This document presents a comparative study on pre-service and in-service teacher trainees' utilization of open educational resources (OERs) at ICFAI University in Tripura, India. It introduces OERs and discusses national policy initiatives and initiatives in India promoting OERs. The study aims to analyze OER utilization among teacher trainees, explore OER developments in India, and study the impact of OERs on teacher trainees' teaching and learning. A survey found in-service teacher trainees had significantly higher OER utilization than pre-service trainees. The document concludes by suggesting areas for further analysis to improve OER awareness and use in India.

1. A Comparative study on
and Teacher Trainee in
relation to utilization of OERs in
ICFAI University, Tripura.
Bheem Pad Mahato
Research Scholar
ID:19IUT0350003

2. INTRODUCTION
OER Stand for Open Educational Resources.
OERs are a global phenomenon and have become
significantly important in education systems across
the world.
This is Honeydew during the lockdown for learner as
well as Teachers’

3. INTRODUCTION
“Open educational resources (OER) are freely
accessible, openly licensed text, media, and
other digital assets that are useful for teaching,
learning, and assessing as well as for research
purposes.”
-wikipedia

4. Definition
• Open educational resources are the resources
which one freely, legally and economically
available to the learners.

5. REVISE
REMIXREDISTRIBUTE
REUSE

6. OER & Technology in Education
• Access
• Quality
• Equity
• Affordability
• Accountability

7. Policy Directions and Initiatives

8. Statement
• A Comparative study on Pre-service and In-
service Teacher Trainee in relation to
utilization of OERs in ICFAI University,
Tripura.

9. Objectives of the study
• To analyse the utilisation of OER among pre
service and in-service teacher trainees
• To explore the policy and developments in the
field of OERs in India.
• To discuss the role of educational institution and
library in the development of OERs.
• To analyse the resources and facilities of open
educational resources in India.
• To study the impact of OERs among teacher
trainees in their teaching learning process.

10. Hypothesis
There is significance difference between pre
service and in-service teacher trainees in the
utilization of open educational resources

11. Discussion and Analysis

12. Higher Education in India
Students
3.50 cr
Institutions
53620
Teachers
14.04
lakhs

13. INSTITUTIONS 53620
Source -http://aishe.gov.in/MHRDDashboard/home
Types Number
Universities 993
Colleges 41901
Stand Alone Institutions 10726

14. Teachers
UNIVERSITY 1.58 LAKHS
COLLEGES 10.99 LAKHS
STANDSLONE 1.47 LAKHS

15. STUDENTS
UNIVERSITY 69.41 LAKHS
COLLEGES 2.60 CRORES
STANDSLONE 20.23 LAKHS

16. Higher Education India
• Gross Enrolment Ratio (GER) is at 26.3 %
INDIA
26.3 %
GLOBAL
27 %
INDIA
2020
30%

17. Higher Education India
• Gross Enrolment Ratio (GER) is at 26.3 %
MALE – 26 .3
FEMALE – 26.4
• Total enrolment in higher education estimated
at 37.4 Millions

18. INSTITUTIONS IN TRIPURA
Source -http://aishe.gov.in/MHRDDashboard/home
Types Number
Universities 4
Colleges 53
Stand Alone Institutions 9

19. UNIVERSITY
• Central University 1
• State Public University 1
• State Private University 1
• Institute of National Importance 1
Total 4

20. Focus of Higher Education in Tripura
• Access
• Equity
• Excellence

21. Challenges faced by the Higher
Education System in Tripura
• Paucity of good teachers
• Inadequate infrastructure
• Lack of well-equipped libraries
• Lack of good quality instructional
materials

22. 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

23. OER Initiatives in India
• Consortium for Educational Communication (CEC)
• National Council of Educational Research and Training (NCERT) – online
textbooks
• 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
• SWYAM ETC

24. OER Initiatives in India
• National Programme on Technology Enhanced
Learning
• (NPTEL)
• NME-ICT Web portal — Sakshat
• National Repository of Open Educational Resources
• NROER
• Rai Open Courseware - an initiative of Rai
Foundation.
• Agropedia - information related to agriculture in
India.

25. Crucial to the Use of OERs
• Institutions
• Educators
• Learners

26. Relation Between Pre-service and in-
service Teacher Trainee in IUT
Category
No
Trainees
Mean Median SD df ‘t’-test
Pre Service 67 20 21 4.06
127 4.27**
In service 62 16.80 18 4.48

27. Relation Between Pre-service and in-
service Teacher Trainee
0
10
20
30
40
50
60
70
80
Trainees Mean Median SD
Pre Service
In service

28. Finding
The computed value of ‘t’ (4.27) is greater than
the critical value of ‘t’ (2.35) at 127 df at 0.01
level of significance.
There is significance difference between pre
service and in-service teacher trainees in the
utilization of open educational resources

29. Suggestions
• To analyze the existing policies and guidelines for
the use of OERs in India, as well as the
preparedness of faculty and students of distance
education and training institutions in using OERs
for distance teaching-learning.
• Focuses on various issues related to the
awareness and use of various available OERs.

30. Thanks
Thanks

31. Questionnaire
Sl no Questions
1 I think the use of free course material on the internet offers great opportunities to
increase the quality of higher education
2 I am willing to make a lot of my course material available as freeware on the internet.
3 I think peer recognition is important as a reward for work on freeware.
4 During the last year I have searched the internet for OER in the form of video.
5 During the last year I have made educational text or images, available on the internet as
OER.
6 During the last year I have made educational video available on the internet as OER.
7 During the last year, the students in my classes made use of OER in the form of text and
image.
8 During the last year, the students in my classes made use of OER in the form of video.
9 During the last year, the students in my classes made use of OER in the form of software.

32. Reference
• Cape Town Open Education Declaration (2007). Cape Town Open Education Declaration:
Unlocking the promise of open educational resources. Cape Town: Open Society Institute.
Retrieved from http://www.capetowndeclaration.org/read-the-declaration.
• Centre for Economic Development (CED) (2009). Harnessing openness to improve research,
teaching and learning in higher education. Washington, D.C. Retrieved from:
http://www.ced.org/pdf/Harnessing-Openness-to-Improve-Research-Teaching-and-
Learning-in-Higher-Education.pdf.
• Conrad, D. (2013). Assessment challenges in open learning: Way-finding, fork in the road, or
end of the line? Open Praxis, 5(1), 41-47.
• DeVries, I. (2013). Evaluating open educational resources: Lessons learned. Procedia - Social
andBehavioral Sciences, 83, 56 – 60.
• Dhanarajan, G. & Abeywardena, I. S. (2013). Higher Education and Open Educational
Resources in Asia: An Overview. In G. Dhanarajan & D. Porter (Eds.), Open Education
Resources: An Asian Perspective (pp. 3–18). Vancouver: COL-OER Asia.
• Hylen, J. (2006). Open Educational Resources: Opportunities and Challenges. Paris: OECD-
CERI. Retrieved from http://www.oecd.org/edu/ceri/37351085.pdf
• James, R. & Bossu, C. (2014). Conversations from south of the equator: Challenges and
Opportunities in OER across Broader Oceania. RUSC. Universities and Knowledge Society
Journal, 11(3). 7890.DOI:http://dx.doi.org/10.7238/rusc.v11i3.2220 .

33. Reference
• Society Journal, 11(3). 7890.DOI:http://dx.doi.org/10.7238/rusc.v11i3.2220 .
• Kanwar, A., Kodhandaraman, B., & Umar, A. (2010). Toward sustainable open
educational resources: a perspective from the global south. American Journal
of Distance Education, 24, 65–80.doi:10.1080/08923641003696588 .
• Misra, P. K. (2013). Pedagogical quality enrichment in OER-based courseware:
Guiding principles.54 Use of Open Educational Resources Open Praxis, 5 (2),
123–134.
• MHRD (2019). All India Survey on Higher Education. New Delhi: Government
of India.
• Olcott Jr, D. (2013). Access under siege: Are the gains of open education
keeping pace with the growing barriers to university access? Open Praxis, 5(1),
15–20. Retrieved from http://openpraxis.org/
index.php/OpenPraxis/article/view/14
• UNESCO, 2012 PARIS OER DECLARATION. 2012, The World OER Congress held
at UNESCO, Paris on 20-22 June 2012: Paris. p. 1-3.

34. Web link
• https://www.ugc.ac.in/oldpdf/pub/he/heindia.pdf
• https://www.ugc.ac.in/
• https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1365-
2729.2011.00450.x
• https://www.oerknowledgecloud.org/archive/5000123134-5000259500-
1-PB.pdf
• https://mhrd.gov.in/higher_education
• http://aishe.gov.in/MHRDDashboard/home
• https://www.diva-portal.org/smash/get/diva2:878290/FULLTEXT01.pdf
• https://library.iated.org/view/GARROTEJURADO2015ATT
• https://www.oercommons.org/
• https://en.wikipedia.org/wiki/Open_educational_resources
• http://openpraxis.org/
• http://aishe.nic.in/aishe/viewDocument.action?documentId=262