Ict u2

1 | P a g e Chapter 2: New Horizons in ICT Ver 1.0
2. Recent trends in the area of ICT –
2.1. Interactive Video-
2.2. Interactive White Board-
2.3. videoconferencing –
2.4. M-learning,
2.5. Social Media-
a. Blog,
b. MOOC,
c. Whatsapp,
d. Facebook,
e. Twitter etc.-
2.6. Community Radio:
a. Gyan Darshan,
b. Gyanvani,
c. Sakshat Portal,
d. e-Gyankosh,
2.7. Recent experiments in the third world countries and pointers for India with
reference to Education.
2.7. Interactive Video
Interactive video (IV) is a digital multimedia presentation that can take user input to perform
some action.
Interactive video (also known as "IV") is a type of digital video that supports user interaction.
These videos play like regular video files, but include clickable areas, or "hotspots," that perform
an action when you click on them. For example, when you click on a hotspot, the video may
display information about the object you clicked on, jump to a different part of the video, or open
another video file.
Interactive videos are common on YouTube, a popular video sharing website. They allow you to
select one or more options while the video is playing. For example, towards the end of a video,
you may be asked to select which character in the video you liked best. Once you make your
choice, a new video will open and may provide more information about the character you
selected. Other examples of interactive videos include card tricks, choose your own adventure
videos, and interactive tutorials.
2.8. Interactive White Board
An interactive whiteboard is an instructional tool that allows computer images to be displayed
onto a board using a digital projector. The instructor can then manipulate the elements on the
board by using his finger as a mouse, directly on the screen. Items can be dragged, clicked and
copied and the lecturer can handwrite notes, which can be transformed into text and saved.
They are a powerful tool in the classroom adding interactivity and collaboration, allowing the
integration of media content into the lecture and supporting collaborative learning. Used

innovatively they create a wide range of learning opportunities. However, in many environments
they are not being used to their full potential, and in many cases acting as glorified blackboards.
This type of whiteboard is now commonplace in schools in the UK, but universities have been
slower to adopt this technology. They were originally developed for use in business to
demonstrate concepts and record meetings. However, they are an extremely flexible tool which
can be used with both the youngest primary school children and university graduates.
An interactive whiteboard can be a cost saver as this technology demonstrates how one computer
can provide learning stimuli for a whole classroom. This is more cost effective than equipping an
entire IT room, or every student with a laptop.
Examples of the features available when using an interactive whiteboard:
• Add annotations
• Highlight text
• Add notes and drawings and then save them to be printed out and shared, or added to a virtual
learning environment.
• Show pictures and educational videos to the whole lecture theatre. You can label parts or
highlight elements of an image.
• Demonstrate the content available on a website in a teacher-directed activity
Interaction in practice
In medical studies, the lecturer can show a photograph or a picture of a part of the body. Then,
they can annotate it, adding labels to demonstrate the key aspects. The finished drawing can be
saved and handed out to students or uploaded to the university‘s VLE system.
Interactive whiteboards as a pedagogical tool
This type of tool promotes creative teaching and motivates students into absorbing information.
Teaching with an interactive whiteboard allows lecturers to accommodate all different learning
styles:
• Tactile learners get to touch and move things around the board. They can also make notes and
highlight elements.
• Visual learners benefit from a clear view of what is happening on the board.
• Audio learners can participate in a class discussion.
In medical studies, the lecturer can show a photograph or a picture of a part of the body. Then,
they can annotate it, adding labels to demonstrate the key aspects. The finished drawing can be
saved and handed out to students or uploaded to the university‘s VLE system.

Interactive teaching
The teacher can call upon the students to interact with the whiteboard themselves. The lecturer
can sit at the computer, with the student at the whiteboard, and the class offering suggestions and
contributing ideas.
Group interaction
Interactive whiteboards promote group discussion and participation. They are an effective tool
for brainstorming as notes made on the screen can be turned into text, and saved to be shared and
distributed later. They are an ideal tool for small group work and collaborative learning, as
students can huddle around the board developing ideas, and then save the work for sharing over a
network or by email.
Interactive whiteboards are ideal for demonstrating software in any discipline. The presenter can
run the software on the board, interacting with it using his finger, demonstrating the features and
tools of the software to a large number of students. Elements can be highlighted and annotations
added.
How to use some of the pedagogical features of an interactive whiteboard
Any application that runs on your computer can be used on an interactive whiteboard. You can
surf the internet, annotate a text document or demonstrate a piece of software.
We will look at some of the tools useful for teaching at university-level using a SMART Board
Interactive whiteboard:
Screen shade
Spotlight
Magnifier
Calculator
Pointer
First of all, select the SMART board icon, located at the
bottom right of the screen.
See below:
Icon for the SMART board interactive whiteboard
Select 'other SMART tools' from the pop up box:
The interactive whiteboard SMART drop down arrow
Then select ‗screen shade‘. The screen shade lets you cover your screen, allowing you to
gradually reveal information to your audience.
You can then drag the handles in the order that you would like to reveal the information. You
can remove the screen shade completely by clicking the ‗X‘ in the top right hand corner.

Spotlight allows you to focus the attention of your audience on a specific area of the screen. The
image below shows how you can choose to darken the whole screen apart from a certain area.
The spotlight tool used on the interactive whiteboard
You can move the spotlight by dragging the dark
area of the screen to wherever on the screen you
want your audience to focus. You can customise
the properties of the spotlight with the spotlight
drop down menu (click the arrow in the image
below).
The drop down arrow on the spotlight tool
Transparency controls how dark the background
is. Shape allows you to change the focused area
from a circle to a rectangle or a star. Exit allows
you to close the spotlight.
The magnifier enlarges a certain area of the
screen which can be useful when you want to show a close-up of a spreadsheet or a web address.
The small window is used by the lecturer to show which part of the screen is being magnified,
while the large window displays the selected information. Move the small window around to
focus on a different area of the screen.
Choosing calculator opens the calculator available on your computer.
Pointer allows you to highlight key areas with a pointer. You can drag the pointer around to the
area you would like to highlight. Double clicking the pointer removes it.
The screen capture toolbar allows you to capture images of your screen. The Smart Notebook
software will automatically open and display the captured image.
2.9. Videoconferencing
A videoconference is a live connection between people in separate locations for the purpose of
communication, usually involving audio and often text as well as video. At its simplest,
videoconferencing provides transmission of static images and text between two locations. At its
most sophisticated, it provides transmission of full-motion video images and high-quality audio
between multiple locations.
Below are five ways to use video conferencing in the classroom.
1. Connect with Experts
It is always a joy to get to talk with experts and peers face to face and in real-time!"
2. Virtual Field Trips
Any school field trip usually requires a lot of preparation — there‘s the food, then the
transportation, then the mischievous students, and most importantly, making sure not to lose
anybody. It‘s a whole lot harder to ―wander off‖ when your field trip is on a screen in front of
you. Whether to a museum or a zoo, virtual field trips are becoming increasingly common in
video conferencing schools.

3. Working Together
While in the past, collaborative activities might be limited to one classroom or one school, video
conferencing allows students in multiple schools around the world to work together on relevant
issues.
One benefit of such an exchange would be that you might receive different views and fresh ideas
from a class of students who are miles away, than you would from someone you‘ve known for
years.
Collaborative activities typically work toward a practical goal (such as cleaning up rural waters)
while helping students develop organizational, collaborative, and leadership skills.
4. Accessing Previously Unavailable Courses
Some schools, especially those in rural areas, aren‘t able to offer advanced or detailed courses
that their students might need. Even those in more populated areas often lack enough teachers in
certain subject areas. Many schools could benefit from having an extra course over distance
learning that they might not be able to offer otherwise. Instead of having to commute long
distances between different schools, teachers would be able to instruct over video conferencing.
What's more, "previously unavailable courses" can mean some pretty exotic content. You might
have dissected squids or made model skeletons, but how many times have you seen a live knee
replacement surgery in science class? Video conferencing is a powerful medium for giving
students unparalleled access to places (or procedures) they could have only dreamed of in the
past.
5. Teaching the Teachers
It not only for students over video conferencing, but also to teachers, providing a ―kid‘s eye view
of the classroom.‖ Because learning is a continual process for teachers, and teachers must
acquire a certain
Videoconferencing (VC) is the conduct of a videoconference (also known as a video conference
or videoteleconference) by a set of telecommunication technologies which allow two or more
locations to communicate by simultaneous two-way video and audio transmissions.
Videoconferencing differs from videophone calls in that it's designed to serve a conference or
multiple locations rather than individuals. It is an intermediate form of videotelephony, first used
commercially in Germany during the late-1930s and later in the United States during the early
1970s as part of AT&T's development of Picturephone technology.
With the introduction of relatively low cost, high capacity broadband telecommunication
services in the late 1990s, coupled with powerful computing processors and video compression
techniques, videoconferencing has made significant inroads in business, education, medicine and
media.
Videoconferencing uses audio and video telecommunications to bring people at different sites
together. This can be as simple as a conversation between people in private offices (point-to-
point) or involve several (multipoint) sites in large rooms at multiple locations. Besides the audio

and visual transmission of meeting activities, allied videoconferencing technologies can be used
to share documents and display information on whiteboards.
Technological developments by videoconferencing developers in the 2010s have extended the
capabilities of video conferencing systems beyond the boardroom for use with hand-held mobile
devices that combine the use of video, audio and on-screen drawing capabilities broadcasting in
real-time over secure networks, independent of location. Mobile collaboration systems now
allow multiple people in previously unreachable locations, such as workers on an off-shore oil
rig, the ability to view and discuss issues with colleagues thousands of miles away. Traditional
videoconferencing system manufacturers have begun providing mobile applications as well, such
as those that allow for live and still image streaming.f
The core technology used in a videoconferencing system is digital compression of audio and
video streams in real time. The hardware or software that performs compression is called a codec
(coder/decoder). Compression rates of up to 1:500 can be achieved. The resulting digital stream
of 1s and 0s is subdivided into labeled packets, which are then transmitted through a digital
network of some kind (usually ISDN or IP). The use of audio modems in the transmission line
allow for the use of POTS, or the Plain Old Telephone System, in some low-speed applications,
such as videotelephony, because they convert the digital pulses to/from analog waves in the
audio spectrum range.
The other components required for a videoconferencing system include:
Video input: video camera or webcam
Video output: computer monitor, television or projector
Audio input: microphones, CD/DVD player, cassette player, or any other source of PreAmp
audio outlet.
Audio output: usually loudspeakers associated with the display device or telephone
Data transfer: analog or digital telephone network, LAN or Internet
Computer: a data processing unit that ties together the other components, does the compressing
and decompressing, and initiates and maintains the data linkage via the network.
There are basically two kinds of videoconferencing systems:
Dedicated systems have all required components packaged into a single piece of equipment,
usually a console with a high quality remote controlled video camera. These cameras can be
controlled at a distance to pan left and right, tilt up and down, and zoom. They became known as
PTZ cameras. The console contains all electrical interfaces, the control computer, and the
software or hardware-based codec. Omnidirectional microphones are connected to the console,
as well as a TV monitor with loudspeakers and/or a video projector. There are several types of
dedicated videoconferencing devices:
Large group videoconferencing are non-portable, large, more expensive devices used for large
rooms and auditoriums.
Small group videoconferencing are non-portable or portable, smaller, less expensive devices
used for small meeting rooms.

Individual videoconferencing are usually portable devices, meant for single users, have fixed
cameras, microphones and loudspeakers integrated into the console.
Desktop systems are add-ons (hardware boards or software codec) to normal PCs and laptops,
transforming them into videoconferencing devices. A range of different cameras and
microphones can be used with the codec, which contains the necessary codec and transmission
interfaces. Most of the desktops systems work with the H.323 standard. Videoconferences
carried out via dispersed PCs are also known as e-meetings. These can also be nonstandard,
Microsoft Lync, Skype for Business, Google Hangouts, or Yahoo Messenger or standards based,
Cisco Jabber.
2.10. M-learning
M-learning or mobile learning is defined as "learning across multiple contexts, through social
and content interactions, using personal electronic devices. A form of distance education, m-
learners use mobile device educational technology at their time convenience.
M-learning technologies include handheld computers, MP3 players, notebooks, mobile phones
and tablets. M-learning focuses on the mobility of the learner, interacting with portable
technologies. Using mobile tools for creating learning aids and materials becomes an important
part of informal learning.
M-learning is convenient in that it is accessible from virtually anywhere. Sharing is almost
instantaneous among everyone using the same content, which leads to the reception of instant
feedback and tips. This highly active process has proven to increase exam scores from the fiftieth
to the seventieth percentile, and cut the dropout rate in technical fields by 22 percent. M-learning
also brings strong portability by replacing books and notes with small devices, filled with
tailored learning contents.
Mobile learning is the delivery of learning, education or learning support on mobile phones,
PDAs or tablets. E-Learning has provided the ability for traditional learning to break out of the
classroom setting and for students to learn at home. Mobile learning has enhanced upon e-
learning by taking it a step further and allowing students to learn virtually anywhere a mobile
signal is available.
New mobile technology, such as hand-held based devices, is playing a large role in redefining
how we receive information. The recent advances in mobile technology are changing the primary
purpose of mobile devices from making or receiving calls to retrieving the latest information on
any subject. "Numerous agencies including the Department of Defense (DoD), Department of
Homeland Security (DHS), Intelligence community, and law enforcement are utilizing mobile
technology for information management."
Classroom applications combine the use of handheld computers, PDAs, smartphones or handheld
voting systems (such as clickers) with traditional resources. (Tremblay 2010).
Class management
Mobile devices can be used in brick-and-mortar or online settings to enhance learning
experiences.

The mobile phone (through text SMS notices) can be used especially for distance education or
with students whose courses require them to be highly mobile and in particular to communicate
information regarding availability of assignment results, venue changes and cancellations, etc. It
can also be of value to business people, e.g. sales representatives who do not wish to waste time
away from their busy schedules to attend formal training events.
Mobile devices facilitate online interaction between instructor and student, and student to
student.
Blended learning takes the classroom out of a traditional brick-and-mortar setting. Students
become part of virtual communities used for collaboration. Blended learning transitions away
from a traditional teaching environment to a customized and interactive web platform for the
user
Podcasting
Podcasting consists of listening to audio recordings of lectures. It can be used to review live
lectures and to provide opportunities for students to rehearse oral presentations. Podcasts may
also provide supplemental information to enhance traditional lectures.
Psychological research suggests that university students who download podcast lectures achieve
substantially higher exam results than those who attend the lecture in person (only in cases in
which students take notes).
At work
M-learning in a workplace can be very different from a school's context. Although employees do
occasionally attend face to face training events, the majority of work-based learning happens on
the job, often at the moment of need. Because of this, m-learning is being used in a wider range
of modes:
On the job training for someone who accesses training on a mobile device.
Just in time training to solve a problem or gain an update.
Performance support. Immediate access to tools to streamline a work-task
Reference guides and ebooks
Checklists
Due to the very diverse training needs across a large organisation, self-serve learning is more
common than is found at the school, or college level. Mobile is seen as an effective way to reach
a large number of employees easier and more effectively.[11]
Lifelong learning and self-learning
Mobile technologies and approaches, i.e. Mobile Assisted Language Learning (MALL), are also
used to assist in language learning. For instance handheld computers, cell phones, and podcasting
(Horkoff Kayes2008) have been used to help people acquire and develop language skills.
Other
Improving levels of literacy, numeracy, and participation in education amongst young adults.

Using the communication features of a mobile phone as part of a larger learning activity, e.g.:
sending media or texts into a central portfolio, or exporting audio files from a learning platform
to your phone.
Developing workforce skills and readiness among youth and young adults.
2.11. Social Media
a. Blog,
A blog (a truncation of the expression weblog) is a discussion or informational site published on
the World Wide Web consisting of discrete entries ("posts") typically displayed in reverse
chronological order (the most recent post appears first). Until 2009, blogs were usually the work
of a single individual, occasionally of a small group, and often covered a single subject. More
recently "multi-author blogs" (MABs) have developed, with posts written by large numbers of
authors and professionally edited. MABs from newspapers, other media outlets, universities,
think tanks, advocacy groups, and similar institutions account for an increasing quantity of blog
traffic. The rise of Twitter and other "microblogging" systems helps integrate MABs and single-
author blogs into societal newstreams. Blog can also be used as a verb, meaning to maintain or
add content to a blog.
The emergence and growth of blogs in the late 1990s coincided with the advent of web
publishing tools that facilitated the posting of content by non-technical users. (Previously, a
knowledge of such technologies as HTML and FTP had been required to publish content on the
Web.)
Majorities are interactive, allowing visitors to leave comments and even message each other via
GUI widgets on the blogs, and it is this interactivity that distinguishes them from other static
websites. In that sense, blogging can be seen as a form of social networking service. Indeed,
bloggers do not only produce content to post on their blogs, but also build social relations with
their readers and other bloggers. However, there are high-readership blogs which do not allow
comments, such as Daring Fireball.
Many blogs provide commentary on a particular subject; others function as more personal online
diaries; others function more as online brand advertising of a particular individual or company. A
typical blog combines text, images, and links to other blogs, Web pages, and other media related
to its topic. The ability of readers to leave comments in an interactive format is an important
contribution to the popularity of many blogs. Most blogs are primarily textual, although some
focus on art (art blogs), photographs (photoblogs), videos (video blogs or "vlogs"), music (MP3
blogs), and audio (podcasts). Microblogging is another type of blogging, featuring very short
posts. In education, blogs can be used as instructional resources. These blogs are referred to as
edublogs.
b. MOOC,
MOOC (massive open online course)
A massive open online course (MOOC) is an online course aimed at unlimited participation and
open access via the web. In addition to traditional course materials such as filmed lectures,
readings, and problem sets, many MOOCs provide interactive user forums to support community
interactions between students, professors, and teaching assistants (TAs). MOOCs are a recent

and widely researched development in distance education which was first introduced in 2008 and
emerged as a popular mode of learning in 2012.
c. Whatsapp
WhatsApp Messenger is a proprietary cross-platform instant messaging client for smartphones
that operates under a subscription business model. It uses the Internet to send text messages,
images, video, user location and audio media messagesto other users using standard cellular
mobile numbers.
d. Facebook,
Facebook is a popular free social networking website that allows registered users to create
profiles, upload photos and video, send messages and keep in touch with friends, family and
colleagues. The site, which is available in 37 different languages, includes public features such
as:
Marketplace - allows members to post, read and respond to classified ads.
Groups - allows members who have common interests to find each other and interact.
Events - allows members to publicize an event, invite guests and track who plans to
attend.
Pages - allows members to create and promote a public page built around a specific topic.
Presence technology - allows members to see which contacts are online and chat.
Within each member's personal profile, there are several key networking components. The most
popular is arguably the Wall, which is essentially a virtual bulletin board. Messages left on a
member's Wall can be text, video or photos. Another popular component is the virtual Photo
Album. Photos can be uploaded from the desktop or directly from a smartphone camera. There is
no limitation on quantity, but Facebook staff will remove inappropriate or copyrighted images.
An interactive album feature allows the member's contacts (who are called generically called

"friends") to comment on each other's photos and identify (tag) people in the photos. Another
popular profile component is status updates, a microblogging feature that allows members to
broadcast short Twitter-like announcements to their friends. All interactions are published in a
news feed, which is distributed in real-time to the member's friends.
Facebook offers a range of privacy options to its members. A member can make all his
communications visible to everyone, he can block specific connections or he can keep all his
communications private. Members can choose whether or not to be searchable, decide which
parts of their profile are public, decide what not to put in their news feed and determine exactly
who can see their posts. For those members who wish to use Facebook to communicate
privately, there is a message feature, which closely resembles email.
In May 2007, Facebook opened up its developers' platform to allow third-party developers to
build applications and widgets that, once approved, could be distributed through the Facebook
community. In May 2008, Facebook engineers announced Facebook Connect, a cross-site
initiative that allows users to publish interactions on third-party partner sites in their Facebook
news feed.
e. Twitter etc.-
Twitter is a free social networking microblogging service that allows registered members to
broadcast short posts called tweets. Twitter members can broadcast tweets and follow other
users' tweets by using multiple platforms and devices. Tweets and replies to tweets can be sent
by cell phone text message, desktop client or by posting at the Twitter.com website.
The default settings for Twitter are public. Unlike Facebook or LinkedIn, where members need
to approve social connections, anyone can follow anyone on publicTwitter. To weave tweets into
a conversation thread or connect them to a general topic, members can add hashtags to a
keyword in their post. The hashtag, which acts like a meta tag, is expressed as #keyword.
Tweets, which may include hyperlinks, are limited to 140 characters, due to the constraints of
Twitter's Short Message Service (SMS) delivery system. Because tweets can be delivered to
followers in real time, they might seem like instant messages to the novice user. But unlike IMs
that disappear when the user closes the application, tweets are also posted on the Twitter website.
They are permanent, they are searchable and they are public. Anyone can search tweets on
Twitter, whether they are a member or not.
Here is an example of how you, as an IT pro, might use Twitter:
Let's say you are interested in learning more about cloud computing. First, you could search
Twitter to see if anyone is talking (tweeting) about cloud computing. A quick search reveals that
lots of Twitter members are talking about cloud computing.
Now you could do one of several things. You could simply keep tabs on cloud computing by
returning and searching Twitter each day (not very efficient -- but effective) or you could join
Twitter and follow people who have posted tweets that catch your interest. As a Twitter member,
you can post your own tweets or you can just remain a follower and lurk.
Twitter uses an open-source Web framework called Ruby on Rails (RoR). The API is open and
available to application developers.
COMPARATIVE STUDY OF MEDIA (WHATSAPP, FACEBOOK AND TWITTER)

Social media an important component of modern people lives of contemporary societies, and on
the point of particular young people. The aim of the present research to study the relationship of
the use of social media the following social media: WhatsApp, Twitter and Facebook.
icons
Definition A blog
(also called
a weblog or
web log) is
a website
consisting
of entries
(also
called posts
) appearing
in reverse
chronologi
cal order
with the
most recent
entry
appearing
first
(similar in
format to a
daily
journal).
Messenger is a
proprietary cross-
platform instant
messaging client for
smartphones that
operates under a
subscription business
model. It uses the
Internet to send text
messages, images,
video, user location
and audio media
messages to other
users using standard
cellular mobile
numbers
Facebook is defined
as an online social
networking website
where people can
create profiles, share
information such as
photos and quotes
about themselves,
and respond or link
to the information
posted by others.
Twitter: is an online
social networking
microblogging service
that enables users to
send and read short
140-character messages
called "tweets".
Registered users can
read and post tweets,
but unregistered users
can only read them.
Users access Twitter
through the website
interface, SMS, or
mobile device app.
FOUNDED
IN
WhatsApp Inc. was
founded in 2009 by
Brian Acton and Jan
Koum, both former
employees at Yahoo!.
Facebook was
founded on February
4, 2004, by Mark
Zuckerberg with his
college roommates
and fellow Harvard
University students
Eduardo Saverin,
Andrew McCollum,
Dustin Moskovitz
and Chris Hughes.
The founders had
initially limited the
Twitter was created in
March 2006 by Jack
Dorsey, Evan Williams,
Biz Stone and Noah
Glass and in July 2006
the site was launched.

website's
membership to
Harvard students,
but later expanded it
to colleges in the
Boston area, the Ivy
League, and
Stanford University
INSTANT
MESSAGIN
G
 Image
 Video
 Audio
 Location
 Contact – ability
to send contact
details to
another
Whatsapp
contact
 Image
 Video
 Audio
 Image Search –
use Bing to
search for
images online
for sharing in
chat
 Location
 Self-destructing
messages (in
the testing
phase anyway)
 Facial
Recognition
―Photo Magic‖
that reminds
you to send
your friends
pictures they're
in
As it stands,
Whatsapp is the
more feature-rich IM
client supporting
video and the ability
to send location
updates to contacts.
 Image
 Video
 Audio
 Location
Information
about user
availability
no
information
Full information no information no information
Availability
of teachers to
relatively
low
relatively high relatively high relatively high

the students
Opening a
group
Not natural easy easy Not natural
Adding and
removing
members to a
group
relatively
low
easy Requires participant
approval
Requires participant
approval
Collaborative
learning
enable enable enable enable
Sharing
content
Relatively
easy
Relatively easy Relatively easy Relatively easy
Privacy Relatively
high
Relatively high Relatively low Relatively low
2.12. Community Radio:
Community radio is a radio service offering a third model of radio broadcasting in addition to
commercial and public broadcasting. Community stations serve geographic communities and
communities of interest. They broadcast content that is popular and relevant to a local, specific
audience but is often overlooked by commercial or mass-media broadcasters. Community radio
stations are operated, owned, and influenced by the communities they serve. They are generally
nonprofit and provide a mechanism for enabling individuals, groups, and communities to tell
their own stories, to share experiences and, in a media-rich world, to become creators and
contributors of media.
a. Gyan Darshan,
GyanDarshan-I is a satellite based TV channel devoted to educational and developmental needs
of the society. Then there is GyanDarshan-II / Edusat, which is an exclusive educational satellite
to provide interactive education using DVB-RCS technology. It offers distance education
through Virtual Class Room mode and provides access to digital repository of educational
content hosted at IGNOU. The GyanVani educational FM Radio network provides programmes
covering different aspects and levels of education including Primary and Secondary Education,
Adult Education, Technical and vocational Education, Higher Education and Extension
Education.
b. Gyanvani,
Gyan Vani is an educational FM radio station in several cities of India. Gyan Vani stations
operate as a media cooperative with the day-to-day programmes being contributed by various
educational institutions, NGOs, government and semi-government organizations, UN agencies,
ministries such as Agriculture, Environment, Health, Women and Child Welfare, Science &
Technology, etc. besides national level institutions such as NCERT, NIOS and state open

universities. Each Gyan Vani station has a range of about 60 km and covers an entire city
including the adjoining rural areas. The medium of broadcast is English, Hindi or language of the
region. Gyan Vani FM radio uses stereophonic FM transmitters, and professionals operate the
radio stations. Each nodal centre is provided with media from Indira Gandhi National Open
University's (IGNOU) Electronic Media Production Centre. The centre serves purposes of
production, dissemination and transmission of educational material. The facilities available at the
media production centre are shared with various educational and training institutions, state open
universities, central and state government ministries or departments, nongovernmental
organizations, corporate bodies and other sectors.
c. Sakshat Portal, and e-Gyankosh,
i. Sakshat Portal
Sakshat is a one-stop education portal. ―Sakshat portal addresses the educational requirements of
learners from Kindergarten to PhD. All the e-learning contents would be disseminated through
Sakshat portal free of cost.
The portal has five functional modules:
Educational Resources
―Learners can explore knowledge repository available on the net in the form of e-books, e-
journals, digital repository, digital library etc. Most of the sources are open source material.‖
Scholarship
―It is meant for scholarship holders at national and state levels to keep track of their progress.
Besides, it keep them informed about various scholarship opportunities through news feeds and
announcements.‖
Testing
―Learners can horn their skills and enrich knowledge through online testing, skill upgradation
tools, and guided learning environment.‖
Super Achiever
―Links are provided to various Olympiad sites to help them in testing and upgrading their
capabilities to face competitive examinations in life.‖
Interact
―It is an ideal platform for the learners to interact with faculties, mentors and peer group in real
time or asynchronously. Tools provided for interaction includes, e-mail, weblogging,
webcasting, online chat, discussion forum. Other facilities include career counseling and a
platform for uploading content and quiz by teachers.‖
The portal also provides educational news, examination alerts, sample papers and other useful
links available on the web.
Virtual Class
The portal offers various online courses under Spoken tutorials and NPTEL programs. The topics
have been divided into four quadrants i.e. e-content, web resources, e-tutor and self-assessment.
ii. e-Gyankosh,

Egyankosh is a National Digital Repository of IGNOU to store, index, preserve, distribute and
share the digital learning resources developed by the Open and Distance Learning Institutions in
the country.
2.7. Recent experiments in the third world countries and pointers for India with
reference to Education.
Definition: Third World Countries
Developing nations are commonly referred to as Third World. These developing countries can be
found in Asia, Africa, Oceania and Latin America. These countries were at one point colonies
which were formally lead by imperialism. The end of imperialism forced these colonies to
survive on their own. With lack of support, these colonies started to develop characteristics such
as poverty, high birthrates and economic dependence on other countries. The term was then
affiliated to the economic situation of these former colonies and not their social alliances to
either capitalism or communism.
Third World Countries:
Switzerland (yes, that's right), Finland, Sweden, Ireland, Brazil and much of the Americas and
Africa were referred to as the 'Third World'. They didn't align with either the USSR or the US,
and had no organised alliance amongst themselves.
As most of these countries in Africa and South America are now poorer countries, the term
'Third World' has been used to describe poorer countries. It's pretty obvious to see that this isn't a
good term to use, as Switzerland and other neutral countries were also part of the 'Third World'.

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