The document discusses various Open Educational Resource (OER) initiatives in India. It provides background on the history and definition of OERs, highlighting their importance for improving access to education. It then outlines several major Indian government programs and projects focused on developing and sharing OERs, including the National Digital Library of India, NPTEL, e-PG Pathshala, the Consortium for Educational Communication, and SWAYAM. The initiatives aim to widen access to educational content through open licensing and various digital platforms providing open courseware, e-books, video lectures, and other learning materials.
The document discusses Open Educational Resources (OERs). It defines OERs as free, openly licensed educational materials that can be used for teaching, learning, research and other purposes. Some examples of OERs provided are textbooks, journals, videos, images and audio. The document also discusses several Indian and international platforms that provide OERs, such as ePathshala, ePG Pathshala, SWAYAM, Khan Academy and Google Scholar. It notes that OERs can help improve access to education and reduce costs while allowing customization of materials.
Teacher Tube is an online community for teachers to share instructional videos. It allows teachers to upload, tag, and share videos worldwide. Teachers can also upload supporting files and find videos organized by subject or channel. The site provides a safe, educational environment for teachers to connect, share resources, and engage in professional development anytime, anywhere.
Edusat was India's first dedicated educational satellite, launched in 2004 to expand the reach of education across India. It carried transponders in Ku-band and extended C-band frequencies to provide interactive satellite-based learning opportunities like virtual classrooms, video conferencing, and live lectures. While active for around 6 years, Edusat helped facilitate equal access to quality education throughout India.
The IT@School project was launched in 2001 in Kerala, India to foster IT education in schools. It provides ICT-enabled education to over 1.6 million students and 20,000 teachers annually in the state's 12,000 schools. The project aims to enhance teachers' intellectual productivity and students' understanding of curriculum subjects through the use of technology. It also implements e-governance activities and runs an educational television channel in the state.
This document outlines the key aspects of a teacher's handbook, including that it contains lists of teaching aids, summaries of lessons, and various exercises and assignments. It notes that a handbook aims to help teachers monitor their program by providing a teaching tool suitable for students of varying interests and abilities. Some advantages are that it allows for review work, helps teachers choose appropriate strategies, and provides evidence of student progress. A disadvantage is that teachers must form the habit of referring to the guidebook before class.
MOOCs (Massive Open Online Courses) allow participants to share readings, videos, and activities despite being far from each other. MOOCs aim to widen access to higher education for millions and enhance quality of life by contributing to the democratization of education. They increase access to courses from world-renowned institutions. The first MOOC was launched in 2008 as "Connectivism and Connective Knowledge" and used various online platforms like Facebook and Wikis to engage students. MOOCs do not limit participation and can be self-directed without formal assessments. Major MOOC providers include Coursera, edX, Udacity, Khan Academy and FutureLearn. In India, providers include
Ncfte- 2009 (National Curriculum Framework for Teacher Education)MDFAIZANALAM4
The document summarizes the National Curriculum Framework for Teacher Education (NCFTE) 2009 in India. It was created by a committee headed by Prof. C.L. Annand to improve teacher education. The framework has 6 chapters addressing the context, curriculum areas, evaluation, professional development, preparing teacher educators, and implementation strategies. Its objectives are to produce good teachers by improving teacher education qualitatively and quantitatively. It focuses on the social, personal and emerging school needs and promotes flexibility.
The flipped classroom model reverses traditional teaching by having students watch video lectures at home and dedicating class time to exercises and projects. This allows class time to focus on applying concepts through collaboration while giving students flexibility to learn at their own pace outside of class. Both flipped classrooms and blended learning incorporate online and in-person learning, but flipped classrooms specifically involve watching lectures as homework while blended learning combines online and face-to-face teaching in a complementary way.
The Computer Science teacher plans the entire academic year course in consultation with other science teachers. This includes planning curricular activities like clubs and events, as well as the distribution of lessons, holidays, and extracurricular activities throughout the year. Year planning considers factors like the syllabus units, periods allotted, and aims to maximize the use of resources, time, and facilities while providing guidance to teachers on lesson planning and distribution of time for each lesson.
EDUSAT was India's first educational satellite, launched in 2004. It provides audio-visual and interactive educational programs to schools, colleges, and universities across India. Some key functions of EDUSAT include providing cost-effective and interactive education nationwide, implementing virtual classrooms for remote areas, and opening possibilities for online teaching and video conferencing. The satellite helps enhance distance education programs in fields like medicine, engineering, and other higher education.
The document provides an overview of open educational resources (OER). It discusses the history of OER, including early initiatives like Project Gutenberg and MIT OpenCourseWare. It defines OER according to organizations like UNESCO and the William and Flora Hewlett Foundation. The document outlines the principles of OER, including being freely available, adaptable, and openly licensed. It discusses advantages like lower costs, improved access, and customization possibilities. Potential weaknesses include issues with quality control, sustainability, and reliance on internet access.
B.Ed two years course
semester III
paper III: Critical understanding of ICT.
Use of ICT in education, useful for new teachers to innovate their style of teaching and make teaching and learning more effective.
The Central Institute of Educational Technology (CIET) was established in 1984 by merging the Center for Educational Technology and Department of Teaching Aids. It aims to promote the use of educational technologies like radio, TV, films, satellite communications and cyber media. CIET undertakes activities to widen educational opportunities, promote equity and improve school education quality. It designs media materials for curriculum delivery and creates competencies in educational technology through training.
Edublog is the largest educational blogging platform that allows for reflection and the facilitation of student and teacher learning. It provides higher-order thinking and is easy, safe to use, and packed with features. Edublogs are commonly used in education institutions like schools and colleges to share information among coworkers, provide information to students, and keep parents informed. They can serve various purposes like classroom instruction, writing about educational policy, and acting as learning journals or a means to keep students and parents updated. Edublogs support teaching and learning in many ways.
The document discusses the Personalized System of Instruction (PSI), a self-learning technique developed by F.S. Killer. PSI emphasizes individualized instruction without classroom teaching. The PSI teacher manages the course and creates a cooperative environment, while the instructor designs instruction materials. Proctors, who are bright students, guide and motivate other learners. PSI uses mastery-based, self-paced study with print guides and feedback from peers. Students learn units individually with proctor help. PSI can increase independent learning, self-paced progress, and interaction, but preparing materials and ensuring consistent work can be difficult.
The National Knowledge Commission was established in 2005 as an advisory body to the Prime Minister of India to guide reforms in key areas like education, science, technology, agriculture, and e-governance. It was chaired by Sam Pitroda and had a three year mandate. The Commission made recommendations to strengthen education, promote research and innovation, leverage technology, and improve knowledge sharing. Some proposals faced controversies. Several recommendations saw follow up action by the government, including establishing new universities and networks, enhancing vocational education, and expanding e-governance initiatives.
This document discusses e-learning and mobile learning. It defines e-learning as learning using electronic devices and the internet to support the learning process. Mobile learning (m-learning) is defined as learning using portable devices that allow students to learn anywhere. The document discusses the types of e-learning (synchronous and asynchronous), advantages and disadvantages of e-learning, and characteristics of m-learning such as being connected anywhere. It compares e-learning and m-learning, noting that m-learning allows learning anywhere instantly while e-learning requires travel time. The conclusion states that m-learning improves access to education and allows learning at one's own pace.
The document discusses the importance of a science library for a school. It notes that a science library should be well-equipped and serve as a place for independent student work and further study. A well-organized science library can develop scientific attitudes, knowledge, and interest among both students and teachers. It should contain books on popular science, textbooks, and materials that inspire learning. The library needs to be properly maintained with adequate space, ventilation, and seating. It serves to supplement classroom teaching and foster reading skills in pupils.
This is all about how much is E-learning important in a student's as well as teacher's life. Created by Jatin Sinha and Arjun Sanyal of class 8. any queries or compliments contact at (+91 9760404887) or (+91 9690019607)
1. Educational technology refers to the use of technology to facilitate and improve the learning process, including instructional theory, learning theory, and utilizing technological resources and processes.
2. There are two meanings of educational technology - technology in education, which refers to using equipment like audiovisual aids, computers, and electronic devices to enhance education, and technology of education, which characterizes effective teaching methods based on learner needs.
3. Educational technology has the objectives of individualizing instruction, improving education quality, addressing issues of scale, and enabling lifelong learning through principles like active and collaborative learning, feedback, and respecting diverse talents.
This document provides information about three initiatives that aim to enrich learning through information and communication technology (ICT): the National Repository of Open Educational Resources (NROER), DIKSHA, and the New Teacher Project (TNTP). NROER is a digital repository of open educational resources developed by NCERT and CIET. It aims to provide quality educational resources for all subjects and grades. DIKSHA is a national teacher platform that provides e-learning resources, training courses, and tools for teachers and students. TNTP is a non-profit organization in the US focused on ensuring poor and minority students have access to effective teachers through recruitment, training and evaluation programs.
OER in non-English speaking countries: сhallenges and opportunities for suppo...African Virtual University
Svetlana Knyazeva holds PhD in Information and Library Science and is an Advisor for Communication and Information at the UNESCO Moscow Office. Since 2009 she has been coordinating a project on Open Educational Resources in non-English-speaking countries implemented jointly by the UNESCO Moscow Office and the UNESCO Institute for Information Technologies in Education.
The main objective of Svetlana’s OLnet Fellowship research was the facilitation of early stages of OER movement in the Commonwealth of Independent States (CIS) and ensuring sustainability of a project launched by the Moscow-based UNESCO Institute for Information Technologies in Education (UNESCO IITE).
Open Educational Resources (OER) are teaching and learning materials that are freely available online for anyone to use. OERs can include full courses, textbooks, videos, and other materials. They provide 5 key permissions: to retain, reuse, revise, remix, and redistribute the content. Using OER can substantially reduce education costs while improving quality and empowering teachers and students. Several initiatives in India promote OER, including the Digital Library of India, National Digital Library, Shodhganga, NPTEL, and resources from NCERT, NIOS, and Agropedia. OER allow for innovative teaching practices and provide students open access to additional educational materials.
The role of new media in knowledge generationAnubhuti yadav
The document discusses the role of new media in knowledge generation through community participation. It outlines how new media can be used as a pedagogical tool to make education more efficient by promoting collaboration, creation of contextualized resources, and addressing challenges in the Indian education system like reach and access. It describes the Government's initiatives in promoting ICT in education as well as the open educational resources (OER) movement in India. The National Repository of Open Educational Resources (NROER) is highlighted as a platform that connects knowledge and people by making a variety of open resources available and involving the community in content creation.
This document provides an overview of open educational resources (OER). It defines OER as teaching, learning and research materials that reside in the public domain or are released with an open license. The document discusses the need for OER, their advantages such as lower costs and improved access, and challenges around quality assurance and sustainability. It also outlines the history of OER and describes various types of resources. Additionally, the document lists several major OER initiatives and institutions in India that develop and host open educational content and platforms.
The document discusses the history and concepts of open educational resources (OER) and open education. It notes that MIT was the first university to make many course materials openly available online in 2001. Open education aims to improve access to knowledge worldwide using open frameworks and 21st century technology. OER are defined as teaching and learning resources that can be freely used and modified under open licenses. The challenges and benefits of open and closed educational models are debated.
This document discusses open educational resources (OER). It defines OER as teaching and learning materials that can be freely used and reused. The document traces the evolution of OER and examines the benefits and challenges of developing OER repositories. Some key benefits mentioned include reduced costs, improved access to educational resources, and opportunities for collaboration. Challenges include issues around copyright, quality assurance, and generating awareness of OER. The document also lists several initiatives in India to develop OER repositories and provide open access to educational content.
Module 1 Reflection – OER Reflection.pptxAgnesSealy
A Reflection on Open Educational Resources. In this video, the presenter discusses the components of OERs, defines evaluate, curate, and share as it relates to OERs, and examines how to share an OER in a digital format.
The future of credentials for learning outcomes with OER and MOOCsLangOER
The document discusses open educational resources (OER) and massive open online courses (MOOCs) and their potential impact on credentialing learning outcomes. It notes that OER refer to openly available educational resources that can be reused without cost barriers. While OER offer benefits like reduced costs, improved quality, and expanded access, barriers remain including technological limitations, cultural issues, lack of incentive and quality assurance systems, and legal/regulatory challenges. The document recommends actions by governments, institutions, and educators to address barriers and support adoption of OER and new credentialing models like digital badges and microcredentials.
Open Educational Resources (OER) are teaching and learning materials that reside in the public domain or are released with an open license that allows for free use, adaptation, and distribution. OER can include textbooks, videos, tests, software, and other materials used to support education. They are different from open learning in that OER focus primarily on content while open learning includes content and services. Major OER initiatives include SkillsCommons, OpenStax CNX, OER Africa, WikiEducator, and OpenCourseWare which provide open educational content and resources that can be reused and adapted for teaching and learning.
This document discusses agricultural libraries and their role in supporting literacy among rural farmers. It notes that India ranks highly in various agricultural metrics like farm outputs and cropped area. Agricultural science covers a wide range of topics beyond just farming, including animal husbandry, veterinary science, and horticulture. As such, agricultural information encompasses literature from various related fields. Agricultural libraries can help provide education, support research, and aid farming by disseminating this important agricultural information. The document advocates for their role in rural literacy and supporting farmers.
- Universitas Terbuka (UT) in Indonesia has embraced open educational resources (OER) in line with the global open education movement.
- UT uses Creative Commons licenses of CC BY-NC-SA and CC BY-NC-ND for its educational materials like videos, courses, journals, and learning objects to allow sharing and reuse while protecting creator rights and preventing misuse.
- Perceived benefits of OER include reducing costs for students and institutions, promoting education as an open activity, and providing access to disadvantaged communities, though barriers like lack of awareness, skills, and support also exist.
The document discusses open educational resources (OER) and MOOCs in English and non-English speaking countries. It examines barriers to using OER, such as technological limitations, economic issues, legal barriers, and cultural barriers. It recommends governments and institutions promote OER by revising policies, providing funding and infrastructure, training educators, and changing pedagogical approaches to focus more on learner-centered models.
M. Dhivya's document discusses enriching learning through information and communication technology (ICT) and open educational resources (OER). It provides examples of students accessing lessons through mobile devices. It defines OER as learning materials that can be freely accessed, reused, revised, remixed, redistributed, and retained. Important OER initiatives in India include NPTEL, SWAYAM, and E PG Pathshala. The document also discusses the 5R principles of open publishing and steps involved in OER creation. It concludes that Indian government projects have potential to broadly educate the population through OER.
ENCORE+: Your Place in the Open EcosystemRobert Farrow
The objective of this workshop is to give the participants an opportunity to imagine and recreate their work and business as Open. The workshop is focused on Open Educational Resources (OER), and on its applicability and benefit to business, innovation and technology in lifelong learning.
This workshop is designed to take the participants through a simulation experience, where each participant will imagine the business potential, innovation potential and technological changes available and possible for their work to be open (more open).
The workshop is facilitated by the European Network for Catalysing Open Resources in Education (ENCORE+). ENCORE+ is a European Commission funded project, aimed at establishing a European OER Ecosystem, for both academia and business.
The participants will be presented with research and findings from the project, directly linked to enabling their work to be open, profitable and innovative. Representatives from ENCORE+ business partners will showcase real-life examples of how OER is integral to their work and business as part of the introduction to the workshop.
The workshop is suited to all participants who are interested in OER, regardless of knowledge and experience with OER. The workshop is interactive, with practical simulation tasks guided by ENCORE+ facilitators and ENCORE+ OER research.
Environmental protection awareness refers to the understanding of environmental issues and the
importance of preserving the environment. It involves recognizing the impact of our actions on the
environment and the need for sustainable practices. The objective of this study is to investigate the
impact of environmental protection awareness interventions and strategies, considering locality and
media influence, on the environmental attitude of secondary school students. The study adopted a single
group pre and post-test experimental design method. In this study, a purposive sampling method was
used, selecting a focused group of 50 students from St. Joseph’s Matriculation School in Dindigul. This
study utilized various statistical techniques, including mean and standard deviation calculations for
dataset analysis. The t-test was used for comparing pre and post intervention scores, and percentage
analysis was conducted for understanding attitude changes. The study found that the environmental
education intervention positively influenced secondary school students' environmental attitude. After the
intervention, there was an overall increase in environmental attitude scores, indicating voluntary
participation in environmental activities, sharing of environmental knowledge, and preference for
environmentally-friendly products.
This study examined the awareness and barriers of SWAYAM courses among 120 prospective teachers in Dindigul District, Tamil Nadu, India. The study found that prospective teachers have a moderate level of awareness of SWAYAM courses. The main barriers identified were lack of time due to academic schedules and a preference for traditional classroom learning over online courses. There were no significant differences found in awareness levels based on gender, location, education level, subject stream, or type of educational institution.
This document discusses how blended learning can be used to create holistic learning experiences. It defines blended learning as combining traditional face-to-face learning with online learning. Blended learning has evolved with technological advances and allows for more flexible, personalized education. The document explores different blended learning models and how they can support holistic development by addressing diverse learning styles and enhancing higher-order thinking skills. It argues that blended learning has potential to prepare students for the complex world by developing well-rounded, adaptable individuals.
Mobile phones are a dominant form of information and communication technology, with India ranking second in the
global telecommunication market. Most individuals start using mobile phones from the age of 12 and technology
becomes an integral part of their lives. This research studied the impact of mobile phone use on the academic
performance of secondary school students in the Namsai district of Arunachal Pradesh. The study adopted a
descriptive survey research method with a sample size of 40 students from 4 selected schools, each contributing 5
boys and 5 girls by using stratified random sampling technique. A self-constructed scale with four points, referred to
as a Likert-type scale, entitled "Mobile Phone and Students’ Academic Performance of Secondary School
questionnaire, was employed in order to evaluate the utilization of mobile phones as well as the students’ academic
performance of secondary schools. The study's results showed significant impacts of mobile phone use on the
academic performance of students during the COVID-19 pandemic. It pointed out the negative effects of their usage,
such as distractions in academic work, health issues, and time loss. However, the study establishes that appropriate
usage of cellular device can provide benefits in academic performance.
Technology has greatly influenced the educational sector, not only supplemented in-class processes, but also transformed conventional teaching methods. In this context, the Flipgrid application has emerged as a powerful instrument which amplifies students' participation in learning. Particularly in the realm of mobile learning, Flipgrid has gained significant prominence in educational settings. Flipgrid, a versatile and innovative video discussion platform, has been gaining momentum in the realm of education. It delves into the pedagogical foundations of Flipgrid and provides insights into practical applications, demonstrating how it fosters active engagement, fluency, and effective feedback. By combining the benefits of technology and speaking practice, educators can empower students to become confident and proficient communicators in the digital age. Flipgrid is revolutionizing the way we approach oral communication, providing a platform that encourages students to voice their opinions, collaborate with peers, and enhance their speaking abilities. This article explores the role of Flipgrid in enhancing speaking skills among students. Introduction In an era defined by digital transformation, educators are constantly seeking ways to integrate technology into their teaching methods, catering to the needs and expectations of the modern learner. One such technological innovation that has garnered attention is Flipgrid.
The term "collaborative learning" (CL) refers to a broad range of educational strategies including the combined intellectual efforts of teachers and pupils. Students are typically required to work in groups of two or more, looking together for understanding, answers, or meanings or producing a product. People will be able to collaborate with someone far away just as readily as they would with someone in the same room thanks to the usage of ICT in CL. E-collaboration tool enable users to contribute a variety of abilities to group projects that remove time, distance, and resource limitations. Face-to-face engagement is still important, but ICT can enhance it by enabling communication at any time and from any location. ICT functions for group work coordination, tools for tracking progress and providing feedback, libraries of solutions and best practises, as well as meta data, are all available as collaborative technologies. In order to facilitate collaborative learning in all areas of education, the following technological tools can be used: wiki, online forums, chat, video conferencing, email, blogging, learning management systems, virtual classrooms, Sticky notes, etc.
This document summarizes a study that examined the science content knowledge of 120 pre-service secondary teachers in Tamil Nadu, India. The key findings were:
1) Most pre-service teachers had a moderate level of science content knowledge, scoring highest in physics and lowest in chemistry and biology.
2) Male pre-service teachers had significantly higher science content knowledge scores than female teachers overall, and specifically had higher physics knowledge. There was no significant gender difference in chemistry and biology knowledge.
3) The study concluded that most pre-service teachers need to improve their science content knowledge, especially in chemistry and biology, to effectively teach these important subjects to secondary students.
This document discusses constructivism as a learning theory where learners actively construct their own knowledge through experiences rather than passively receiving information from teachers. It covers the origins of constructivism from ancient philosophers like Socrates, influential early thinkers like John Locke and Jean-Jacques Rousseau, and definitions from Jean Piaget, Lev Vygotsky, and John Dewey. The key principles of constructivism like active learning, prior knowledge, social context, and reflection are outlined. Examples of constructivist classrooms and educational implications are provided. Different types of constructivism like trivial, radical, and social constructivism are defined. Jean Piaget's cognitive constructivism and Lev Vygotsky
The document discusses cognitive approaches to learning, including:
1) Cognitivism focuses on internal mental processes like thinking, memory, and perception in learning. Learning involves organizing and reorganizing knowledge.
2) Information processing theory views learning as input, storage, and retrieval of information, divided into attending, acquiring, and transferring phases.
3) Piaget's theory of cognitive development involves a cycle of assimilating new information into schemas, accommodating schemas based on new information, and achieving equilibrium between the two. His four stages of development are described.
4) Bruner advocated for active, discovery-based learning where students construct their own understandings and learn in a progressive, challenging way
This document discusses different approaches to learning, including the behaviorist approach. It provides details on Pavlov's classical conditioning experiments with dogs and key elements like the unconditioned stimulus, unconditioned response, neutral stimulus, conditioned stimulus, and conditioned response. It also explains Skinner's operant conditioning theory using a rat experiment in a Skinner box. Reinforcement, both positive and negative, is an important concept in operant conditioning. Educational implications of behaviorism include using rewards/punishments to shape behavior, association to create attitudes, and desensitization to reduce anxiety.
This document discusses the Internet and its history and applications. It provides the following key points:
- The Internet began as a US Department of Defense project in the 1960s and has since grown to be a global network connecting millions of computers worldwide. It allows for sharing and exchanging of information.
- The World Wide Web is a service within the Internet that connects websites through hyperlinks. It was invented in 1989 by Tim Berners-Lee and made publicly accessible through the Mosaic browser in 1993.
- Websites contain pages written in HTML that can include text, images, and other multimedia. Each page has a unique URL that identifies its location and allows users to access the information through browsers like Internet Explorer
The document discusses email and search engines. It provides details on:
- The history and basics of email including how it works, advantages like low cost and speed of communication, and parts of an email address and message.
- The definition and function of search engines including how they work by fetching documents with spiders, creating indexes of words, and returning results based on proprietary algorithms.
- Types of search engines like full text, directory, meta, and vertical search engines and how search engine optimization can improve website visibility.
The term ÄJerk Technology (JT) is widely used to get the attention of the learners and provides the
active, lively, interactive classroom atmosphere. Jerk Technology breaks out the boredom way of
traditional teaching by implementing the active learners. Each learner is unique and the way of
learning is divergent because of an Individual difference (Shobana.S, 2014). In teaching – learning
process, attention plays a vital role which the source for transferring the knowledge. The overall
outcomes of the study show that the effect of Jerk can use easily without any strain for teaching
grammar.The main purpose of the study is to find out the ÄEffect of Jerk Technology in Teaching of
Grammar among Higher Secondary School StudentsÇ. The researchers adopted a single group pre
and post - test design. The sample for the present study is of 32 pupils selected from the Government
Model Higher Secondary School, Allinagaram, Theni District. The pre – test is conducted using the
traditional fact to face instruction, but the post test is conducted using effect of Jerk Technology (JT).
The statistical procedures were employed descriptive analysis, mean S.D and t – test. The findings of
the study reveals that implementation of Jerk Technology is very effective for teaching Grammar.
Hence, the Jerk Technology (JT) is potentially the most powerful tool for extending platform in
Educational process.
The document discusses several theories of motivation:
- Alderfer's ERG theory condensed Maslow's hierarchy of needs into three stages: existence, relatedness, and growth. It allows for non-linear progression between stages.
- Herzberg's two-factor theory separates job factors into motivators like achievement and responsibility, and hygiene factors like salary and work conditions.
- Drive theory proposes that people act to reduce internal tension from unmet biological needs, with the goal of drive reduction.
The document discusses various theories and factors related to attention. It defines attention as the cognitive process of selectively concentrating on one aspect of the environment while ignoring others. It summarizes several psychological theories of attention including the selection theory, Hebb's theory, and Broadbent's theory. The document also discusses factors that influence attention, such as size, intensity, change, contrast, novelty, movement, repetition, and systematic form. Subjective factors like interest, need, mental set, mood, and physiological conditions are also outlined. Finally, it distinguishes between voluntary/intentional and involuntary/spontaneous types of attention.
This document provides abbreviations for key terms related to education in India. It includes abbreviations for organizations involved in education policy, curriculum development, teaching, technology, and testing. Some examples included are AI (Artificial Intelligence), CBSE (Central Board of Secondary Education), NCERT (National Council of Educational Research and Training), NCF (National Curriculum Framework), UGC (University Grants Commission), and UNESCO (United Nations Educational, Scientific and Cultural Organization). The document was written by Dr. M. Deivam from the Department of Education at Gandhigram Rural Institute.
The document discusses a study on higher secondary school students' perceptions of using Scribblar, an online tool, for learning mathematics. The study found that students had positive perceptions of Scribblar in four key areas: as an online whiteboard, for improving measurement and academic achievement, for accessing information, and for facilitating communication. A survey was administered to 50 higher secondary students to understand their views on using Scribblar for mathematics learning. The findings showed that most students agreed or strongly agreed that Scribblar was easy to use, effective for note-taking, and improved their motivation, achievement, and learning process.
This document summarizes a study that explored the computer literacy of 50 B.Ed teacher trainees in India. The study found:
1) There was no significant difference in computer literacy between male and female trainees or between those who studied in Tamil vs. English medium schools.
2) There was a significant difference found between trainees with arts vs. science backgrounds, with science trainees demonstrating higher computer literacy.
3) Overall, the trainees were found to have a moderate level of computer literacy based on a test administered covering computer hardware, software like Windows and Microsoft Office, and other digital skills.
1. The study explored ICT literacy among 40 B.Ed teacher trainees in Dindigul district of Tamil Nadu, India.
2. It found that there was no significant difference in ICT literacy between male and female trainees or between those studying in Tamil and English mediums.
3. However, it did find a significant difference between rural and urban trainees, with urban trainees having a higher level of ICT literacy on average.
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Still I Rise by Maya Angelou
-Table of Contents
● Questions to be Addressed
● Introduction
● About the Author
● Analysis
● Key Literary Devices Used in the Poem
1. Simile
2. Metaphor
3. Repetition
4. Rhetorical Question
5. Structure and Form
6. Imagery
7. Symbolism
● Conclusion
● References
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1. How does the meaning of the poem evolve as we progress through each stanza?
2. How do similes and metaphors enhance the imagery in "Still I Rise"?
3. What effect does the repetition of certain phrases have on the overall tone of the poem?
4. How does Maya Angelou use symbolism to convey her message of resilience and empowerment?
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Open educational resources
1. OER Initiatives in India
Dr.M.Deivam
Assistant Professor (C)
Department of Education
The Gandhigram Rural Institute (Deemed to be University)
Gandhigram, Dindigul District, Tamil Nadu – 624 302
1
3. History of OER
• A large part of the early work in OERs was
funded by government institutions and the
William and Flora Hewlett Foundations.
• Between 2002 to 2010, the foundation
donated more than $ 14 million to
Massachusetts Institute of Technology
(MIT) to develop the MIT Open
Courseware.
3
4. Contd.,
• Believing that OERs can widen access to
quality education, particularly when shared
by many countries and higher education
institutions.
• The United Nations Educational, Scientific,
and Cultural Organization (UNESCO)
champions OERs as a means of promoting
access, equity and quality in the spirit of the
Universal Declaration of Human Rights.
4
5. OER – Indian Scenario
• The term Open Educational Resources first came
into use at UNESCO’s Forum on the Impact of
Open Course Ware for Higher Education in
Developing Countries in 2002.
• According to UNESCO, Open Educational
Resources are defined as “technology enabled,
open provision of educational resources for
consultation use and adaptation by the
community of the users for non-commercial
purpose. 5
6. Contd.,
• According to Organization for Economic Co-
operation and Development (OECD) Open
Educational Resources are digitized materials
offered freely and openly for educators,
students and self-learners to use and reuse for
teaching, learning and research.
• OER includes learning content, software tools to
develop, use and distribute content and
implementation resources such as open licenses
(OECD, 2007)
6
7. Contd.,
• In the present era India has taken several steps
for the development and welfare of OERs in
India.
• The National Mission on Education through
Information and Communication Technology
under the canopy of Ministry of Education is an
efficient step for the enhancement of OER in
India.
7
8. OPEN EDUCATIONAL RESOURCES (OER)
• OERs are learning, teaching and research
materials in digital form that reside in the
public domain or have been released
under an open license that permits free
access, use, adaptation and redistribution
by others with no or limited restrictions.
OERs help improve learning across the
globe.
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9. • They are important for developing countries,
where:
– students may not be able to afford textbooks,
because of high cost.
– students access to classrooms may be limited, and
– teacher-training programs may be lacking
– encourage equality and uniform learning. The OERs
will provide more opportunities for teaching and
learning practices.
• The high cost of printed textbooks is a big concern for
both students and their parents. If textbooks are
expensive, students will:
• find illegal PDFs online,
• not purchase them,
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11. • Open educational resource provide free, searchable,
access to course materials for educators, students, and
self-learners around the world. OERs are typically
distributed in public domain or with an open license that
allows others to share, adapt and use the content freely.
• The term open educational resource refers to learning
materials such as:
• Virtual Labs
• Interactive Videos
• Textbooks
• Audio-Video Lectures
• Animations
• Audio
• Collections of Journal Articles
• Digital Images
• Software Tools
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12. Existing OER
Adapt: the right to adapt, adjust, modify, or alter the
content itself (e.g., translate the content into another
language)
Reuse: the right to use the content in a wide range of ways
(e.g., in a class, in a study group, on a website, in a video)
Remix :the right to combine the original or revised
content with other material to create something new (e.g.,
incorporate the content into a mash-up)
Retain :the right to make, own, and control copies of the
content (e.g., download, duplicate, store, and manage)
Redistribute : the right to share copies of the original
content, your revisions, or your remixes with others (e.g.,
give a copy of the content to peers). 12
13. Different Users of Open Educational
Resources
• Faculty/ Teachers
• Researchers
• Students
• Self-Learners
• Industry personals
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14. Designing New OER
• Language of the Resource (English Or/ And
Regional Language)
• Title
• Author
• Grade Level (Target group)
• Creation Date
• Domain
• Meet the requirement of some syllabus/
Curriculum
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16. OER Search Tools
• OASIS Website URL: https://oasis.geneseo.edu/
• OER Commons Website
URL:https://www.oercommons.org/
• XPERT Website URL :
https://www.nottingham.ac.uk/xpert/
• CC Search Website URL:
https://search.creativecommons.org
• OER Dynamic Search Engine Website URL:
https://libguides.tcc.edu/ faculty/ OER/ search-
engines
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17. Advantages of OER
• Expand the use of alternatives to textbooks
• Anywhere any time for learning
• Social responsibility – provides education for all
• Lowers cost (even free in some cases) of course
materials for students
• Maximizes the use and increases availability of
educational materials
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18. Limitations of OER
• Quality issues. Since many OER repositories allow any user
to create an account and post material, some resources
may not be relevant and/or accurate.
• Lack of human interaction between teachers and
students. OER material is created to stand alone, and since
self-learning users may access the material outside of a
classroom environment, they will miss out on the
discussion and instructor feedback that characterize for-
credit classes and that make such classes useful and
valuable.
• Language and/or cultural barriers. Although efforts are
being made to make OERs available in multiple languages,
many are only available in English, limiting their usefulness
to non-English speakers. Additionally, not all resources are
culturally appropriate for all audiences. 18
19. • Technological issues. Some students may have
trouble using some OERs if they have a slow or
erratic internet connection. Other OERs may require
software that students don’t have and that they
may not be able to afford.
• Intellectual property/copyright concerns. Since
OERs are meant to be shared openly, the “fair use"
exemption from the U.S. Copyright Act ceases to
apply; all content put online must be checked to
ensure that it doesn’t violate copyright law.
• Sustainability issues. Since OER creators generally
do not receive any type of payment for their OER,
there may be little incentive for them to update
their OER or to ensure that it will continue to be
available online.
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20. Integration of OER in Teaching and
Learning process
• Teachers can make use of Open Educational
Resources (OERs) in their classroom teaching.
• Teachers find several course material related to
their subject area developed by other experts.
• Theses course materials, teachers can also
customize according to their student
requirement because of the freedom provided by
OER to retain, reuse, revise, remix, and
redistribute without asking for permission.
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21. Contd.,
• The teacher can encourage students for self-
learning by using OER. Many organizations have
developed organized resources centers for use by
teachers and learners.
• The teacher can promote learning among the
students by using OERs.
• The OER provides students opportunity to get
quality course material in their respective course.
The teacher may ask students to explore best
courses in their own discipline.
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23. National Digital Library of India (NDLI)
• NDLI is an initiative of IIT Kharagpur and aims to
provide free access to digitized educational
content in English and other Indian languages
on a common platform. The project, started in
2015, and aims to bring under its fold 100
educational institutes and provide access to a
collection of one million digitised books and
journals in the first phase.
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25. National Programme on Technology
Enhanced Learning (NPTEL)
It is a Government of India initiative a project
funded by Ministry of Human Resource
Development (MHRD). The initiative was started
in 1999 with a prime aim of developing and
enhancing the basic knowledge of science and
engineering with the help of multimedia and the
internet. The main motive of NPTEL is to
empower students and prepare them for
competition on global level. It is a joint venture
by seven Indian Institute of Technology and
Indian Institute of Science Bangalore.
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26. E-PG Pathshala
For the development of postgraduate programmes
in India the Ministry of Human Resource
Development under the canopy of National Mission
on Education through ICT (NME ICT) has assigned
UGC a assignment for the development of e-content
in 77 subjects of postgraduate level .The E-patshala
covers many subjects in its broad spectrum across
the disciplines of Arts Humanities ,Languages,
Engineering and Technology, Life Science, Medical
and Health Science, Physical and Basic Sciences,
Social Science.It strongly advocates "Massive Open
Online Course"(MOOCS).
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27. Consortium for Educational
Communication (CEC)
• Consortium for Educational Communication
(CEC) is one among the University Centers set up
by University Grants Commission (UGC).CEC has
been primarily set up to address the needs of
higher education by the use of powerful
television media along with appropriate use of
Information and Communication Technology
(ICT).CEC produces educational programmes in
different subjects by coordinating with 21 Media
Centres. The e-content of CEC is in the form of
audio, video etc.
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28. e-Gyankosh
e-Gyankosh is a national digital repository meant
to store, index, preserve, distribute and share the
digital learning resources developed by the Open
and Distance Learning Institutions in India. The
items in e-Gyankosh are protected by copyright.
The course material is available in PDF format
that is downloadable freely. Resources can be
accessed through online. It provides access to
videos and text materials.
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29. National Council of Educational Research
and Training (NCERT)
• National Council of Educational Research and
Training (NCERT) (http://www.ncert.nic.in/): NCERT
has made available school textbooks and reference
books online through its website to ensure easy
and free access by teachers and learners. The
books are in Hindi, English and Urdu. The e-books
are available as flipbooks and can also be
downloaded on the mobile phones. The material is
provided under copyright notice with restrictions
on further distribution and re-use.
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30. National Repository of Open Educational
Resources (NROER)
It is another project of OER. It was launched by
Ministry of HRD, Govt. of India with a
collaborative effort of Central Institute on
Educational Technology, NCERT in collaboration
with Department of School Education and
Literacy. The repository supports education via
audio, video, images and textual document on
various topics in various subjects which are
broadly mapped in 5 categories which are:
Math, Science, Social Science, Languages and Art
Education.
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31. National Institute of Open Schooling
(NIOS)
National Institute of Open Schooling (NIOS) is another
OER initiative of Ministry of HRD ,Government of India
it claims to be the largest schooling system in the world
.NIOS was established with a vision to develop
Sustainable inclusive learning with universal and
flexible access to quality school education and skill
development and a mission to providing relevant,
continuing and holistic education up to pre-degree
level through Open and Distance Learning System. (ii).
Contributing to the Universalisation of School
Education. (iii). Catering to the educational needs of
the prioritized target groups for equity and social
justice. This OER is meant for school level education.
NIOS as maintained online course material pertinent to
school and secondary school level. 31
32. SWAYAM (Study Webs of Active-Learning
for Young Aspiring Minds)
• Swayam platform is an initiative by MHRD, to
provide free Massive Open On-line Courses
(MOOCs) on all kinds of subjects. It is an Indian
Open Source platform based on Open edX for
providing blended MOOCs in native Indian
languages. Microsoft has been selected as the
technical partner for the project. Online courses on
SWAYAM platform shall be made available by various
partner institutions identified by the National
MOOCs coordinator. The project aims to launch
2,000 massive open online courses (MOOC) for over
30 million students this year. 32
33. SWAYAM PRABHA
The SWAYAM PRABHA is a group of 32 DTH
channels devoted to telecasting of high-quality
educational programmes on 24X7 basis using the
GSAT-15 satellite. Every day, there will be new
content for at least (4) hours which would be
repeated five more times in a day, allowing the
students to choose the time of their convenience.
The contents are provided by NPTEL, IITs, UGC,
CEC, IGNOU NCERT and NIOS. The INFLIBNET
Centre maintains the web portal.
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34. Spoken Tutorial
• Spoken Tutorial is a multi-award winning
educational content portal. Here one can learn
various Free and Open Source Software all by
oneself. Our self-paced, multi-lingual courses
ensure that anybody with a computer and a
desire for learning, can learn from any place, at
any time and in a language of their choice.
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35. Shodhganga
• Shodhganga is a digital repository of Indian
theses and dissertations, set up by INFLIBNET
(Information and Library Network)Centre in
2010. This repository provides easy access to
theses and dissertations submitted in Indian
universities by doctoral and other research
students.
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36. ShodhGangotri
• ShodhGangotri is a repository of Indian Research in
Progress. This is an initiative by the INFLIBNET Centre
which was started in 2011.
• Under the initiative called “ShodhGangotri”, research
scholars / research supervisors in universities are
requested to deposit electronic version of approved
synopsis submitted by research scholars to the
universities for registering themselves for the Ph.D
programme Now it is expanded to MRPs/PDFs/ Emeritus
Fellowship etc. The repository on one hand, would reveal
the trends and directions of research being conducted in
Indian universities, on the other hand it would avoid
duplication of research. Synopsis in “ShodhGangotri”
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37. Project OSCAR
• Project OSCAR (Open Source Courseware Animations
Repository) (http://oscar.iitb.ac.in/): Project OSCAR is an
initiative by Indian Institute of Technology, Bombay.
• It is a large repository of web-based, interactive
animations and simulations, referred to as Learning
Objects (LOs), for teaching various concepts in science
and technology. LOs are on topics in various subjects at
the Undergraduate and Postgraduate levels.
• The project also aims to provide training opportunities to
students in developing LOs, managing the back-end of the
repository, and conducting educational research.
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38. Agropedia
• Agropedia is an online knowledge repository, serving as one-stop
hub for information related to agriculture in India.
• The portal, designed as an agricultural Wikipedia provides localized
content in multiple Indian languages. It hosts wide range of
agricultural information organized in the form of knowledge objects
(text, image, audio, and video), and knowledge models represented
using concept mapping tools.
• The project is developed by IIT Kanpur in collaboration with a
number of institutions, with support from by Government of India
through the National Agricultural Innovation Project (NAIP)of the
Indian Council of Agricultural Research (ICAR). The platform
provides space for interactivity, sharing of best practices, news
updates, and online library (gyandhara) with certified content.
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