 and leveraging the vast repository of the Egyptian Educational Content Bank, this initiative has not only enhanced the learning experience but has also paved the way for future educational innovations.

The meticulous educational design, focusing on motivation, interactivity, and personalized learning, underscores the commitment to providing a holistic and engaging educational journey. As the success of this endeavor reverberates, it serves as an inspiration for educators worldwide to embrace the potential of digital tools, fostering a dynamic and inclusive learning environment. The experience in Egypt illuminates a path toward a future where education seamlessly intertwines with technology, unlocking new dimensions of knowledge dissemination and acquisition.

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