Open educational resources - DrMayank Trivedi, MSU, Baroda, Vadodara

1. OPEN EDUCATIONAL RESOURCES :
LEARN AT YOUR PACE
Dr Mayank Trivedi
University Librarian & Senate Member
The Maharaja Sayajirao University of Baroda
Date : 31st August, 2020
1

2. OVERVIEW
1. What are Open Educational Resources?
2. How do I find OER?
3. How do I re-mix or create OER?
4. How do I licence OER?
5. How do I share OER?
2

3. HISTORY
 The precursor to the OER movement was Project
Gutenberg, which was launched in 1974, and
advocated for digitization and archiving of cultural
works, as well as creation and distribution of eBooks.
 The year 2001 was a watershed one for OER.
Wikipedia championed the global movement for
free use and open editing of content, and now has
more than 4 million articles created collaboratively
by anonymous Internet users.
 The same year, the MIT Open CourseWare (OCW)
initiative to publish course content online began.
3

4. WHAT IS OER?
 There is no one standard definition of Open
Educational Resources. A broad, commonly accepted
definition provided by William and Flora Hewlett
Foundation is as follows:
 “OER are the teaching, learning and research
resources that reside in the public domain or have been
released under an intellectual property license that permits
their free use and re-purposing by others. Open
educational resources include full courses, course
materials, modules, textbooks, streaming videos,
tests, software, and any other tools, materials, or
techniques used to support access to knowledge”
----William and Flora Hewlett Foundation’s definition of
OER 4

5. OER
 Reuse: copy verbatim
 Revise: adapt and edit
 Remix: combine with others
 Redistribute: share with others
5

6. DEFINITION
 The Commonwealth of Learning (COL) defines
Open Educational Resources (OER) as ‘materials
offered freely and openly to use and adapt for
teaching, learning,development and research’.
(http://www.col.org/resources/crsMaterials/Pages/
OCW-OER.aspx)
6

7. OPEN EDUCATIONAL RESOURCES
 free and openly licensed educational materials that can be
used for
• teaching,
• learning,
• research, and other purposes.
 The term was first used at a UNESCO conference in 2002,
although OERs were being produced and used before that
time. For instance, the MIT OpenCourseWare project,
which began in 2001, was one of the first major initiatives
of the OER movement.
7

8. OECD
• The OECD reflects that "although learning
resources are often considered as key
intellectual property in a competitive
higher education world, more and more
institutions and individuals are sharing
digital learning resources over the Internet
openly and without cost, as open educational
resources (OER) (OECD 2007:9).
 ORGANISATION FOR ECONOMIC CO-
OPERATION AND DEVELOPMENT
8

9. NEED OF OER
• … is an interesting, yet paradoxical, social
development in the competitive higher
education environment
• … is an extraordinary trend dubbed new
"culture of contribution“ (Atkins et al 2007:3)
9
Culture of Competition
Culture of Contribution

10. WHAT ARE OER???
 Open Access
 Open Content
 Open Course ware
 Open Source Software
 Open Education / e-Learning
 Open Educational Resources
 …and many more OPEN things
10

11. OER
Includes –
Course materials
 Modules or lessons
 Open CourseWare (OCW)
 Open textbooks
 Videos
 Images
 Tests
 Software
 Any other tools, materials, or techniques used
to support ready access to knowledge
 Freely available materials for teaching and learning
 Many may be modified
 Many, many types
 Books, lectures, courses, modules
 Animations, data sets and visualization
 Simulations, interactive maps
 Real time data 11

12. OER
• … is based on the philosophical view of
knowledge as a collective social product
and the desirability of making it a social
property (Prasad & Ambedkar cited in
Downes 2007:1).
• … is the simple and powerful idea that the
world’s knowledge is a public good and
that technology in general and the World
Wide Web in particular provides an
extraordinary opportunity for everyone to
share, use, and reuse knowledge (Hewlett
Foundation) 12

13. WHAT IS/ARE OER?
• Open educational resources
(OER) (used in the plural) are
educational materials (usually
digital) that are offered freely and
openly for anyone to use and
under some type of license to re-
mix, improve and redistribute.
13

14. WHAT HAS ENABLED OER?
 SOCIALLY - The Open Source Software Movement
and the Open Access Movement
 TECHNICALLY – The Internet and Web 2.0
technologies
 LEGALLY - The development of alternative licensing
systems such as Creative Commons
 FINANCIALLY – The support of philanthropic
foundations and new business models
14

15. ADVANTAGES
 Cost savings on Textbooks
 Levels the field for disadvantaged students
 Promotes sustainability
 Resource Rich
 Improved Access to leading experts worldwide
 Lower cost through Collaboration & reusing
 Higher quality learning resources
 Experience/incorporate diversity of views
 Flexibility
 Customize curriculum and instructional design
 Quickly incorporate important updates (STEM)
 Universal Design for Learning (UDL)
 – Accommodate disabilities
 – Address learning styles
 – Foster engagement
 – Integrate current, relevant, authentic content 15

16. DISADVANTAGES
 Complications in Curriculum Development
 Volume of material to evaluate/validate
 Lack of funds/compensation
 No responsibility to update original materials
 No process to notify users of updates/changes to foundation
materials, Attribution Issues
 Lack of knowledge on open licensing process
 Materials improperly cited
 Inadvertent copyright violation
 Slow/limited Conversion to OER Participation
 Resistance to Change
 Fear of loss of right-to-benefit
 No mechanism to revoke permission
 Discomfort with technology
 Student Access to Technology
 Disadvantaged student population, Digital down-and-out
16

17. OPEN CONTENT / OPEN PRACTICES
17

18. Who uses OER?
• Students within institutions
• Students external to institutions
• Self Learners
• Teachers/Professors/Academics
What is the best way to find OER?
• Use a specialized search engine
18

19. OER CONTENTS
• Course/Instructor Resources (MIT OCW)
• Full Distance Course Modules (OpenLearn
UK)
• Course Modules/seminars
• Learning Objects
o Images (www.flickr.com)
o Video (www.academicearth.com)
o Audio (http://itunes.stanford.edu)
o OpenTextbooks (www.wikibooks.org)
o Journals (www.doaj.org)
19

20. OTHER OER FLAVORS
20
Academic Earth Stanford iTunes

21. "RE-MIXING"
Reasons to adapt an OER include:
1. To address a particular teaching style or learning style
2. To adapt for a different grade level
3. To adapt for a different discipline
4. To adjust for a different learning environment
5. To address diversity needs
6. To address a cultural preference
7. To support a specific pedagogical need
8. To address either a school or a district’s standardized
curriculum
21

22. CREATING
Required for the creation of OER
• The masses as digital content creators
• The desire to share
• Licensing model which enables us to share
• Tools and directories which promote collaboration
Potential Benefits
• Possibility of increased opportunities for collaboration
• Academic alliances
• Feeling good about helping to make education freely
available
22

23. LICENSING
Step 1 :Ensure that you have copyright for the resource
Step 2 :Choose a licence
Step 3: Include the licence details in the resource
23

24. STEP 1 ENSURE THAT YOU HAVE COPYRIGHT FOR THE
RESOURCE
• Establish the copyright owner of the text, graphics, video
etc.
• If there is copyrighted material within the resource that
belongs to someone else (3rd party copyright), then this
person or agency needs to be contacted before the resource
can be released.
24

25. STEP 2 CHOOSE A LICENSE (1)
Understand the 4 conditions:
• Attribution - You let others copy, distribute, display, and perform
your copyrighted work — and derivative works based upon it — but
only if they give credit the way you request.
• Share-alike - You allow others to distribute derivative works only
under a license identical to the license that governs your work.
• Non-commercial - You let others copy, distribute, display, and
perform your work — and derivative works based upon it — but for
noncommercial purposes only.
• No Derivative Works - You let others copy, distribute, display, and
perform only verbatim copies of your work, not derivative works
based upon it.
http://creativecommons.org/about/licenses
25

26. STEP 2 CHOOSE A LICENCE (2)
Choose one of the 6 licences:
(See http://creativecommons.org/about/licenses)
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27. LEGAL OPENNESS
27

28. 28

29. STEP 2 CHOOSE A LICENSE (3)
• Visit the Creative Commons Licence
(http://creativecommons.org/license/) page and use their
simple licence chooser to select a Creative Commons licence
that indicates how others may use your creative content. (These
responses to the questions will be used to automatically
generate HTML text which includes all these details for an
electronic version of the Creative Commons licence that you
have chosen.
• The HTML code will display an icon as well as a link to the full
license deed hosted at the Creative Commons site.
• Note that you also need to select a legal jurisdiction (country).
29

30. STEP 3 INCLUDE THE LICENCE DETAILS IN THE RESOURCE
• For electronic works: Cut and paste this HTML text on your
website.
• For non-electronic works: Select the option "Mark a document
not on the web, add this text to your work." (this is only
available once you have chosen a licence) In addition you might
like to note the icon that they suggest and download the
appropriate CC icon
(http://creativecommons.org/about/downloads/) and paste it
onto your word processed document for a paper-based cc
licence.
30

31. SHARING
• Getting the CC license on your resource
• Choosing a file format to publish your resource
• Getting your resource on VULA(Virtual Unbundled
Local Access)
• How to make a VULA resource publicly accessible
• Using OER Commons to make your resource
searchable
Things to consider:
• Granularity
• How often is the material updated (curation)
• Relevance to other academics or students
• License
o Replacing materials
• Third Party Copyright 31

32. INSTITUTIONAL EFFORTS
 MIT OpenCourseWare Movement :
 MIT OpenCourseWare (MIT OCW) is a remarkable
story of an institution rallying around an ideal, and
then delivering on the promise of that ideal. MIT
OCW makes the course materials of almost all MIT’s
undergraduate and graduate programmes available
on the web, free of charge, to any user anywhere in
the world. At present, there are as many as 1800
(www.ocww.mit.edu) courses covering various
disciplines
32

33. UNESCO’S INITIATIVE
 UNESCO’s initiative in 2002 resulted in the free
access to certain journals. A little later Creative
Commons announced its online licensing system.
UNESCO’s communication networks helped it
become popular and widely used throughout the
developing world.
 Further, UNESCO convened the Forum on the
Impact of OpenCourseWare for Higher Education in
developing countries. Out of that Forum emerged the
term Open Educational Resources (OERs).
 UNESCO action related to OERs was concentrated on
awareness raising in Member States on the potential
of sharing educational materials as OERs. 33

34. THE COMMONWEALTH OF LEARNING (COL)
INITIATIVES
 The COL has taken up several initiatives for development and
promotion of OERs in commonwealth countries.
Learning4Content is one of the COL’s initiative to build the
skills of educators to develop OERs using wiki technology.
 The project builds upon the spirit of voluntarism that
characterises the wiki and free knowledge communities.
 Another project of COL is eLearning for Education Sector
Development aimed at converting ODL materials into "wiki"
format through WikiEducator.
 COL is also co-ordinating the development of a Virtual
University for Small States of the Commonwealth (VUSSC).
The VUSSC members have started their first project to create
OERs, using exiting available course content which will be made
available via the Internet (www.col.org).
34

35. UK OPEN UNIVERSITY
 The Open University is the first higher education
institution in the UK to make its educational resources
freely available online. The William and Flora Hewlett
Foundation (www.hewlett.org) agreed to grant towards
the cost of the Open University’s Open Learning Pilot that
started in April 2006.
 The other important international initiatives in creating
and promoting the use of open educational resources
include the initiatives of OER dg Community
(www.dgfoundation.org) launched by UNESCO, online
discussions forum related to Free and Open Source
Software (FOSS) by the UNESCO’s International Institute
for Educational Planning (IIEP) and Global Library
Services Network (www.glsn.com)
35

36. OER AFRICA
 OER Africa, an initiative of the South African
Institute of Distance Education (SAIDE), is involved
in promoting the use of OER in Africa and
supporting individuals and organizations in creating
OER. It is working with universities in Anglophone
Africa on three key areas:
 Policy engagement
 Development/adaptation of OER for educational
programmes and courses
 Support to collaborative networks 36

37. KHAN ACADEMY
 Khan Academy provides a library of more than 4100
educational videos, interactive challenges, and
assessments, for K-12 and higher education.
 Khan Academy videos have been watched more than 250
million times since its launch and the website receives 6
million unique visitors on a monthly basis. India has the
third largest viewership after USA and Canada. Khan
Academy videos have been translated in more than 30
languages.
 In India also, there are on-going efforts to translate Khan
Academy videos in Indian-accented English and/or other
Indian languages.
37

38. TEACHER EDUCATION IN SUB-SAHARAN AFRICA
 Teacher Education in Sub-Saharan Africa (TESSA), as it is
popularly known, is an innovative approach to
improving the quality of, and extending access to,
teacher education in Sub-Saharan Africa. TESSA was
founded in 2005
 TESSA has succeeded fairly well in achieving these
objectives. The TESSA network is active in more than 13
educational institutions across 12 African countries
38

39. LEARNING RESOURCE EXCHANGE FOR SCHOOLS
IN EUROPE
 Learning Resource Exchange for Schools (LRE) is a service
launched by European School net, in 2004, to enable
teacher educators for finding multilingual OER from
many countries and providers.
 The portal offers a federated search capability, across a
network of 20 OER repositories including those of 16
Ministries of Education in Europe.
 Currently, more than 200,000 learning resources from
more than 50 content providers are searchable based on
language, subject, resource types and age range
39

40. SAO PAULO MUNICIPALITY LEGISLATION ON
OER
 Brazil has over the years has launched many OER
initiatives in K-12.
 One of the notable ones is legislation in 2011, by the
municipality of São Paulo Department of Education,
that mandates that all its educational and
pedagogical content] be made available, under the
Attribution non-Commercial Share-Alike (BY-NC-
SA) license.
40

41. HIPPOCAMPUS - NATIONAL REPOSITORY OF
ONLINE COURSES (NROC)
 NROC offers a library of high-quality course
content for students and teachers in higher
education, high school (Grade 9 – 12) and Advanced
Placement.
 Courses in the NROC library are contributed by
developers from leading academic organizations
in the USA.
 NROC content is available for free to students and
teachers on public websites including
Hippocampus.
 NROC is funded by a grant from the William and
Flora Hewlett Foundation. 41

42. OER COMMONS
 Open Educational Resources (OER) are teaching and learning
materials that are freely available online for everyone to use,
whether you are an instructor, student or self-learner. Examples of
OER include:
 full courses, course modules, syllabi, lectures, homework
assignments, quizzes, lab and classroom activities, pedagogical
materials, games, simulations, and many more resources
contained in digital media collections from around the world.
 OER Commons provides a library of 46,000 educational modules
for K-12 and higher education, from more than 500 major content
providers.
 These resources have been curated and rated by experts and; are
aligned to the common core standards in the USA.
 Teachers and students can search, discover and refer to OER
material.
 http://www.oercommons.org/
42

43. 43

44. OCWC
44

45. CURRIKI
 Curriki is a free community that provides OER for K-
12. These resources are contributed by members of
Curriki community including educators, partners
and parents from 193 countries and are peer-
reviewed for quality and adherence to 47,400 the
OER contributed by educators, partners and parents.
 Curriki has 8.5 million users and receives more
than 2.5 million views each year.
45

46. CK-12
 CK-12 is a non-profit organization dedicated to
increasing access to high quality educational
materials for K-12 students, all over the world. CK-12
offers high-quality standards –aligned open content
in science, technology, engineering and maths
(STEM) subjects, through an integrated set of tools for
learning, such as digital textbooks, concepts-based
learning resources, SAT preparation, and an
interactive Algebra curriculum.
46

47. CONNEXIONS
 Connexions is a global repository of educational
content for learners from all walks of life, including
K-12 and higher education in nearly every discipline,
including math, science, psychology, sociology,
history etc.
 Connexions’ repository consists of more than 17,000
learning objects or modules and over 1000
collections (textbooks, journal articles etc.).
47

48. OPEN TEXTBOOKS: CONNEXIONS
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49. OPEN TEXTBOOKS FOR K12: SIYAVULA
49

50. AGGREGATED VIDEO/PODCASTS: ACADEMIC
EARTH
50

51. MIXED MEDIA: WIKIMEDIA
51

52. FREE AND OPEN SOURCE SOFTWARE
 WordPress
 Audacity
 OpenOffice.org
 Gimp
 UbUntU
 Notepad or Dreamweaver
 WLC Media Player
52

53. OPEN ACCESS JOURNALS : DOAJ
53

54. B C OPEN TEXT BOOK PROJECT
54

55. MASSIVE OPEN ONLINE COURSES (MOOCS):
PLENK2010
55

56. MOOCS
56
Coursera Udacity

57. EDX-MIT
57

58. EDX
 EdX was created for students and institutions that
seek to transform themselves through cutting edge
technologies, innovative pedagogy, and rigorous
courses.
 Through institutional partners, the xConsortium,
along with other leading global members, EdX
present the best of higher education online,
offering opportunity to anyone who wants to achieve,
thrive, and grow.
 The edX platform is available as open source.
58

59. GOOGLE BOOKS
 Book Search works just like web search. Try a search on
Google Books or on Google.com.
 Browse books online: If the book is out of copyright, or
the publisher has given us permission, you'll be able to see
a preview of the book, and in some cases the entire text.
 If it's in the public domain, you're free to download a
PDF copy.
 Buy books or borrow from the library: If you find a book
you like, click on the "Buy this book" and "Borrow this
book" links to see where one can buy or borrow the print
book.
 One can now also buy the ebook from the Google Play
Store.
 Learn more fast: Google Books has created reference
pages for every book so one can quickly find all kinds of
relevant information: book reviews, web references, maps
and more.
 https://books.google.co.in/ 59

60. GOOGLE SCHOLAR
 Google Scholar provides a simple way to broadly search for
scholarly literature. From one place, one can search across
many disciplines and sources: articles, theses, books, abstracts
and court opinions, from academic publishers, professional
societies, online repositories, universities and other web
sites.
 Google Scholar helps you find relevant work across the world
of scholarly research.
 Features of Google Scholar
 Search all scholarly literature from one convenient place
 Explore related works, citations, authors, and publications
 Locate the complete document through your library or on the
web
 Keep up with recent developments in any area of research
 Check who's citing your publications, create a public author
profile
 https://scholar.google.co.in/
60

61. ENLVM
 The National Library of Virtual Manipulatives NLVM is an NSF
supported project that began in 1999 to develop a library of uniquely
interactive, web-based virtual manipulatives or concept tutorials,
mostly in the form of Java applets, for mathematics instruction (K-
12 emphasis).
 The project includes dissemination and extensive internal and
external evaluation.
 One way to address the problem is through the use of manipulatives,
physical objects that help students visualize relationships and
applications.
 There is a need for good computer-based mathematical
manipulatives and interactive learning tools at elementary and
middle school levels.
 The NLVM is a resource from which teachers may freely draw to enrich
their mathematics classrooms. The materials are also of importance for
the mathematical training of both in-service and pre-service teachers.
 The library is actively being extended and refined through projects
including the eNLVM, a project to develop interactive
 Online learning units for mathematics.
 http://nlvm.usu.edu/
61

62. EDUTOPIA
 A comprehensive website and online community that
increases knowledge, sharing, and adoption of
what works in K-12 education.
 Project-based learning, comprehensive assessment,
integrated studies, social and emotional learning,
educational leadership and teacher development,
and technology integration.
 http://www.edutopia.org/
63

63. PHET INTERACTIVE SIMULATIONS
 PhET provides more than 130 interactive, research-
based simulations, for teaching Science and Math to
school and university students.
 These simulations play a useful role in making a
connection between real life and science concepts.
 Translated into 66 languages, PhET has been delivered
more than 130 million simulations so far and runs more
than 25 million simulations every year.
 PhET simulations are being used by many organizations
for free, including Pearson, Plato Learning and
McGraw-Hill.
 PhET has been ranked by Google as the best portal for
science simulations.
 http://phet.colorado.edu/ 64

64. UTAH OPEN TEXTBOOK PROJECT
 The Utah Open Textbook Project engages teachers in
the process of collaboratively aggregating OER
and aligning these with state standards, in order to
produce fully OER-based replacements for traditional
science textbooks.
 The project started in 2010
65

65. FREE HIGH SCHOOL SCIENCE TEXTS (FHSST)
SOUTH AFRICA
 FHSST is an initiative to develop and distribute free
science textbooks for Grade 10 – 12 students in
South Africa.
 Textbooks are mapped to the government's
syllabus, and published under a Creative Commons
license (CC-by-SA), allowing teachers and students to
print or share them digitally.
66

66. E-PUSTAKALAYA IN NEPAL
 Launched in 2009 by Open Learning Exchange
(OLE) Nepal, E-Pustakalaya offers a digital
library of educational resources, including full-
text documents, books, images, videos, audio
files, and interactive educational software.
 The aim of the project is to improve children's
reading skills, develop a reading culture in
schools by giving free and open access to age-
appropriate reading materials, and enable students to
conduct research projects and promote the habit of
independent inquiry.
67

67. WIKIEDUCATOR
 The WikiEducator is an evolving community
intended for the collaborative:
 planning of education projects linked with the
development of free content
 development of free content on Wikieducator for e-
learning
 work on building open education
resources (OERs) on how to create OERs
 networking on funding proposals developed as free
content
68

68. WIKIEDUCATOR
69

69. WIKIEDUCATOR-INDIA
70

70. HIGHER EDUCATION IN INDIA
 46,906 Institutions
 900+ Universities
 40,000+ Colleges
 12,000+ Stand Alone Institutions
(Source: MHRD)
71

71. CHALLENGES FACED BY THE HIGHER
EDUCATION SYSTEM IN INDIA
Paucity of good teachers
Inadequate infrastructure
Lack of well-equipped libraries
Lack of good quality instructional
materials
72

72. OPEN AND DISTANCE LEARNING (ODL) IN
INDIA
 Enhancing the gross enrolment ratio
 Democratization of higher education to large
 Segments of the Indian population
 Reaching out to the unreached
 Providing opportunities for up-gradation of skills and
qualifications
 Meeting the demands of lifelong learning
73

73. DISTANCE EDUCATION SCENARIO IN INDIA
14 open universities –
1 National University and
13 State Open Universities
150 Dual Mode providers of higher
education
12 Open Schools
74

74. NATIONAL POLICY INITIATIVES FOR USE OF
OERS IN INDIA
 National Knowledge Commission
 National Mission on Education through ICTs
(NMEICT), launched by the MHRD in 2009.
 Twelfth Five Year Plan
 India Vision 2020
 National Digital Library
 Digital India
75

75. OER INITIATIVES IN INDIA
76
 Consortium for Educational
Communication (CEC)
 National Council of Educational
Research and Training (NCERT) –
online textbooks
 National Knowledge
Network(NKN)
 National Science Digital Library
(NSDL)
 VASAT- learning materials on
agricultural practices
 Project Ekalavya - content
development in Indian languages.
 Project OSCAR (Open Source
Courseware Animations
Repository)
 National Programme on
Technology Enhanced Learning
(NPTEL)
 NME-ICT Web portal —
Sakshat
 National Repository of Open
Educational Resources
(NROER)
 Rai OpenCourseware - an
initiative of Rai Foundation.
 Agropedia - information
related to agriculture in India
 National Digital Library-NDL
 Sakshat
 Vidwan
 VIDYA-MITRA
 Infoport
 SHODHGANGA/SHODHGAN
GOTRI
 ePGPathshala
 Open Knowledge Gateway

76. EBASTA
 eBasta is governments Digital India initiative, this
project has created a framework to make school
books accessible in digital form as e-books to be
read and used on tablets and laptops.
 Publishers can publish their resources on the
portal for use by the schools.
 Students can then download such books from the
portal, or the school may distribute them through
media like SD cards.
 eBasta App, downloadable from the portal, runs
on any Android tablet. It can access the eBasta
created using the portal and render it for easy
navigation by the students. 77

77. GEOGEBRA
 GeoGebra is designed for Dynamic mathematics
for learning and teaching.
 GeoGebra is a multi-platform mathematics
software that gives everyone the chance to
experience the extraordinary insights that math
makes possible. It makes math tangible.
 GeoGebra makes a link between Geometry and
Algebra in an entirely new, visual way students can
finally see, touch and experience math. GeoGebra
doesn’t replace teachers.
 It helps teachers do what they do best teach.
 http://www.geogebra.org/
 http://tube.geogebra.org/
78

78. NATIONAL PORTAL
 This is the National Portal of India, developed with an
objective to enable a single window access to
information and services being provided by the various
Indian Government entities.
 The content in this Portal is the result of a collaborative
effort of various Indian Government Ministries and
Departments, at the Central/State/District level.
 This Portal is Mission Mode Project under the National
E-Governance Plan, designed and maintained by
National Informatics Centre (NIC), DeitY, MoCIT,
Government of India.
 http://india.gov.in/
 http://bharat.gov.in/
79

79. TESS-INDIA
 The TESS-India project is led by The Open University. It is
working towards improving the quality of teacher
education in India. Initiated in November 2012, the
project focuses on the professional development of
teacher educators and teachers in the states of Bihar,
Madhya Pradesh, Uttar Pradesh, Odisha, Karnataka,
Assam and West Bengal.
 The TESS-India Open Educational Resources (OER)
comprise 105 units for classroom teachers in elementary
and secondary schools (Teacher Development OER), and
20 units for school leaders (School Leadership OER). The
OER are available in multiple versions for use in a
range of linguistic and cultural contexts.
 TESS India has learning resources in Elementary Maths,
Elementary English, Elementary Science, Elementary
Language and Literacy, secondary English, Maths and
Science.
 https://www. tess-india.edu.in/ 80

80. IGNOU
 Inter-University Consortium for Technology-Enabled
Flexible Education and Development at IGNOU (IUC-
TEFED)
 The IUC-TEFED was established in India at IGNOU
(www.ignou.ac.in) in 2004 as an education, training,
development, R&D and service centre on ICT-
enabled interactive multimedia and online
education for the distance education system in the
country.
 It undertakes national and international collaborative
R&D activities for appropriate technology applications
for education, training, research and extension.
 IUC-TEFED aims at transforming the conventional
distance learning to modern ICT-enabled,
multimedia based, online and blended learning.
81

81. E-GYANKOSH
 Indira Gandhi National Open University (IGNOU)
launched its e-Gyankosh initiative in 2005 to store,
index, preserve, distribute & share the digital
learning resources developed by IGNOU.
 The initiative has emerged as one of the world’s
largest educational resource repository, under
which over 95% of the self-instructional print
materials of IGNOU, are now available in digital
format.
82

82. EGYANKOSH
83

83. FLEXILEARN@IGNOU
84

84. IGNOU
85

85. BITS INITIATIVE
 The Birla Institute of Technology and Science (BITS)
has brought around 14,000 books to students,
research scholars and teachers at the click of a
mouse.
 BITS has tied up with ‘24X7 Learning’, a leading e-
learning company in India.
 Students can directly pick up books from the e-
shelves of 290 publishers.
 The wide range in the cyber library covers IT Pro,
Business Pro,Exec Summaries, Finance Pro, Office
Essential and Engineering Pro in a searchable format
(www.i4donline.net). 86

86. DIGITAL LIBRARY OF INDIA
 The Digital Library of India is hosted at the Regional
Mega-scanning Centre at IIIT, Hyderabad.
 It's vision is to digitize all recorded knowledge in the
world.
 The vision of the website states: “For the first time in
history, all the significant literary, artistic, and scientific
works of mankind can be digitally preserved and made
freely available, in every corner of the world, for our
education, study, and appreciation and that of all our
future generations.”
 Currently, it is undertaking the million book project,
and digitizing non-copyrighted materials. It is a
collaborative project of over 21 institutions in India.
(http://dli.iiit.ac.in/). 87

87. A-VIEW
 A-VIEW, The Versatile E-Learning Tool for Distance
Education, Video Conferencing Tool.
 A-VIEW (Amrita Virtual Interactive e-Learning World) is an
award winning indigenously built multi-modal, multimedia e-
learning platform that provides an immersive e-learning
experience that is almost as good as a real classroom experience
developed by Amrita e-Learning Research Lab.
 A-VIEW is part of Talk to a Teacher program coordinated by IIT
Bombay and project is funded by the Ministry of Human
Resource Development (MHRD) under the Indian
Government’s National Mission for Education using
Information and Communication Technology (NME-ICT) along
with various other projects in Virtual Labs, Haptics and Natural
Language Processing.
 A-VIEW is now deployed at several IITs, NITs and other leading
educational institutions across the nation.
88

88. A-VIEW
89

89. OSCAR
 OEI-open education initiative is Ekalavya, launched
by Indian Institute of Technology, Bombay.
 In this project, content developed in various Indian
languages is distributed over the Internet.
 The Ekalavya project has developed an Open Source
Educational Resources Animation Repository
(OSCAR) that provides web-based interactive
animations for teaching.
 OSCAR provides a platform for student developers to
create animations based on ideas and guidance
from instructors.
90

90. IIT BOMBAY
91

91. TIFR
92

92. NKC
93

93. NPTEL
 National Program on Technology Enabled Learning
(NPTEL) is a project carried out by seven IITs, the
IISc, and other premier institutions around India and
funded by the MHRD.
 The project has gained popularity with more than 90
million views and 170,000 subscribers on its YouTube
channel.
94

94. NPTEL
95

95. NCERT
96

96. NROER
 National Repository for Open Educational
Resources (NROER) is a web platform that allows
for collaborative creation of digital content as well as
its organization along a concept map.
 It is an initiative of CIET, the educational technology
unit at NCERT. Over the last two decades, CIET has
created several audio and video resources on K-
12 education topics.
 These resources have been made available to
students and teachers across the country,
through broadcasting technologies.
 10,000+ files are there which includes : Image,
video, Audio, Document etc of all subjects. 97

97. NROER
98

98. NIOS
 National Institute of Open Schooling (NIOS), the
world’s largest open schooling system,
supplements self-learning using print material as
well as audio, video and multi-media material.
 These resources are distributed in CD format or
broadcasted through education channels on
television and radio.
 It publishes the online version of textbooks on its
website.
 It has also created a wiki-based platform for Open
Education Resources.
99

99. NIOS
100

100. SAKSHAT
101

101. KOER
 Karnataka’s Department of State Educational
Research and Training (DSERT) has launched a
project, Karnataka-Open Educational Resources
(KOER), to create contextual teaching resources,
for all grades and subjects for Karnataka school
teachers, in English and Kannada, between 2013 and
2016.
102

102. NDL
 Ministry of Human Resource Development under its National Mission
on Education through Information and Communication Technology has
initiated the National Digital Library (NDL) pilot project to develop
a framework of virtual repository of learning resources with a
single-window search facility.
 NDL is designed to hold content of any language and provides
interface support for leading vernacular languages (currently
Hindi and Bengali).
 Educational materials are available for users ranging from primary to
post-graduate levels
 Items are available in more than 70 languages
 More than 40 types of learning resources are available
 13,00,000+ Items have been authored by 1 lakh authors
 Repository hosts contents from multiple subject domains like
Technology, Science, Humanities, Agriculture and others
 Types of materials includes Text, Audio, Video, Image, Animation,
Simulation, Presentation and Application etc
 Currently 50,253,589 items hosted(31st Aug, 2020)
 Anyone can browse above hosted items by their type, source and subject
etc..
 https://ndl.iitkgp.ac.in/
103

103. OPEN ENCYCLOPEDIA : WIKIPEDIA
104

104. OKG@MSU
 Open Knowledge Gateway(OKG) Provides a
platform to the researchers, Faculty and Students of
MSU to access the free academic resources available
on Internet without Geographical limitations.
 http://www.hmlibrary.ac.in/

105

105. CLOSING NOTE
"When you
learn
transparently
(and openly)
you become a
teacher“
106

106. REFERENCES
 www.centralsquarefoundation.org
 6. Creative Commons is a non-profit organization devoted to
expanding the range of creative works. available to others to build
upon legally and to share.
 7. 109th Meeting Notes for IGNOU,
 http://www.slideshare.net/CEMCA/cemca-oer-workshop-
22213umak
 http://www.tessafrica.net/files/tessafrica/Briefing_note_general_Ju
ne_2012.pdf )
 http://www.forbes.com/sites/michaelhorn/2013/03/21/special-k-
dont-sleep-on-khan-academy-knewton/
 http://phet.colorado.edu/en/about
 http://www.lumenlearning.com/success and
http://wiki.creativecommons.org/OER_Case_Studies/United_State
s and http://utahopentextbooks.org/
 http://en.wikibooks.org/wiki/FHSST_Physics
 http://pustakalaya.org/about.php
 Creative Commons Blog
 http://oersynthesis.jiscinvolve.org/wp/tag/open-content/
107

107. Thank YOU
Your questions and comments are welcome…
 You may like to contact me at :
librarian-hml@msubaroda.ac.in
 MySlideShare at
http://www.slideshare.net/DrTrivedi1
108