Notes about NROER, DIKSHA and TNTP

1. ENRICHING LEARNING
THROUGH ICT – NROER,
DIKSHA, TNTP
Name : Sathya Priya. S
Reg. No : 2023BED732
Class : B.Ed 1st year, Biological Science

3. OPEN EDUCATIONAL RESOURCES
INTRODUCTION:-
 Learning resources play a pivotal role in the teaching –learning process as they help teachers
organise an effective classroom environment and students to actively participate in learning.
 Learning is more live and effective in classrooms supported by learning resources.
 Apart from traditional audio visual teaching aids, development in information and
communication technology (ICT) has provided various innovative teaching-learning resources,
which teachers need to use them in their teaching-learning activities.
 Open educational resources (oers) are such resources, which are readily available in the
internet.
 Teachers are free to use such resources. They need to select, adapt and integrate those oers in
teaching –learning process.
 “Open educational resources (oers) are any type of educational materials that are in the public
domain or introduced with an open license. The nature of these open materials means that
anyone can legally and freely copy, use, adapt and re-share them. Oers range from textbooks to
curricula, syllabi, lecture notes, assignments, tests, projects, audio, video and animation”
(UNESCO,)

5. NATIONAL REPOSITORY OF OPEN
EDUCATIONAL RESOURCES(NROER)
INTRODUCTION :-
 NROER is a digital repository for open educational resources.
 The National Repository of Open Educational Resources (NROER) was launched on 13th
August 2013, during the national conference on information and communication technology
for school education.
 NROER has been developed by the combined effort of the CIET (Central Institute of
Educational Technology), NCERT (National Council of Educational Research and Training)
in collaboration with the Indian government’s Ministry of Human Resource Development and
the Department of School Education and Literacy.
 NROER is hosted on the Metastudio, an endeavour of the knowledge labs, Homi Bhabha
Centre for Science and Education, Mumbai.
 The Education Sector in India faces a multitude of challenges that the NROER seeks to
address, offering a solution.

6. NATIONAL REPOSITORY OF OPEN
EDUCATIONAL RESOURCES(NROER)
 The NROER offers resources for all school grades and subjects in multiple languages. The
repository has digital aids such as educational audios and videos, images, documents and
interactive modules. Besides, users can also contribute their resources.
 The NROER is based on the idea of semantic maps. The resources are organised into an ever-
growing semantic map of concepts, which acts as a learning aid for educators.
 The digital resources are divided into five categories and mapped to science, social science,
maths, languages and art education. The teacher can assess various resources like videos,
presentations, question banks, and images on each topic.
 Educators can also upload resources that are reviewed by experts.
 There is an option to download, share, comment and rate media resources available on the
NROER.
 Apart from this, NROER also offers users an opportunity to apply for various online courses
and participate in online contests.

7. MISSION AND OBJECTIVES OF
NROER
MISSION:-
 To store, preserve and provide access to various digital resources for teachers and students.
 To enable community participation in the development and sharing of digital resources.
OBJECTIVES:-
 To create quality educational aids for teachers and students.
 To motivate educators to develop contextualised teaching-learning resources.
 To motivate teachers to collaborate and curate new resources.
 To encourage educators to participate in online courses and conduct their classes.
 To celebrate the best practices in content creation.

8. AIMS OF NROER
Digitization of the content.
Development of e-content in multiple languages along with multiple
supportive resources.
Collaborative creation of e-content.
Widespread dissemination of e-content.
Setting up of state and national level digital repositories.
Development of digital resources as per the National policy on open
standards.
Celebrate best practices in content development.
http://nroer.gov.in

9. FEATURES OF NROER
 Open access to the resources.
 Free availability of resources.
 Shareability of resources.
 Resources are available in discrete pieces instead of being available in bulk,
making the segregation of information difficult.
 The need to research from different sources minimises, as all resources on any
particular topic are available on one platform.
 Resources may sometimes need to be contextualised by additional materials that
support them.
 Users can add resources to the nroer, subject to proper licensing.

10. CONTENTS AND CONTRIBUTION OF
NROER
What does the NROER include?.
An e-library is a warehouse of all resources and can be filtered based on:
• Media type
• Subjects
• Language
• Level
Users can also search using tags and view descriptions.
• e-resources are mapped to different themes and topics in the national curriculum framework
• Retrieval of resources is easy.
• Detailed resources for each topic are available.
• Metadata is data about data.
• Title, subject, class, description.
• Tags related to the available resources.
• Ebooks
• Find books published by NCERT and other state boards
• Download a complete book or a single chapter
• Search for other publications, journals, magazines etc.

11. CONTENTS AND CONTRIBUTION OF
NROER
Who can contribute to NROER?
• Experts from various subject areas.
• Independent producers, directors and filmmakers, and instructional
designers interested in adding their educational content to the repository.
• Government and non-government organisations who want to share their
resources.
• To ensure that there are no copyright issues, NROER expects its members
to follow the principles that safeguard freedom, sharing and collaboration.
• The content on NROER is released under a creative commons licence.

12. CONTENTS AND CONTRIBUTION OF
NROER
What can be contributed to NROER?
• Users can add any educational content that supplements the school curriculum. Resources that add value to
various subjects offered at the school level can also be added.
• The resources can be in the form of
• Video
• Audio
• Multimedia
• Graphics
• Learning objects
• Concept maps
• Educational games
• Photographs
• Essays/presentations
• Question banks
• Worksheets
• Activities.
• Experts review submissions to maintain the quality before they are available on the repository.

14. BENEFITS OF NROER
 Students can access data and information through NROER related to various aspects of
learning in a safe, secure and easy manner.
 Nroer encourages a paperless way of education and is environmentally friendly.
 It promotes enhanced and better communication between the teacher, students, and educators.
Easy sharing of resources gives everyone a chance to improve their skills and knowledge base.
 Using the repository by students and teachers is a cost-effective way to learn; it saves time and
money.
 Teachers and students have access to automated solutions which replace manual paper-based
procedures.
 The use of resources and technology-based aids available on the repository enhances the
teaching-learning process by making it interesting.
 Nroer promotes connectivity between students and educators; scholars, researchers and
teachers can also connect.
 Teachers can manage students more effectively.
 Nroer promotes collaborative teaching and learning.
 One can teach from anywhere, spreading awareness of the impact of technology in the
education field.

15. CONCLUSION
In a vast country like india that has students and educators spread in
the remotest parts and use many languages, the national repository of open
educational resources serves as a great equaliser. It attempts to deal with the
inequalities that may arise due to various economic or social aspects. Anyone
can access these digital resources to learn more effectively and interestingly
from any nook and corner of the country.

17. INTRODUCTION
DIKSHA stands for digital infrastructure for knowledge sharing.
It is a national teacher platform which is currently being used by
teachers and students across the nation to provide school education
through distance mode.
The disruption of schooling due to covid-19, DIKSHA makes it
possible for all states and union territories to enable learning and
education at home through innovative state programs.
DIKSHA is leapfrogging the use of technology for the benefit of
teachers and learners across India.
http://diksha.gov.in

18. FEATURES OF DIKSHA
 In-class resources
 Teacher training content
 Assessment aids
 Teacher profile
 News and announcement
 Teacher community
 These features have emerged from consultations with multiple state
governments, NGOs and more than 30 public and private organisations, who
have collaborated in contributing to DIKSHA

19. FEATURES OF NTP
NTP – National Teachers Platform
NTP contains the following features:
 Courses for teachers to enable continuous learning
 Resources for use in the classroom
 Dashboards for progress and assessment
 Communities for collaboration and discussions
 Announcements, notifications, and circulars

25. DIKSHA -NATIONAL TEACHERS
PLATFORM SIGNIFICANCE
It leverages existing highly scalable and flexible digital infrastructures
while keeping teachers at the centre.
NTP aims to provide teacher training courses such as training on learning
outcomes, CCE, etc. Teaching resources such as lesson plans, concept
videos, worksheets, mapped to curriculum and assessments for teachers, to
find out their strengths and areas of improvement.
It enables, accelerates and amplifies solutions in the realm of teacher
education.
States, government bodies and even private organisations, can integrate
diksha into their respective teacher initiatives based on their goals, needs
and capabilities.

26. DIKSHA -NATIONAL TEACHERS
PLATFORM SIGNIFICANCE
The digital learning app is directed to access and created a comprehensive
learning environment where both tutor and student can grow.
It also provides access to ncert textbooks and lessons, following the regular
school curriculum.
The policies and tools of the platform make it possible for the education
ecosystem to participate, contribute and leverage a common platform to
achieve learning goals at scale for the country.
The platform is being leveraged and developed for school education,
foundational learning programs and to support inclusive learning for
underserved and differently-abled communities.

27. DIKSHA E-LEARNING PORTAL
BENEFITS
For Teachers –
 DIKSHA will serve as national digital infrastructure for teachers. All teachers across the nation will be
equipped with advanced digital technology.
 It is built considering the whole teacher’s life cycle – from the time student teachers enroll in Teacher
Education Institutes (TEIs) to after they retire as teachers.
 The DIKSHA e-learning portal enables the teachers to understand their career span. From the time
they join the school to their retirement, they can map out their career progression and can work on
their skills accordingly.
 It will aid teachers to learn and train themselves for which assessment resources will be available. It
will help teachers to create training content, profile, in-class resources, assessment aids, news and
announcements and connect with the teacher community.
For Students –
 There will be direct interaction between teachers and students.
 Students will be able to understand concepts in an easy and interactive manner.
 The app or e-learning portal of diksha also facilitates the students to do quick revisions and test
his/her learning through self-assessment practice exercises.
For Parents-
 Parents can follow classroom activities and can clear their doubts outside school hours through one to
one sessions with the teachers. It is a comprehensive platform for hassle-free interaction of all the
stakeholders involved.

28. DIGITAL INFRASTRUCTURE FOR
KNOWLEDGE SHARING
The Government of India has planned to start the next academic year virtually since many
schools have been shut early march due to the COVID-19 pandemic.
Steps taken –
1. The centre plans to restart classes in the distance mode, with teaching via dedicated tv and
radio channels in English and Hindi such as e-Pathshala and Shiksha Vani respectively.
2. Swayam Prabha, an existing program, is a group of 32 DTH channels devoted to telecasting
high-quality educational programmes on 24x7 basis using the gsat-15 satellite.
3. If states are willing to produce the content in local languages, the centre can give them 2-3
hours on the channel. Digital infrastructure for knowledge sharing (DIKSHA) mobile app has
been offered to states as a platform to provide content in local languages.
4. NIOS(National Institute of Open Schooling) has been asked to create a structured programme
for schools class-wise. This is being done along with the NCERT using their syllabus. The
material will be ready for use by schools following the NIOS or the CBSE syllabus.

29. OVERVIEW OF DIKSHA
 DIKSHA is a national platform for school education launched on September 5th
2017.
 It is an initiative in the domain of digital learning by the National Council for
Education Research and Training (NCERT) and the Ministry of Human Resource
Development – MHRD
 It was developed based on the core principles of open architecture, open access, open
licensing diversity, choice and autonomy as outlined in the strategy and approach
paper for the national teacher platform.
 National teacher platform has been branded as DIKSHA. The motto of DIKSHA is
‘Our teachers are our heroes’.
 Diksha – National Teachers Platform is built to host Open Educational Resources
(OER) and tools for teachers in schools, teacher educators in Teacher Education
Institutes (TEIs) and Student Teachers in TEIs.

30. OVERVIEW OF DIKSHA
 The aim of this initiative is to help teachers and the students to continue their studies
as usual and ensure holistic learning for both.
 NTP is a minimal and generalised technology platform built using open standards
and Application Program Interfaces (APIs) and will host Open Educational
Resources (OER). It will also have tools and interfaces for the creation and
consumption of teaching and learning content. As a shared infrastructure the
platform will avoid duplication of effort and save costs.
 It will cater to the needs of teachers including the development of attitude, skill and
knowledge. The platform will continuously develop and evolve in an iterative
manner based on user needs and stakeholder feedback.
 NTP will cater to teachers from all stages of school education including pre-primary,
primary, upper primary, secondary and senior secondary.
 Diksha is available for the use of all states and UTs of India. Currently, it supports
18+ languages and the various curriculum of NCERT, CBSE and SCERTs across
India.

32. THE NEW TEACHER PROJECT(TNTP)
Introduction:-
• TNTP, formerly known as The New Teacher Project, is an organization in the
united states with a mission of ensuring that poor and minority students get equal
access to effective teachers.
• It helps urban school districts and states recruit and train new teachers, staff
challenged schools, design evaluation systems, and retain teachers who have
demonstrated the ability to raise student achievement.
• TNTP is a non-profit organization that was founded by Michelle Rhee in 1997.
http://tntp.org

33. THE NEW TEACHER PROJECT(TNTP)
History:
• TNTP was founded in 1997 by Michelle Rhee. It began with the aim of giving poor and
minority students equal access to effective teachers.
• During its first 10 years, TNTP initially focused on helping urban districts improve the way
they recruited, trained, and hired new teachers.
• In the year 2000, TNTP began the teaching fellows and academy programs, which served as
alternate routes to teacher certification for high-need schools.
• Today, TNTP also works with states and district public schools in the areas of measurement
and management of teachers’ performance.
• As it became increasingly familiar with the needs of urban districts, TNTP began helping
districts identify and address additional challenges, including hiring teachers earlier, staffing
challenged schools and providing rigorous teacher certification training.
• It also began identifying policies counterproductive to overcoming these challenges and
publishing reports to offer solutions and encourage reform.

35. THE NEW TEACHER PROJECT(TNTP)
The Widget Effect (2009):
• In 2009, TNTP published The Widget Effect: Our national failure to acknowledge and
act upon teacher effectiveness.
• The report, which surveyed over 15,000 teachers and 1,300 principals in 12 school
districts, concluded that the U.S. Public education system treats teachers as
interchangeable parts, rather than individual professionals.
• American Federation of Teachers (AFT) president Randi Weingarten provided a public
statement of support for the report, saying it “points the way to a credible, fair, accurate
and effective teacher evaluation system that would improve teaching and learning.”
• The National Education Policy Center (NEPC) review of The Widget Effect praised the
overall quality of the report but said, "'it is unclear ... how and why particular districts
were selected and whether they represent the range of teacher evaluation practices being
implemented in school districts and states across the united states.' Omissions in the
report's description of its methodology (e.G., Sampling strategy and survey response
rates) and its sample lead to questions about the generalizability of the findings."

36. THE NEW TEACHER PROJECT(TNTP)
Teacher Evaluation 2.0 (2010):
• The National Education Policy center was critical of TNTP's report teacher evaluation 2.0, which, it said,
contained "recommendations for teacher evaluation [that] boil down, for the most part, to truisms and
conventional wisdom, lacking a supporting presentation of scholarly evidence." The review also claimed
that "many of the ideas and recommendations are neither new nor innovative."
The Irreplaceables (2012):
• In 2012, TNTP published The Irreplaceables: Understanding the real retention crisis in America’s urban
schools. The study identified the failure of public schools to keep more of their strongest teachers (or
“irreplaceables”) in the classroom than their weakest as the fundamental problem with teacher retention in
urban school districts. The report, which focused on four large urban school districts, also offered solutions
for how districts and schools can help keep more of their best teachers.
• Upon The Irreplaceables’ release, U.S. Secretary of Education Arne Duncan publicly supported TNTP’s
findings and the National Education Association (NEA) praised the report, noting that TNTP had “helped
focus attention on one of our nation’s most valuable assets: the dedicated professionals who educate our
children.”

38. THE NEW TEACHER
PROJECT(TNTP)
Importance of TNTP:-
The New Teacher Project (TNTP) holds importance in education for several reasons:
1. Teacher quality improvement: TNTP focuses on enhancing the quality of teaching through training
programs and initiatives. This is crucial for student success, as effective teaching is a key factor in academic
achievement.
2. Recruitment of talented educators: By actively recruiting and selecting individuals with the potential to
excel in the teaching profession, TNTP contributes to building a pool of skilled and dedicated educators,
positively impacting the learning experiences of students.
3. Addressing educational inequities: TNTP's efforts often target addressing inequities in education. This
includes working towards ensuring that all students, regardless of background, have access to high-quality
teaching and educational resources.
4. Policy advocacy: The organization plays a role in advocating for education policies that support effective
teaching and address systemic challenges. This advocacy can lead to positive changes at a broader level
within the education system.
5. Research and innovation: TNTP's research initiatives contribute to a better understanding of challenges
within education and provide insights for innovative solutions. This can lead to the development of
evidence-based practices that benefit both teachers and students.

39. THE NEW TEACHER
PROJECT(TNTP)
Uses of TNTP in education:-
TNTP has been used in education to address various challenges and improve the quality of
teaching. Some ways it has been utilized include:
1. Teacher training: TNTP provides training programs to help new teachers develop effective
instructional practices. This contributes to improved teaching methods and student learning
outcomes.
2. Recruitment: The organization works on recruiting talented individuals into the teaching
profession, aiming to bring in individuals who can make a positive impact on students and
schools.
3. Policy advocacy: TNTP engages in advocacy efforts to influence education policies that
support effective teaching and address systemic issues. This involves working with
policymakers to implement changes that positively impact education at a broader level.
4. Research and consulting: TNTP conducts research to identify challenges within the
education system and provides consulting services to schools and districts seeking to
implement evidence-based practices and reforms.

40. REFERENCES
http://www.slideshare.net/ypsharma1/national-repository-of-open-
educational-resources-nroer?from_m_app=android
https://blog.teachmint.com/the-national-repository-of-open-
educational-resources/
https://byjus.com/current-affairs/diksha-digital-infrastructure-
knowledge-sharing/
https://en.m.wikipedia.org/wiki/the_new_teacher_project

41. Thank you