E-Resources in Education: Types and Forms

ICT IN EDUCATION
UNIT-V
E - RESOURCES & E - CONTENT
DEVELOPMENT
Dr.N.SASIKUMAR
Assistant Professor
Department of Education
Alagappa University
Karaikudi-630003

E - RESOURCES
 Electronic resources (or e-
resources) are materials in digital
format accessible electronically.
 Examples of e-resources are
electronic journals (e-journal),
electronic books (e-book) online
databases in varied digital formats,
Adobe Acrobat documents (. pdf),
WebPages (. htm, .

E - RESOURCES
 An electronic resource is defined as a
resource which require computer
access or any electronic product that
delivers a collection of data, be it text
referring to full text bases, electronic
journals, image collections, other
multimedia products and numerical,
graphical or time based, as a
commercially available title that has
been published with an aim to being
marketed.

E-Resources: Meaning
 Digital technology has made it more easy,
speedy and comfortable to apply the stored
intellect.
 Electronic resources are easily accessible in
remote areas.
 Electronic resources solve storage problems
and control the flood of information.
 Electronic information sources are becoming
more and more important for the academic
community. The advent of technology has
made the libraries to add new things to its
collection.

E-Resources: Concept
 Electronic resources initiated various
changes in traditional libraries.
 “Electronic”, “virtual” and “digital libraries”
have evolved.
 The “hybrid library”, defined as the integration
of print and electronic information of all kinds
and for all manner of sources (databases,
networked information resources, in-house
information resources, etc.), provider access
under one unifed user interface, though even
this may be varied and customizable for
various user groups.

 Electronic Resource is defined as a
source which need computer access
or any electronic item for consumption
that distribute a compilation of
information, be it manuscript referring
to complete book bases, electronic
periodical, depiction , other multimedia
products and arithmetical, graphical or
time based, as a commercially
obtainable label that has been
published with an aim to being
marketed.

E-Resources: Importance
 The E-resources plays a vital role in the
all over world, every user must knew the
importance of e-resources, it is accepted
by all kind of people because of its
accessibility, affordability, usability and
readability.
 E-Resources enable the librarian to
provide better service to the user
community.

 To get access to an information source by
the more than one users.
 E-Resources can be searched quickly.
 These can be found easily by the user.
 These resources can be stored in huge
amount.
 Amount of time spent on the E-Resources
use.
 Analyses the purpose of using e-resources
by respondent
 Know different types of e-resources
commonly used by respondents
 To collect, store, organize information in
digital form.

Characteristics of E-Resources
 Access to every document by anyone; from any
where
 Retrieval of e-resources is quicker than print
resources
 The users can be guided to the document by
providing a link.
 Easy to search the text
 The collection available in electronic format can be of
any media.
 Ownership not that important
 In electronic environment the interaction between
user and librarian is frequent.
 No defined user group
 The software can help the users in retrieving the

Selections of E-Resources
The selection of E-Resources should be done
according to the need and demand of users. As a
librarian one should consider the following steps at
the time of selection.
 To know the needs of users.
 To know content and scope of e-resources.
 To examine quality of the e-resources and
search facility among them.
 To maintain cost effectiveness.
 To check either subscription based or web
based at the time of purchasing.
 To check the license copy.
 To evaluate educational support and training.
 To check the compatibility and technical

Utilities of E-Resources
 Now a days the reading materials and information
sources are changing from print to electronic. Some
of such E-Information services are detailed and
briefly discussed here:
E-Information services Abbreviations
 Current Awareness Service -CAS
 Selective dissemination of Information- SDI
 E-Document Delivery Services- EDDS
 Online Public Access Catalogue- OPAC
 Current Awareness Service- CAS
 Mobile Libraries- M-Libraries

Advantages and Limitations
 Electronic Resources offer a number of advantages not
only to libraries but also to users, authors, editors,
publishers, and archivists. The advantages are:
 Low cost of production compared to print documents.
 The cost of publication and distribution is less than the
print versions.
 Saves enormous time by providing easy and
instantaneous access without wasting time for
processing, printing, binding, and delivery.
 Eliminates printing, binding and postage costs.
 Allow interactive facilities.Facilitate easy duplication
into new media and distribution.
 Integration of different media ( Image, Sound, Video,
etc. Saves library storage space.

 Provide hyperlinks to related additional resources.
 Have the potential to conserve fragile/precious
original materials. Allow remote access from
anywhere at any time.
 Enable simultaneous access to a large number of
users.
 Facilitate access to physically challenged persons.
Are eco-friendly.
 The data can be easily manipulated at regular
intervals and can be kept always up-to-date in
electronic media.
 The electronic resources indifferent to environmental
hazards and if handled with care will show great
durability which can not be achieved on paper-based
print media.
 To provide current awareness service to all users;
faculty, research scholars and PG students.

Disadvantages of Electronic Resources
 All e-resource devices require power.
 Require high cost for technology infrastructure.
 Need special equipment to access
 Lack of compatibility among different publishers.
 Hardware and software compatibility problem
 Copyright violation problem
 Current e-book format may not be readable by future
e-book devices.
 Book reading devices are more expensive than most
paper books.
 Lack of awareness on IT skills for usage of e-resource.
 Technological barriers.

 The initial cost is very high. As a result many publishers
are forced to calculate the expected benefits before
embracing on a publication product (economical
barriers).
 Use of products according to the convenience of the
user is not possible. It has certain technological
restrictions.
 Lack of uniform standards in the retrieval of software
products from different publishers creates problems in
their usage.
 Since reading of ICT based resources and services
requires skills, the users have to acquire certain skill
before hand or take the help of intermediates like library
professionals to help them in accessing the electronic
documents. Even the library professionals have to learn
the skill, if they desire to serve the users effectively and
efficiently.

Forms of Digital information
 "Computer programs are used to manage and
retrieve digital information. Software is
necessary for users to access and manipulate
digital information stored inside a computer or
on storage media.
 With tremendous developments in ICTs, the
education system of today has been enriched
by various OERs.
 The optimal utilization of opportunities
provided by the technological developments
presents a profound challenge for education
systems and has serious implications
involving cost, access, equity, pedagogy and

 Digital content is any content that
exists in the form of digital data. Also
known as digital media, digital content is
stored on digital or analog storage in
specific formats. Forms of digital content
include information that is digitally
broadcast, streamed, or contained
in computer files. Viewed narrowly,
digital content includes popular media
types, while a broader approach
considers any type of digital information
(e. g. digitally updated weather
forecasts, GPS maps, and so on) as

On – Line Libraries
 A digital library, digital repository, or digital
collection, is an online database of digital
objects that can include text, still images,
audio, video, digital documents, or
other digital media formats.
 Objects can consist of digitized content
like print or photographs, as well as originally
produced digital content like word
processor files or social media posts.
 In addition to storing content, digital libraries
provide means for organizing, searching,
and retrieving the content contained in the
collection.

 Digital Libraries: Features Digital library is a
collection of textual, numeric data, scanned
images, graphics, audio & video recordings that
provides access to digital collection for ease of
retrieval of information to the users.
 Digital library is characterised by : ·Library is at
the disposal of users that facilitate access of
information by just push of a button. ·
Information sources is digitised, compressed
and stored in textual/numeric, audio, vedio,
graphic form. · Time saving device for user
community · Computer assisted search ·
Geographically distributed creating the concept
of world as a global village · Alerts users based
on their subject interests.

Popular full text databases, covering a
broad range of academic topics
 Academic Search CompleteCheck "Limit your results to Full Text" to
limit results to articles available from AUS.
 Arab World Research SourceFull text academic journals, trade
publications, conference papers, industry profiles, and more that are
published in or pertain specifically to the Arab World.
 JSTORAn online archive of core scholarly journals and books in a
wide variety of disciplines.
 Lexis-NexisContains full text Newspapers, Magazines, Journals and
Newsletters.
 Opposing ViewpointsContains pro/con viewpoint essays, topic
overviews, primary source documents, biographies, statistical tables,
charts, graphs, images, podcasts, court-case overviews and full text
periodical articles.
 ProQuest CentralProQuest Central is an extensive general
reference resource, encompassing more than 160 subjects, with
reliable and authoritative information from around the world. Content
is aggregated from journals, newspapers, as well as from industry
reports and company profiles.

E- Resources in Indian
Education
 India is an active player in the digital
movement with a large number of open
accuses electronic journals, open
accuses repositories and open source
software-based digital repositories.
Some of the open access initiatives
have contributed largely to the creation,
utilization and expansion of OER in
India.
 The importance of OER stems from the
fact that these resources are seen as
fundamental to the knowledge society

 Digital Divide is the gap in opportunities
experienced by those with limited
accessibility to technology especially, the
Internet.
 This digital divide can be bridged by
facilitating access to scholarly e-resources
to the people of developing and
underdeveloped countries.
 Apart from the fact that most of the print
journals are expensive, there is rise in the
subscription price of journals and
databases on an exponential rate.

UGC – INFLIBNET
 INFLIBNET Centre (Information and
Library Network Centre) is an
autonomous Inter-University Centre of
the University Grants Commission
(UGC) of India under Ministry of HRD
(MHRD) located in Gandhinagar,
Gujarat.
 The centre was initially started as a
national project under IUCAA in March,
1991. It became an independent Inter-
University Centre in June 1996.

 INFLIBNET is involved in
modernizing university libraries in
India and connecting them as well as
information centres in the country
through a nationwide high speed
data network using the state-of-art
technologies for the optimum
utilization of information.
 INFLIBNET is set out to be a major
player in promoting scholarly
communication among academicians
and researchers in India.

UGC-INFONET
 The higher education system in India is
very large and complex. India has the
third largest higher education system in
the world behind China and the United
States, comprising more than 471
universities, 22,064 affiliated colleges,
and 5.21 lakhs faculty.
 The UGC-INFONET Digital Library
Consortium, launched in 2004,
provides differential access to 5,790
journals to 160 universities covered
under 12B Act of the UGC.

 After launch of the Indian National
Digital Library in Engineering Sciences
and Technology (INDEST-AICTE)
Consortium in 2003 and UGC-INFONET
 Digital Library Consortium in 2004,
availability and accessibility of e-
resources increased henomenally in
centrally-funded technical institutions
(IITs, IISc, IIMs,IIITs, etc.) and
universities, setting in a new culture of
electronic access and browsing in
educational institutions.

UGC-INFONET
 The UGC-INFONET Digital Library Consortium, one of
the largest consortium in India, was launched in
December 2003 by Dr APJ Abdul Kalam, the then
President of India to support education and research
in universities.
 The Consortium provides current as well as archival
access to 5,790 peer-reviewed journals and 10
bibliographic databases from 23 publishers and
aggregators in different disciplines to academic
community in universities comprising faculty, staff,
researchers and students.
 These e-resources cover almost all subject disciplines
including arts, humanities,social sciences, physical
sciences, chemical sciences, life sciences, computer
sciences, mathematics, statistics, etc. Besides, other

ERNET
 The Education and Research Network
(ERNET) is an autonomous scientific society
of the Ministry of Electronics and Information
Technology, Government of India and
dedicated to support the needs of the
research and education community within the
country.
 It was established in 1998 as an autonomous
scientific society under the Ministry of
Electronics & Information Technology,
Government of India. It operates ERNET
network – a pan-Indian terrestrial and satellite
network with 5 points of presence at premier

 ERNET has made a significant contribution
to the emergence of networking in the
country.
 It practically brought the Internet to India
and has built up national capabilities in the
area of net-working, especially in protocol
software engineering.
 It has not only succeeded in building a
large network that provides various
facilities to the intellectual segment of
Indian society, the research and education
community, it has over the years become a
trendsetter in the field of networking.

DELNET
 Developing Library Network (DELNET): It is
the first operational library network in India.
 It was started as a project of the India
International Centre in January 1988 with the
initial, financial and technical assistance by
National Information System for Science and
Technology (NISSAT), Department of Scientific
and Industrial Research, Govt. of India. It was
registered as a society in June 1992 under the
Societies Registration Act of 1860 and is
currently being promoted by the National
Informatics Centre (NIC), Planning
Commission, Govt. of India and India
International Centre, New Delhi.

 To promote sharing of resources among the libraries by developing a
network of libraries, by collecting, storing and disseminating information
and by offering computerized services to the users.
 To offer guidance to the member libraries on cataloguing database
services, circulation, acquisition, serials control, online services,
selection of hardware and software, etc.
 To coordinate efforts for suitable collection development and for
reducing unnecessary duplication wherever possible.
 To establish a referral centre, to monitor and/or facilitate catalogue
search and maintain a central online union catalogue of books, serials,
and non-book materials of all the participating libraries.
 To facilitate and promote delivery of documents manually and
mechanically.
 To develop specialist bibliographic database of books, serials and non-
book materials.
 To develop a database of projects, specialists and institutions.
 To possess and maintain electronic and mechanical equipment for the
fast communication of information and delivery of electronic mail.
 To coordinate with other regional, national and international networks for
exchange of information and documents.
 To undertake, facilitate and provide for the publication of
newsletters/journals devoted to networking and sharing of resources.

E–Journal Consortium
 The word consortium has been derived
from Latin, meaning association or
partnership.
 e-journal consortium means the
collaborative acquisition of access rights
to electronic databases and journals.
 The aim of consortia is to achieve what
the members of the group cannot
achieve individually.

 In the digital context, it is the access
to information rather than holding
information.
 ‘Collection building’ concept has
changed to ‘Connection building’ with
the help of Information and
Communication technologies (ICT).
 Access to the e-resources and the
subscription amount is shared among
the participating libraries.

TYPES OF CONSORTIUM
 Open Consortium: (INDEST Consortium of MHRD,
Government of India.)
 Closed Consortium: (CSIR, DAE, and IIM Consortia)
 Centrally-funded: (CSIR, INDEST, UGC-INFONET, and
ICMR)
 Shared Budget: (IIM, and Forum for Resource Sharing in
Astronomy and Astrophysis (FORSA).)
 Publishers’ Initiative: (Emeralds’ Publishing
Group)
 National Consortium: (includes member libraries
fromone country.)
 International Consortium

NPTEL
 NPTEL is an acronym for National
Programme on Technology Enhanced
Learning which is an initiative by seven
Indian Institutes of Technology (IIT Bombay,
Delhi, Guwahati, Kanpur, Kharagpur,
Madras and Roorkee) and Indian Institute
of Science (IISc) for creating course
contents in engineering and science.
 NPTEL as a project originated from many
deliberations between IITs, Indian Institutes
of Management (IIMs) and Carnegie Mellon
University (CMU) during the years 1999-
2003.

 Web supplements were expected to cover
materials that could be delivered in
approximately forty hours.
 Five engineering branches (Civil, Computer
Science, Electrical, Electronics and
Communication and Mechanical) and core
science programmes that all engineering
students are required to take in their
undergraduate engineering programme in
India were chosen initially.
 Contents for the above courses were based
on the model curriculum suggested by All
India Council for Technical Education
(AICTE) and the syllabi of major affiliating
Universities in India.

Consortium for Educational
Communication (CEC) (1993)
 The Consortium for Educational
Communication popularly known as CEC is
one of the Inter University Centres set up by
the University Grants Commission.
Communication popularly known as CEC is
one of the Inter University Centres set up by
the University Grants Commission. It has
been established with the goal of addressing
the needs of Higher Education through the
use of powerful medium of Television
alongwith the appropriate use of emerging
Information Communication Technology

 Realizing the potential and power of television
to act as means of Educational Knowledge
dissemination, UGC started the Countrywide
Classroom Programmes in the year 1984.
 For production of educational programmes,
initially Media Centres were set up at 6
Universities. Subsequently CEC was setup in
1993 as a nodal agency to coordinate, guide &
facilitate such educational programme
production through its Media Centres.
 Today 22 Media Centres now known as
Educational Multimedia Research Centres
(EMRCs) are working towards achieving this
goal under the umbrella of CEC.

E–Content Development – Meaning
 Electronic content (e-content) which is also
known as digital content refers to the content
or information delivered over network based
electronic devices or that is made available
using computer network such as internet.
 E-content is termed as Electronic content that
include text, image, graphics, animation,
audio and video, sometimes e-content will be
single element carrying anyone of the above
element or all of the above together to display
offline or online web-pages and also to be
transferable to computer to another computer
and internet.

NATURE OF E-CONTENT
 It is all forms of digital information that is
used for multiple purpose in different
fields and areas.
 It is the living expression of the life in
country with all its images, sounds and
recorded heritage.
 It is innovative application of computer
in the teaching and learning process.
 It may be internet based which includes
text, video, audio, animation and visual
environment.

Need and Significance
 The goal of e content development is to
encourage individual teachers, groups of
teachers in colleges and universities and
experts in the IT industry in content
development and multimedia
production to develop educational
content in electronic format, suitable
for use in various teaching and learning
programmes.

Types and Forms of e- Content
 E-content is of two forms namely
 Assembled E-content: Assembled E-content
constitutes compiled and assembled from
several resources and book with due care taken
for IPR and copyright issues. Here the authors
will be main content providers. Content
assembled will be given the credit as compiled
by and editor by (if edited).
 Created E-content: Content developed by the
author based on various sources, as well as
his/her own work. Here the authorship will be of
the content creator. The content developer has
to provide the written material in standard

FORMS OF E CONTENT
 Text
 pictures
 sound
 Video
 Animations and
 Presentation

Short Learning Objectives- Modules
 Modules are used to organize course content
by weeks, units, or a different organizational
structure.
 Modules essentially create a one-directional
linear flow of what students should do in a
course. Each module can contain files,
discussions, assignments, quizzes, and other
learning materials
 Learning objectives are written short-term
goals that can be completed on the job during
the 16 weeks of the semesters. Credit is
received for learning new skills, taking on new
responsibilities, working a special projects with

Steps Of e Content Development Process
 Analysis. It is usually the first step when it
comes to eLearning development
process. ...
 Creating The Instructional Design
Document (IDD) .
 Scripting. ...
 Prototype Development. ...
 Developing The Course Without
Including Audio. ...
 Developing The Course With Audio. ...
 Creating The Learning Management

How To Write Perfect e-content Scripts
 Turn your eLearning script into a
conversation. Your eLearning scripts
should sound organic. ...
 Keep it short. ...
 Brainstorm before you type the first
letter.
 Leave out the jargon. ...
 Use vivid imagery. ...
 Watch your tone! ...
 Edit, edit…and then edit again.

Writing eLearning Scripts
 Start with a Solid Framework.
 Keep Your Audience in Mind.
 Follow the Basic Rules of Good
Writing.
 Provide Cues for the Voice Talent.
 Remember the eLearning Scope.
 Make the Narrative Script Engaging.
 Review, Listen, Tweak, and Get a
Second Opinion.

E – Content Development initiatives in India
 NPTEL: National Programme on
Technology Enhanced Learning. This is
a joint initiative by seven IIT’s & IIS
Bangalore. Other selected institutions
also as associate partner institutions.
 NPTEL provides courses in the form of
web courses & video lectures.These
lectures utilizea magnitude of abilities of
video medium such as chalk & talk,
tablet writing, power point,two & three
dimensional animations etc.

Impact of NPTEL
 NPTEL contents are being used by various
educational institutions as part of their teaching-
learning process.
 Faculty members are using these content as part of
their lesson plan to teach university curriculum.
 Students are using NPTEL not only to prepare for
technical jobs & competitive exams but also as a
platform for constant learning & updating knowledge
for ever changing environment & market realities.

NMEICT
 NMEICT: National Mission on Education through
ICT on 2nd February 2009 at Tirupati, the MHRD invited
proposals from leading institutions of the country
regarding development of e-content.
 The government of India has launched its National
Mission on Education, through information and
communication technology(NME-ICT) in 2009 to
provide opportunity for all the teachers & experts in the
country to pool their collective wisdom for the benefit of
every Indian learners.
 The three cardinal principles of education policy under
this mission where access, equity, & quality.
 This mission has two major components- Productivity &
connectivity along with provision for access device, to
institution & learners.

Features of Mission -NMEICT
 Effective utilization of intellectual resources,
minimizing wastage of time in scouting for
opportunities.
 Anytime availability of desired knowledge at
appropriate levels of comprehension to all for self
learning.
 Systematically building a huge database of the
capabilities of every individual human resource over a
period of time.
 Platform for sharing of ideas & techniques & pooling of
knowledge resources.
 Nurturing of scholars & learners.
 Provide for connectivity & access devices, content
generation, personalization, testing & certification and
encouragement of talent.

CEC and EMMRC‘s
Communication popularly known as
CEC is one of the Inter University
Centres set up by the University
Grants Commission.
 It has been established with the goal
of addressing the needs of Higher
Education through the use of powerful
medium of Television alongwith the
appropriate use of emerging
Information Communication

EMMRC
Educational Multi Media Resource Centre
 UGC set up Media Centres in various universities and
institutions in the country with the objectives to produce in-
house quality educational programmes for electronic media.
 The centres are engaged in production of Video & Multimedia
based programmes. CEC and the Media centres have more
than 500 trained manpower & state of the art equipment.
 CEC has perhaps the largest repository of Educational Video
programmes being produced by its Media Centres,
numbering more than 20000. at present about 2000 video
based programmes and almost same under of e-Contents
based on UGC model curriculum and being produced
annually by the Media Centres.
 These Programmes are telecast on VYAS Higher Education
Channel. CEC in its media center circuit is having 22 centres
across the country.

EMMRC-Objectives
 Production of Educational Television Programs.
 Production of syllabus based video lectures with
multimedia inputs.
 Development of E-content programs with
multimedia inputs.
 Development of Learning Object Repository
 Virtual classroom operations through EDUSAT
Network.
 Conduct Research to improve the quality of the
program.
 Organize training program for teachers in e-
content development.

Facilities by EMMRC
 Studio: the center has a high end digital TV
system for the production of programmes. A
fully equipped TV Studio for single and multi-
cambers production, audio- studio, high end
outdoor production.
 EDUSAT: it is a satellite facility devoted to meet
the demands of educational sector. It was
launched on Sept, 2004 by ISRO to meet ever
increasing demand for an interactive satellite
based distance education system for country.
The students reap the benefits without being
present physically in the classroom . 68 satellite
interactive terminals and receive only terminals

Production Activities.
 UGC Lecture Series: The center has attained the
credible and enviable status of one of the best such
centres in the field of producing quality video and e-
content programmes. It includes :
 Video Lecture Programmes: Video lectures can be
recorded in any subject following the UGC course
curriculum. These educational documentation and
curriculum- based programmes are then broadcast on
TV channels such as DD1 ,DD B harti, DD gyan
darshan, UGC’s 24-hour Higher education channel
and streamed through Internet

 Documentary Films: constitute a broad
category of non- fictional motion pictures
intended to document some aspects in
reality, primarily for the purpose of
instruction or maintaining a historical
record. The main objective of the
documentary is to stimulate student interest
in diverse scientific concepts, processes
and hitherto unknown facts of Indian Art and
Culture.

Quality Assurance in E-
Content
Quality Assurance Agencies
 ODL – DEC
 Teacher Education –NCTE
 Engineering Education –AICTE
 Medical Education – IMC
 Agriculture Education – ICAR-NAB
 Higher Education – NAAC

Guidelines for Content Quality
Quality as fitness for purpose
and quality as continuous
improvement
Follows the ADDIE process to
identify criteria and descriptors
to assess quality

QA of Online Programmes
 Follow standards: technical
standards, quality standards
 Set Benchmarks, indicators and
descriptors: for content, instructional
design, student assessment,
technology, learner support
 Assure Quality processes: Internal
quality assurance through self-
regulation and capacity building

E-Resources in Education: Types and Forms

E-Resources in Education: Types and Forms

Recommended

Recommended

More Related Content

Similar to E-Resources in Education: Types and Forms

Similar to E-Resources in Education: Types and Forms (20)

More from Sasi Kumar

More from Sasi Kumar (20)

Recently uploaded

Recently uploaded (20)

E-Resources in Education: Types and Forms