Open Educational Resources - User contributions [en]

Useful geogebra resources

2018-01-24T05:49:51Z

Chaitra: /* 9. Tangents and Secants to a Circle */

=== Class X topics ===

==== 1. Real Numbers ====

{{#widget:YouTube|id=udKD4yxsWe4|left}} 

Suchetha S, Mathematics teacher, GHS Thyamangondlu, Bengaluru created this geogebra file on 'locating irrational numbers on a number line'.

Teachers could use this resource to help their students visualize the position of rational and irrational numbers on the number line.

==== 2. Sets ====

==== 3. Polynomials ====
[https://www.geogebra.org/m/TBCHkvDH 'Zeroes of a polynomial']

As you know, the zeros of a polynomial are precisely the x-coordinates of the point of intersection of the graph representing the polynomial with the x-axis, if they intersect. A polynomial can have either two distinct zeros, or two equal zeros (i.e., one zero) or no zero in real numbers.

For which value of 'x', does the function f(x) become zero can be explored through this geogebra applet.

==== 4. Pair of Linear Equations in Two Variables ====

==== 5. Quadratic Equations ====
[https://www.geogebra.org/m/FyfuNGuD Understanding quadratic equation ax2+bx+c=0 geometrically]

The values of '''a,b''' and '''c''' for which the roots are the roots real and distinct, real and distinct, imaginary could be found out through this geogebra applet.

For ex: The values of '''a, b''' and '''c''' could be zero at the beginning. Then, retaining '''b'''=0 and '''c'''=0 the value of '''a''' could be increased to 1. The changes in the curve observed , the kind of roots obtained etc., with changes in the values of '''a,b''' and '''c''' could be some of the points of discussion in the classroom.

==== 6. Progressions ====

==== 7. Coordinate Geometry ====
1.[https://www.geogebra.org/m/AbXvMgbN Introduction to Coordinate geometry]

This applet to review/evaluate their students' understanding of the basic concepts related to the unit.

2. [https://www.geogebra.org/m/YjUwfsXp Exploring slope and intercept of a line]

'Slope' and 'X/Y intercepts' of a line can be better visualized and understood.

==== 8. Similar Triangles ====
1.[https://www.geogebra.org/m/GhGtuvV7 Similar triangles]

Two triangles are said to be similar, if their corresponding angles are equal or their corresponding sides are in proportion.

These conditions for similarity of triangles can be explored by increasing/decreasing the length of sides, flipping/rotating the triangles given in this geogebra file.

2. [https://www.geogebra.org/m/wMa7HE9m Similar triangles exploration]

The relationships between the angles and the side length of similar shapes, their respective ratios etc., could be explored through this applet.

==== 9. Tangents and Secants to a Circle ====
1.[https://www.geogebra.org/m/XdmMxGVU Secant and Tangent to a Circle]

A straight line which intersects a circle at two distinct points is called a secant. A straight line that touches a circle at only one point is called a tangent.

Either of the points, B or C on the circumference of the circle can moved in this geogebra applet to discuss tangent, secant and chord, and some of their properties.

2.[https://www.geogebra.org/m/xhThfJvn Construction of tangents to a circle]

This geogebra applet shows stepwise, how to construct tangents to a circle from an external point. The changes observed when the external point is moved around could be discussed.

==== 10. Mensuration ====

==== 11. Trigonometry ====
1. [https://www.geogebra.org/m/Ayu5w2Mr#material/maK2WwP4 Sine, Cosine and Tangent ratios]

The meanings of sine, cosine and tangent trigonometric ratios can be explored through this geogebra file.

2. [https://www.geogebra.org/m/rtkH5nbd Trigonometric ratio estimations]

This geogebra applet could be used to review some trigonometric concepts. Arms of the right angled triangle can be moved using sliders to estimate trigonometric ratios of various angles. ''A demo video has been provided along-with this file.''

==== 12. Applications of Trigonometry ====

==== 13. Probability ====

==== 14. Statistics ====

[[Category:Mathematics]]

Useful geogebra resources

2018-01-24T05:42:04Z

Chaitra: /* 8. Similar Triangles */

=== Class X topics ===

==== 1. Real Numbers ====

{{#widget:YouTube|id=udKD4yxsWe4|left}} 

Suchetha S, Mathematics teacher, GHS Thyamangondlu, Bengaluru created this geogebra file on 'locating irrational numbers on a number line'.

Teachers could use this resource to help their students visualize the position of rational and irrational numbers on the number line.

==== 2. Sets ====

==== 3. Polynomials ====
[https://www.geogebra.org/m/TBCHkvDH 'Zeroes of a polynomial']

As you know, the zeros of a polynomial are precisely the x-coordinates of the point of intersection of the graph representing the polynomial with the x-axis, if they intersect. A polynomial can have either two distinct zeros, or two equal zeros (i.e., one zero) or no zero in real numbers.

For which value of 'x', does the function f(x) become zero can be explored through this geogebra applet.

==== 4. Pair of Linear Equations in Two Variables ====

==== 5. Quadratic Equations ====
[https://www.geogebra.org/m/FyfuNGuD Understanding quadratic equation ax2+bx+c=0 geometrically]

The values of '''a,b''' and '''c''' for which the roots are the roots real and distinct, real and distinct, imaginary could be found out through this geogebra applet.

For ex: The values of '''a, b''' and '''c''' could be zero at the beginning. Then, retaining '''b'''=0 and '''c'''=0 the value of '''a''' could be increased to 1. The changes in the curve observed , the kind of roots obtained etc., with changes in the values of '''a,b''' and '''c''' could be some of the points of discussion in the classroom.

==== 6. Progressions ====

==== 7. Coordinate Geometry ====
1.[https://www.geogebra.org/m/AbXvMgbN Introduction to Coordinate geometry]

This applet to review/evaluate their students' understanding of the basic concepts related to the unit.

2. [https://www.geogebra.org/m/YjUwfsXp Exploring slope and intercept of a line]

'Slope' and 'X/Y intercepts' of a line can be better visualized and understood.

==== 8. Similar Triangles ====
1.[https://www.geogebra.org/m/GhGtuvV7 Similar triangles]

Two triangles are said to be similar, if their corresponding angles are equal or their corresponding sides are in proportion.

These conditions for similarity of triangles can be explored by increasing/decreasing the length of sides, flipping/rotating the triangles given in this geogebra file.

2. [https://www.geogebra.org/m/wMa7HE9m Similar triangles exploration]

The relationships between the angles and the side length of similar shapes, their respective ratios etc., could be explored through this applet.

==== 9. Tangents and Secants to a Circle ====
1.[https://www.geogebra.org/m/XdmMxGVU Secant and Tangent to a Circle]

A straight line which intersects a circle at two distinct points is called a secant. A straight line that touches a circle at only one point is called a tangent.

Either of the points, B or C on the circumference of the circle can moved in this geogebra applet to discuss tangent, secant and chord, and some of their properties.

2.[https://www.geogebra.org/m/xhThfJvn Construction of tangents to a circle]

This geogebra applet shows stepwise, how to construct tangents to a circle from an external point. The changes (if any) observed when the external point is moved around could be discussed.

==== 10. Mensuration ====

==== 11. Trigonometry ====
1. [https://www.geogebra.org/m/Ayu5w2Mr#material/maK2WwP4 Sine, Cosine and Tangent ratios]

The meanings of sine, cosine and tangent trigonometric ratios can be explored through this geogebra file.

2. [https://www.geogebra.org/m/rtkH5nbd Trigonometric ratio estimations]

This geogebra applet could be used to review some trigonometric concepts. Arms of the right angled triangle can be moved using sliders to estimate trigonometric ratios of various angles. ''A demo video has been provided along-with this file.''

==== 12. Applications of Trigonometry ====

==== 13. Probability ====

==== 14. Statistics ====

[[Category:Mathematics]]

Useful geogebra resources

2018-01-24T05:17:18Z

Chaitra: /* 9. Tangents and Secants to a Circle */

=== Class X topics ===

==== 1. Real Numbers ====

{{#widget:YouTube|id=udKD4yxsWe4|left}} 

Suchetha S, Mathematics teacher, GHS Thyamangondlu, Bengaluru created this geogebra file on 'locating irrational numbers on a number line'.

Teachers could use this resource to help their students visualize the position of rational and irrational numbers on the number line.

==== 2. Sets ====

==== 3. Polynomials ====
[https://www.geogebra.org/m/TBCHkvDH 'Zeroes of a polynomial']

As you know, the zeros of a polynomial are precisely the x-coordinates of the point of intersection of the graph representing the polynomial with the x-axis, if they intersect. A polynomial can have either two distinct zeros, or two equal zeros (i.e., one zero) or no zero in real numbers.

For which value of 'x', does the function f(x) become zero can be explored through this geogebra applet.

==== 4. Pair of Linear Equations in Two Variables ====

==== 5. Quadratic Equations ====
[https://www.geogebra.org/m/FyfuNGuD Understanding quadratic equation ax2+bx+c=0 geometrically]

The values of '''a,b''' and '''c''' for which the roots are the roots real and distinct, real and distinct, imaginary could be found out through this geogebra applet.

For ex: The values of '''a, b''' and '''c''' could be zero at the beginning. Then, retaining '''b'''=0 and '''c'''=0 the value of '''a''' could be increased to 1. The changes in the curve observed , the kind of roots obtained etc., with changes in the values of '''a,b''' and '''c''' could be some of the points of discussion in the classroom.

==== 6. Progressions ====

==== 7. Coordinate Geometry ====
1.[https://www.geogebra.org/m/AbXvMgbN Introduction to Coordinate geometry]

This applet to review/evaluate their students' understanding of the basic concepts related to the unit.

2. [https://www.geogebra.org/m/YjUwfsXp Exploring slope and intercept of a line]

'Slope' and 'X/Y intercepts' of a line can be better visualized and understood.

==== 8. Similar Triangles ====
[https://www.geogebra.org/m/GhGtuvV7 Similar triangles]

Two triangles are said to be similar, if their corresponding angles are equal or their corresponding sides are in proportion.

These conditions for similarity of triangles can be explored by increasing/decreasing the length of sides, flipping/rotating the triangles given in this geogebra file.

==== 9. Tangents and Secants to a Circle ====
1.[https://www.geogebra.org/m/XdmMxGVU Secant and Tangent to a Circle]

A straight line which intersects a circle at two distinct points is called a secant. A straight line that touches a circle at only one point is called a tangent.

Either of the points, B or C on the circumference of the circle can moved in this geogebra applet to discuss tangent, secant and chord, and some of their properties.

2.[https://www.geogebra.org/m/xhThfJvn Construction of tangents to a circle]

This geogebra applet shows stepwise, how to construct tangents to a circle from an external point. The changes (if any) observed when the external point is moved around could be discussed.

==== 10. Mensuration ====

==== 11. Trigonometry ====
1. [https://www.geogebra.org/m/Ayu5w2Mr#material/maK2WwP4 Sine, Cosine and Tangent ratios]

The meanings of sine, cosine and tangent trigonometric ratios can be explored through this geogebra file.

2. [https://www.geogebra.org/m/rtkH5nbd Trigonometric ratio estimations]

This geogebra applet could be used to review some trigonometric concepts. Arms of the right angled triangle can be moved using sliders to estimate trigonometric ratios of various angles. ''A demo video has been provided along-with this file.''

==== 12. Applications of Trigonometry ====

==== 13. Probability ====

==== 14. Statistics ====

[[Category:Mathematics]]

Useful geogebra resources

2018-01-24T05:08:13Z

Chaitra: /* 9. Tangents and Secants to a Circle */

=== Class X topics ===

==== 1. Real Numbers ====

{{#widget:YouTube|id=udKD4yxsWe4|left}} 

Suchetha S, Mathematics teacher, GHS Thyamangondlu, Bengaluru created this geogebra file on 'locating irrational numbers on a number line'.

Teachers could use this resource to help their students visualize the position of rational and irrational numbers on the number line.

==== 2. Sets ====

==== 3. Polynomials ====
[https://www.geogebra.org/m/TBCHkvDH 'Zeroes of a polynomial']

As you know, the zeros of a polynomial are precisely the x-coordinates of the point of intersection of the graph representing the polynomial with the x-axis, if they intersect. A polynomial can have either two distinct zeros, or two equal zeros (i.e., one zero) or no zero in real numbers.

For which value of 'x', does the function f(x) become zero can be explored through this geogebra applet.

==== 4. Pair of Linear Equations in Two Variables ====

==== 5. Quadratic Equations ====
[https://www.geogebra.org/m/FyfuNGuD Understanding quadratic equation ax2+bx+c=0 geometrically]

The values of '''a,b''' and '''c''' for which the roots are the roots real and distinct, real and distinct, imaginary could be found out through this geogebra applet.

For ex: The values of '''a, b''' and '''c''' could be zero at the beginning. Then, retaining '''b'''=0 and '''c'''=0 the value of '''a''' could be increased to 1. The changes in the curve observed , the kind of roots obtained etc., with changes in the values of '''a,b''' and '''c''' could be some of the points of discussion in the classroom.

==== 6. Progressions ====

==== 7. Coordinate Geometry ====
1.[https://www.geogebra.org/m/AbXvMgbN Introduction to Coordinate geometry]

This applet to review/evaluate their students' understanding of the basic concepts related to the unit.

2. [https://www.geogebra.org/m/YjUwfsXp Exploring slope and intercept of a line]

'Slope' and 'X/Y intercepts' of a line can be better visualized and understood.

==== 8. Similar Triangles ====
[https://www.geogebra.org/m/GhGtuvV7 Similar triangles]

Two triangles are said to be similar, if their corresponding angles are equal or their corresponding sides are in proportion.

These conditions for similarity of triangles can be explored by increasing/decreasing the length of sides, flipping/rotating the triangles given in this geogebra file.

==== 9. Tangents and Secants to a Circle ====
1.[https://www.geogebra.org/m/XdmMxGVU Secant and Tangent to a Circle]

A straight line which intersects a circle at two distinct points is called a secant. A straight line that touches a circle at only one point is called a tangent.

Either of the points, B or C on the circumference of the circle can moved in this geogebra applet to discuss tangent, secant and chord, and some of their properties.

2.[https://www.geogebra.org/m/xhThfJvn Construction of tangents to a circle]

This geogebra applet shows stepwise, how to construct tangents to a circle from an external point. The equality of lengths of tangents drawn from an external point to a circle could also be verified through this construction.

==== 10. Mensuration ====

==== 11. Trigonometry ====
1. [https://www.geogebra.org/m/Ayu5w2Mr#material/maK2WwP4 Sine, Cosine and Tangent ratios]

The meanings of sine, cosine and tangent trigonometric ratios can be explored through this geogebra file.

2. [https://www.geogebra.org/m/rtkH5nbd Trigonometric ratio estimations]

This geogebra applet could be used to review some trigonometric concepts. Arms of the right angled triangle can be moved using sliders to estimate trigonometric ratios of various angles. ''A demo video has been provided along-with this file.''

==== 12. Applications of Trigonometry ====

==== 13. Probability ====

==== 14. Statistics ====

[[Category:Mathematics]]

Useful geogebra resources

2018-01-24T05:02:38Z

Chaitra: /* 9. Tangents and Secants to a Circle */

=== Class X topics ===

==== 1. Real Numbers ====

{{#widget:YouTube|id=udKD4yxsWe4|left}} 

Suchetha S, Mathematics teacher, GHS Thyamangondlu, Bengaluru created this geogebra file on 'locating irrational numbers on a number line'.

Teachers could use this resource to help their students visualize the position of rational and irrational numbers on the number line.

==== 2. Sets ====

==== 3. Polynomials ====
[https://www.geogebra.org/m/TBCHkvDH 'Zeroes of a polynomial']

As you know, the zeros of a polynomial are precisely the x-coordinates of the point of intersection of the graph representing the polynomial with the x-axis, if they intersect. A polynomial can have either two distinct zeros, or two equal zeros (i.e., one zero) or no zero in real numbers.

For which value of 'x', does the function f(x) become zero can be explored through this geogebra applet.

==== 4. Pair of Linear Equations in Two Variables ====

==== 5. Quadratic Equations ====
[https://www.geogebra.org/m/FyfuNGuD Understanding quadratic equation ax2+bx+c=0 geometrically]

The values of '''a,b''' and '''c''' for which the roots are the roots real and distinct, real and distinct, imaginary could be found out through this geogebra applet.

For ex: The values of '''a, b''' and '''c''' could be zero at the beginning. Then, retaining '''b'''=0 and '''c'''=0 the value of '''a''' could be increased to 1. The changes in the curve observed , the kind of roots obtained etc., with changes in the values of '''a,b''' and '''c''' could be some of the points of discussion in the classroom.

==== 6. Progressions ====

==== 7. Coordinate Geometry ====
1.[https://www.geogebra.org/m/AbXvMgbN Introduction to Coordinate geometry]

This applet to review/evaluate their students' understanding of the basic concepts related to the unit.

2. [https://www.geogebra.org/m/YjUwfsXp Exploring slope and intercept of a line]

'Slope' and 'X/Y intercepts' of a line can be better visualized and understood.

==== 8. Similar Triangles ====
[https://www.geogebra.org/m/GhGtuvV7 Similar triangles]

Two triangles are said to be similar, if their corresponding angles are equal or their corresponding sides are in proportion.

These conditions for similarity of triangles can be explored by increasing/decreasing the length of sides, flipping/rotating the triangles given in this geogebra file.

==== 9. Tangents and Secants to a Circle ====
1.[https://www.geogebra.org/m/XdmMxGVU Secant and Tangent to a Circle]

A straight line which intersects a circle at two distinct points is called a secant. A straight line that touches a circle at only one point is called a tangent.

Either of the points, B or C on the circumference of the circle can moved in this geogebra applet to discuss tangent, secant and chord, and some of their properties.

2.[https://www.geogebra.org/m/xhThfJvn Construction of tangents to a circle]

This geogebra applet shows stepwise, how to construct tangents to a circle from an external point

==== 10. Mensuration ====

==== 11. Trigonometry ====
1. [https://www.geogebra.org/m/Ayu5w2Mr#material/maK2WwP4 Sine, Cosine and Tangent ratios]

The meanings of sine, cosine and tangent trigonometric ratios can be explored through this geogebra file.

2. [https://www.geogebra.org/m/rtkH5nbd Trigonometric ratio estimations]

This geogebra applet could be used to review some trigonometric concepts. Arms of the right angled triangle can be moved using sliders to estimate trigonometric ratios of various angles. ''A demo video has been provided along-with this file.''

==== 12. Applications of Trigonometry ====

==== 13. Probability ====

==== 14. Statistics ====

[[Category:Mathematics]]

Useful geogebra resources

2018-01-22T10:20:26Z

Chaitra: /* 11. Trigonometry */

=== Class X topics ===

==== 1. Real Numbers ====

{{#widget:YouTube|id=udKD4yxsWe4|left}} 

Suchetha S, Mathematics teacher, GHS Thyamangondlu, Bengaluru created this geogebra file on 'locating irrational numbers on a number line'.

Teachers could use this resource to help their students visualize the position of rational and irrational numbers on the number line.

==== 2. Sets ====

==== 3. Polynomials ====
[https://www.geogebra.org/m/TBCHkvDH 'Zeroes of a polynomial']

As you know, the zeros of a polynomial are precisely the x-coordinates of the point of intersection of the graph representing the polynomial with the x-axis, if they intersect. A polynomial can have either two distinct zeros, or two equal zeros (i.e., one zero) or no zero in real numbers.

For which value of 'x', does the function f(x) become zero can be explored through this geogebra applet.

==== 4. Pair of Linear Equations in Two Variables ====

==== 5. Quadratic Equations ====
[https://www.geogebra.org/m/FyfuNGuD Understanding quadratic equation ax2+bx+c=0 geometrically]

The values of '''a,b''' and '''c''' for which the roots are the roots real and distinct, real and distinct, imaginary could be found out through this geogebra applet.

For ex: The values of '''a, b''' and '''c''' could be zero at the beginning. Then, retaining '''b'''=0 and '''c'''=0 the value of '''a''' could be increased to 1. The changes in the curve observed , the kind of roots obtained etc., with changes in the values of '''a,b''' and '''c''' could be some of the points of discussion in the classroom.

==== 6. Progressions ====

==== 7. Coordinate Geometry ====
1.[https://www.geogebra.org/m/AbXvMgbN Introduction to Coordinate geometry]

This applet to review/evaluate their students' understanding of the basic concepts related to the unit.

2. [https://www.geogebra.org/m/YjUwfsXp Exploring slope and intercept of a line]

'Slope' and 'X/Y intercepts' of a line can be better visualized and understood.

==== 8. Similar Triangles ====
[https://www.geogebra.org/m/GhGtuvV7 Similar triangles]

Two triangles are said to be similar, if their corresponding angles are equal or their corresponding sides are in proportion.

These conditions for similarity of triangles can be explored by increasing/decreasing the length of sides, flipping/rotating the triangles given in this geogebra file.

==== 9. Tangents and Secants to a Circle ====
[https://www.geogebra.org/m/XdmMxGVU Secant and Tangent to a Circle]

A straight line which intersects a circle at two distinct points is called a secant. A straight line that touches a circle at only one point is called a tangent.

Either of the points, B or C on the circumference of the circle can moved in this geogebra applet to discuss tangent, secant and chord, and some of their properties.

==== 10. Mensuration ====

==== 11. Trigonometry ====
1. [https://www.geogebra.org/m/Ayu5w2Mr#material/maK2WwP4 Sine, Cosine and Tangent ratios]

The meanings of sine, cosine and tangent trigonometric ratios can be explored through this geogebra file.

2. [https://www.geogebra.org/m/rtkH5nbd Trigonometric ratio estimations]

This geogebra applet could be used to review some trigonometric concepts. Arms of the right angled triangle can be moved using sliders to estimate trigonometric ratios of various angles. ''A demo video has been provided along-with this file.''

==== 12. Applications of Trigonometry ====

==== 13. Probability ====

==== 14. Statistics ====

[[Category:Mathematics]]

Useful geogebra resources

2018-01-22T10:02:13Z

Chaitra: /* 11. Trigonometry */

=== Class X topics ===

==== 1. Real Numbers ====

{{#widget:YouTube|id=udKD4yxsWe4|left}} 

Suchetha S, Mathematics teacher, GHS Thyamangondlu, Bengaluru created this geogebra file on 'locating irrational numbers on a number line'.

Teachers could use this resource to help their students visualize the position of rational and irrational numbers on the number line.

==== 2. Sets ====

==== 3. Polynomials ====
[https://www.geogebra.org/m/TBCHkvDH 'Zeroes of a polynomial']

As you know, the zeros of a polynomial are precisely the x-coordinates of the point of intersection of the graph representing the polynomial with the x-axis, if they intersect. A polynomial can have either two distinct zeros, or two equal zeros (i.e., one zero) or no zero in real numbers.

For which value of 'x', does the function f(x) become zero can be explored through this geogebra applet.

==== 4. Pair of Linear Equations in Two Variables ====

==== 5. Quadratic Equations ====
[https://www.geogebra.org/m/FyfuNGuD Understanding quadratic equation ax2+bx+c=0 geometrically]

The values of '''a,b''' and '''c''' for which the roots are the roots real and distinct, real and distinct, imaginary could be found out through this geogebra applet.

For ex: The values of '''a, b''' and '''c''' could be zero at the beginning. Then, retaining '''b'''=0 and '''c'''=0 the value of '''a''' could be increased to 1. The changes in the curve observed , the kind of roots obtained etc., with changes in the values of '''a,b''' and '''c''' could be some of the points of discussion in the classroom.

==== 6. Progressions ====

==== 7. Coordinate Geometry ====
1.[https://www.geogebra.org/m/AbXvMgbN Introduction to Coordinate geometry]

This applet to review/evaluate their students' understanding of the basic concepts related to the unit.

2. [https://www.geogebra.org/m/YjUwfsXp Exploring slope and intercept of a line]

'Slope' and 'X/Y intercepts' of a line can be better visualized and understood.

==== 8. Similar Triangles ====
[https://www.geogebra.org/m/GhGtuvV7 Similar triangles]

Two triangles are said to be similar, if their corresponding angles are equal or their corresponding sides are in proportion.

These conditions for similarity of triangles can be explored by increasing/decreasing the length of sides, flipping/rotating the triangles given in this geogebra file.

==== 9. Tangents and Secants to a Circle ====
[https://www.geogebra.org/m/XdmMxGVU Secant and Tangent to a Circle]

A straight line which intersects a circle at two distinct points is called a secant. A straight line that touches a circle at only one point is called a tangent.

Either of the points, B or C on the circumference of the circle can moved in this geogebra applet to discuss tangent, secant and chord, and some of their properties.

==== 10. Mensuration ====

==== 11. Trigonometry ====
1. [https://www.geogebra.org/m/Ayu5w2Mr#material/maK2WwP4 Sine, Cosine and Tangent ratios]

The meanings of sine, cosine and tangent trigonometric ratios can be explored through this geogebra file.

2. [https://www.geogebra.org/m/rtkH5nbd Trigonometric ratio estimations]

This geogebra applet could be used to review some trigonometric concepts. Arms of the right angled triangle can be moved using sliders to estimate values of trigonometric ratios. A demo video has been provided along-with this file.

==== 12. Applications of Trigonometry ====

==== 13. Probability ====

==== 14. Statistics ====

[[Category:Mathematics]]

Useful geogebra resources

2018-01-16T09:34:51Z

Chaitra: /* 9. Tangents and Secants to a Circle */

=== Class X topics ===

==== 1. Real Numbers ====

{{#widget:YouTube|id=udKD4yxsWe4|left}} 

Suchetha S, Mathematics teacher, GHS Thyamangondlu, Bengaluru created this geogebra file on 'locating irrational numbers on a number line'.

Teachers could use this resource to help their students visualize the position of rational and irrational numbers on the number line.

==== 2. Sets ====

==== 3. Polynomials ====
[https://www.geogebra.org/m/TBCHkvDH 'Zeroes of a polynomial']

As you know, the zeros of a polynomial are precisely the x-coordinates of the point of intersection of the graph representing the polynomial with the x-axis, if they intersect. A polynomial can have either two distinct zeros, or two equal zeros (i.e., one zero) or no zero in real numbers.

For which value of 'x', does the function f(x) become zero can be explored through this geogebra applet.

==== 4. Pair of Linear Equations in Two Variables ====

==== 5. Quadratic Equations ====
[https://www.geogebra.org/m/FyfuNGuD Understanding quadratic equation ax2+bx+c=0 geometrically]

The values of '''a,b''' and '''c''' for which the roots are the roots real and distinct, real and distinct, imaginary could be found out through this geogebra applet.

For ex: The values of '''a, b''' and '''c''' could be zero at the beginning. Then, retaining '''b'''=0 and '''c'''=0 the value of '''a''' could be increased to 1. The changes in the curve observed , the kind of roots obtained etc., with changes in the values of '''a,b''' and '''c''' could be some of the points of discussion in the classroom.

==== 6. Progressions ====

==== 7. Coordinate Geometry ====
1.[https://www.geogebra.org/m/AbXvMgbN Introduction to Coordinate geometry]

This applet to review/evaluate their students' understanding of the basic concepts related to the unit.

2. [https://www.geogebra.org/m/YjUwfsXp Exploring slope and intercept of a line]

'Slope' and 'X/Y intercepts' of a line can be better visualized and understood.

==== 8. Similar Triangles ====
[https://www.geogebra.org/m/GhGtuvV7 Similar triangles]

Two triangles are said to be similar, if their corresponding angles are equal or their corresponding sides are in proportion.

These conditions for similarity of triangles can be explored by increasing/decreasing the length of sides, flipping/rotating the triangles given in this geogebra file.

==== 9. Tangents and Secants to a Circle ====
[https://www.geogebra.org/m/XdmMxGVU Secant and Tangent to a Circle]

A straight line which intersects a circle at two distinct points is called a secant. A straight line that touches a circle at only one point is called a tangent.

Either of the points, B or C on the circumference of the circle can moved in this geogebra applet to discuss tangent, secant and chord, and some of their properties.

==== 10. Mensuration ====

==== 11. Trigonometry ====

==== 12. Applications of Trigonometry ====

==== 13. Probability ====

==== 14. Statistics ====

[[Category:Mathematics]]

Useful geogebra resources

2018-01-16T09:26:20Z

Chaitra: /* 9. Tangents and Secants to a Circle */

=== Class X topics ===

==== 1. Real Numbers ====

{{#widget:YouTube|id=udKD4yxsWe4|left}} 

Suchetha S, Mathematics teacher, GHS Thyamangondlu, Bengaluru created this geogebra file on 'locating irrational numbers on a number line'.

Teachers could use this resource to help their students visualize the position of rational and irrational numbers on the number line.

==== 2. Sets ====

==== 3. Polynomials ====
[https://www.geogebra.org/m/TBCHkvDH 'Zeroes of a polynomial']

As you know, the zeros of a polynomial are precisely the x-coordinates of the point of intersection of the graph representing the polynomial with the x-axis, if they intersect. A polynomial can have either two distinct zeros, or two equal zeros (i.e., one zero) or no zero in real numbers.

For which value of 'x', does the function f(x) become zero can be explored through this geogebra applet.

==== 4. Pair of Linear Equations in Two Variables ====

==== 5. Quadratic Equations ====
[https://www.geogebra.org/m/FyfuNGuD Understanding quadratic equation ax2+bx+c=0 geometrically]

The values of '''a,b''' and '''c''' for which the roots are the roots real and distinct, real and distinct, imaginary could be found out through this geogebra applet.

For ex: The values of '''a, b''' and '''c''' could be zero at the beginning. Then, retaining '''b'''=0 and '''c'''=0 the value of '''a''' could be increased to 1. The changes in the curve observed , the kind of roots obtained etc., with changes in the values of '''a,b''' and '''c''' could be some of the points of discussion in the classroom.

==== 6. Progressions ====

==== 7. Coordinate Geometry ====
1.[https://www.geogebra.org/m/AbXvMgbN Introduction to Coordinate geometry]

This applet to review/evaluate their students' understanding of the basic concepts related to the unit.

2. [https://www.geogebra.org/m/YjUwfsXp Exploring slope and intercept of a line]

'Slope' and 'X/Y intercepts' of a line can be better visualized and understood.

==== 8. Similar Triangles ====
[https://www.geogebra.org/m/GhGtuvV7 Similar triangles]

Two triangles are said to be similar, if their corresponding angles are equal or their corresponding sides are in proportion.

These conditions for similarity of triangles can be explored by increasing/decreasing the length of sides, flipping/rotating the triangles given in this geogebra file.

==== 9. Tangents and Secants to a Circle ====
[https://www.geogebra.org/m/XdmMxGVU Secant and Tangent to a Circle]

A straight line which intersects a circle at two distinct points is called a secant. A straight line that touches a circle at only one point is called a tangent.

Either of the points, B or C on the circumference of the circle can moved in this geogebra applet to discuss tangent, secant and chord.

==== 10. Mensuration ====

==== 11. Trigonometry ====

==== 12. Applications of Trigonometry ====

==== 13. Probability ====

==== 14. Statistics ====

[[Category:Mathematics]]

Useful geogebra resources

2018-01-16T09:07:34Z

Chaitra: /* 9. Tangents and Secants to a Circle */

Useful geogebra resources

2018-01-16T07:10:01Z

Chaitra: /* 8. Similar Triangles */

Useful geogebra resources

2018-01-16T07:02:31Z

Chaitra: /* 8. Similar Triangles */

Useful geogebra resources

2018-01-16T06:52:54Z

Chaitra: /* 8. Similar Triangles */

Useful geogebra resources

2018-01-16T05:28:40Z

Chaitra: /* 5. Quadratic Equations */

Useful geogebra resources

2018-01-16T05:05:48Z

Chaitra: /* 5. Quadratic Equations */

Useful geogebra resources

2018-01-13T05:11:38Z

Chaitra: /* 3. Polynomials */

Useful geogebra resources

2018-01-13T05:03:37Z

Chaitra: /* 3. Polynomials */

Useful geogebra resources

2018-01-10T11:11:00Z

Chaitra: /* 7. Coordinate Geometry */

Useful geogebra resources

2018-01-10T10:49:36Z

Chaitra: /* 7. Coordinate Geometry */

Useful geogebra resources

2018-01-10T10:19:08Z

Chaitra: /* 7. Coordinate Geometry */

Useful geogebra resources

2018-01-10T10:05:11Z

Chaitra: /* 7. Coordinate Geometry */

Useful geogebra resources

2018-01-10T07:27:06Z

Chaitra: /* 3. Polynomials */

Useful geogebra resources

2018-01-10T07:24:40Z

Chaitra: /* 3. Polynomials */

Useful geogebra resources

2018-01-10T06:25:51Z

Chaitra: /* 1. Real Numbers */

Useful geogebra resources

2018-01-10T06:22:05Z

Chaitra: /* 1. Real Numbers */

Useful geogebra resources

2018-01-10T06:20:32Z

Chaitra: /* 1. Real Numbers */

=== Class X topics ===

==== 1. Real Numbers ====
Suchetha S, Mathematics teacher, GHS Thyamangondlu, Bengaluru created this geogebra file on 'locating irrational numbers on a number line'.

Teachers could use this resource to help their students visualize the position of both, rational and irrational numbers on the number line.

==== 2. Sets ====

==== 3. Polynomials ====

==== 4. Pair of Linear Equations in Two Variables ====

==== 5. Quadratic Equations ====

==== 6. Progressions ====

==== 7. Coordinate Geometry ====

==== 8. Similar Triangles ====

==== 9. Tangents and Secants to a Circle ====

==== 10. Mensuration ====

==== 11. Trigonometry ====

==== 12. Applications of Trigonometry ====

==== 13. Probability ====

==== 14. Statistics ====

Useful geogebra resources

2018-01-10T05:41:33Z

Chaitra: /* Class X topics */

=== Class X topics ===

==== 1. Real Numbers ====

==== 2. Sets ====

==== 3. Polynomials ====

==== 4. Pair of Linear Equations in Two Variables ====

==== 5. Quadratic Equations ====

==== 6. Progressions ====

==== 7. Coordinate Geometry ====

==== 8. Similar Triangles ====

==== 9. Tangents and Secants to a Circle ====

==== 10. Mensuration ====

==== 11. Trigonometry ====

==== 12. Applications of Trigonometry ====

==== 13. Probability ====

==== 14. Statistics ====

Introduction to OER

2017-07-10T16:42:50Z

Chaitra:

= Open Educational Resources =
You have heard of the National Curriculum Framework 2005, which speaks of contextual, inclusive and meaningful education. In your units on education, you have also read about constructivist learning models. For these ideas to come true, relevant learning resources must be available for the students (teachers) and teachers (teacher-educator). These resources must be contextual, easily available, allow for learners to modify and adapt for their requirements.

Right now, in many cases, the textbook tends to be the most important resource for teachers, if not the only resource. This resource is limited, made once in a year and represent on set of thoughts. These resources are largely text based, have very audio visual resources and may not address multiple learning needs. External resources, though available, are also largely non-digital, expensive and cannot easily be adapted for local needs and contexts. For critical and diverse perspectives to develop, multiple resources must be available and it must be possible for knowledge to be constructed and shared from multiple contexts. Otherwise, it is possible that only some forms of knowledge will remain important and other will die out. For knowledge sharing to freely happen, educational resources must become freely available, freely shareable and freely changeable to adapt to local contexts and needs. You have also read about the role of ICTs in the creation, sharing and distribution of knowledge in section on ICTs and Society. Open Educational Resources (OERs), as they are called are such learning resources. They are available freely, in multiple formats – text, audio, video – to allow for multiple learner needs.

OER as a global phenomenon began in 2001 with the launch of wikipedia (www.wikipedia.org), where knowledge was created and shared by many many people and not restricted to one person. Following this, Massachussetts Institute of Technology, a leading university in the United States of America, released many of its course materials for free called Open Courseware (2001).

The term Open Educational Resource (OER) was coined at the 2002 UNESCO Forum on Open Courseware. Subsequently, its definition has been updated to the following:

…teaching, learning and research materials in any medium, digital or otherwise, that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions” (2012 Paris OER declaration).

Hoosen, Moore, and Butcher (2012) have provided a clearer indication of the range of possibilities under this definition:

“They are educational materials and resources that are offered freely, are openly available to anyone and, under some licences, allow others to reuse, adapt and redistribute them with few or no restrictions. OER can include lecture notes and slides, lesson plans, textbooks, handouts given to students, videos, online tutorials, podcasts, diagrams, entire courses, and any other material designed to be used in teaching and learning. Thus, the scale of OER can vary significantly. They can be as large as a textbook or as small as a single photograph. They can make up an entire course or curriculum or can be used to enhance existing textbooks” (p. 2).

In teacher education also, educational resources were developed collaboratively by a programme for Teacher Education in Sub Saharan Africa and published on http://www.tessafrica.net. These are some of the early initiatives in OERs; now many more OERs are available across the world teaching and learning. In India, National Programme on Technology Enhanced Learning (NPTEL) (http://nptel.iitk.ac.in) and IGNOU have offered many of the courses as Open Educational Resources.

== Kinds of OERs ==
There are different kinds of OERs: - Sharing already created academic content for free www.khanacademy.org; www.tessafrica.net - - Structuring free course materials and courses – like www.nroer.metastudio.org; ; www.edx.org; www.coursera.org ; www.nptel.iitk.ac.in - Collaborate and creating materials - www.wikipedia.org The Karnataka Open Educational Resources (KOER) project is a project of DSERT Karnataka to enable and support teachers to collaborate and create educational resources and share with all.

== Principles of OERs ==
Open Educational Resources are those resources that allow the following four kinds of freedoms to learners/ users. These “Freedoms” are as follows:
# Resources can be accessed for free, used and 're-used'
# Resources can be revised/ adapted to make it relevant
# Resources can be re-mixed / combined to make a new resource
# Resources can be redistributed - the revised/ remixed resource can be shared back.
These are called the 4 Rs (re-use, re-vise, re-mix and re-distribute) Licensing and copyright

These resources are shared under copyright which are less restrictive than the usual 'all rights reserved' and allow for some or all of the four R's. One popular copyright used for such resources is the “Creative Commons”. Creative Commons is a type of copy right (sometimes called Copy Left) that will allow you to use the resources, modify them, combine them and also redistribute. When you are accessing/ sharing something as OERs, you can share it under Creative Commons License, by explicitly mentioning that 'Copyright – Creative Commons' in your text. If nothing is mentioned, the default copyright is 'all rights reserved', which will mean others cannot modify or share your resources.

== Licensing and copyright ==
OER are shared under copyright which are less restrictive than the usual 'all rights reserved' and allow for some or all of the four R's. One popular copyright used for such resources is the “[http://creativecommons.org/ Creative Commons]”. Creative Commons is a type of copy right (sometimes called Copy Left, to contrast it with the traditional 'all rights reserved' copyright) that will allow you to use the resources, modify them, combine them and also redistribute. When you are sharing a learning resource as OER, you can share it under Creative Commons License, by explicitly mentioning the license 'Copyright – Creative Commons' in your text. If nothing is mentioned, the default copyright is 'all rights reserved', which will mean others cannot modify or share your resources. The ICT hand book and text book are released as OER, which allows teachers, teacher educators and others to re-use, as well as revise and re-distribute.

== What limits OER adoption ==
‘’Build it and they will come?[1]’’ This perhaps captures an earlier paradigm in the OER space, with more and more materials being made available from educators and institutions, but with limited uptake from users. The causes for limited uptake could be:
# '''''legal''''' - limited awareness of open licensing possibilities amongst people
# '''''cultural''' -'' OER availability is more in English than in other languages, thus limiting access and use, especially in countries in Asia, Africa and South America.
# '''''social''''' - OER creation is largely ‘expert-driven’ with limited participation of teachers and other resource creators and hence awareness of its possibilities is limited
# '''''pedagogical''''' - teaching is often restricted to ‘text books’ in many education systems and teachers are yet to look beyond the text books for sourcing materials for their teaching, this minimises any need for OER
In addition the technology ecosystem plays an important role in OER adoption. With OER being largely digital, the means of accessing OER for reuse, revision and sharing must be freely available. OER began as a digitization of textual resources and thus text format has dominated. However, the digital allows creation possibilities in multiple formats – textual, graphics, audio-visual – and the availability of software applications for creation and re-purposing becomes critical.

Secondly, in a proprietary software dominant desktop environment, where the use of Free and Open Source Software (FOSS) is limited, it becomes prohibitively expensive for most individuals and institutions, to license proprietary applications for creating resources in audio, video and other media formats, thus limiting their creation. With the dominance of text format, and the lack of appropriate software applications, users do not have the tools for accessing and re-purposing OER in multiple formats, thus affecting its creation and adoption.

However, we now have a variety of mature and high quality FOSS applications which can allow resource creators and editors to create, re-mix, revise and re-distribute OER in multiple formats. These are available on the desktop environment, on the web and on mobile phone platforms. The power of OER comes from its ‘openness’, that it can be freely re-used, revised and re-distributed. Similarly, software that is 'open' and can be freely re-used, revised and re-distributed can create a rich learning environment, by providing the tool-set for OER creation and re-purposing.

= KOER =
Karnataka Open Educational Resources, is a resource repository collaboratively created by the teachers of Karnataka. It is organized on the same principles of OERs and is built on a wiki platform like wikipedia. Teachers and teacher-educators play a key role in creating locally relevant, meaningful and dynamic resources.

The objectives of KOER are 1. To develop a process of learning, sharing and creating by building collaborative peer networks 2. To provide for continuous learning through the process of resource creation 3. Provide a sustainable model of creating and sharing educational resources that can enhance the educational outcomes 4. To build a repository of teaching resources – for teachers, teacher educators and as a resource base for teacher education For information on KOER, visit http://karnatakaeducation.org.in/KOER/en/index.php/KOER_background-note

Introduction to OER

2017-07-10T16:39:41Z

Chaitra: /* Principles of OERs */

http://teacher-network.in/OER/index.php/Main_Page

= Open Educational Resources =
You have heard of the National Curriculum Framework 2005, which speaks of contextual, inclusive and meaningful education. In your units on education, you have also read about constructivist learning models. For these ideas to come true, relevant learning resources must be available for the students (teachers) and teachers (teacher-educator). These resources must be contextual, easily available, allow for learners to modify and adapt for their requirements.

Right now, in many cases, the textbook tends to be the most important resource for teachers, if not the only resource. This resource is limited, made once in a year and represent on set of thoughts. These resources are largely text based, have very audio visual resources and may not address multiple learning needs. External resources, though available, are also largely non-digital, expensive and cannot easily be adapted for local needs and contexts. For critical and diverse perspectives to develop, multiple resources must be available and it must be possible for knowledge to be constructed and shared from multiple contexts. Otherwise, it is possible that only some forms of knowledge will remain important and other will die out. For knowledge sharing to freely happen, educational resources must become freely available, freely shareable and freely changeable to adapt to local contexts and needs. You have also read about the role of ICTs in the creation, sharing and distribution of knowledge in section on ICTs and Society. Open Educational Resources (OERs), as they are called are such learning resources. They are available freely, in multiple formats – text, audio, video – to allow for multiple learner needs.

OER as a global phenomenon began in 2001 with the launch of wikipedia (www.wikipedia.org), where knowledge was created and shared by many many people and not restricted to one person. Following this, Massachussetts Institute of Technology, a leading university in the United States of America, released many of its course materials for free called Open Courseware (2001).

The term Open Educational Resource (OER) was coined at the 2002 UNESCO Forum on Open Courseware. Subsequently, its definition has been updated to the following:

…teaching, learning and research materials in any medium, digital or otherwise, that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions” (2012 Paris OER declaration).

Hoosen, Moore, and Butcher (2012) have provided a clearer indication of the range of possibilities under this definition:

“They are educational materials and resources that are offered freely, are openly available to anyone and, under some licences, allow others to reuse, adapt and redistribute them with few or no restrictions. OER can include lecture notes and slides, lesson plans, textbooks, handouts given to students, videos, online tutorials, podcasts, diagrams, entire courses, and any other material designed to be used in teaching and learning. Thus, the scale of OER can vary significantly. They can be as large as a textbook or as small as a single photograph. They can make up an entire course or curriculum or can be used to enhance existing textbooks” (p. 2).

In teacher education also, educational resources were developed collaboratively by a programme for Teacher Education in Sub Saharan Africa and published on http://www.tessafrica.net. These are some of the early initiatives in OERs; now many more OERs are available across the world teaching and learning. In India, National Programme on Technology Enhanced Learning (NPTEL) (http://nptel.iitk.ac.in) and IGNOU have offered many of the courses as Open Educational Resources.

== Kinds of OERs ==
There are different kinds of OERs: - Sharing already created academic content for free www.khanacademy.org; www.tessafrica.net - - Structuring free course materials and courses – like www.nroer.metastudio.org; ; www.edx.org; www.coursera.org ; www.nptel.iitk.ac.in - Collaborate and creating materials - www.wikipedia.org The Karnataka Open Educational Resources (KOER) project is a project of DSERT Karnataka to enable and support teachers to collaborate and create educational resources and share with all.

== Principles of OERs ==
Open Educational Resources are those resources that allow the following four kinds of freedoms to learners/ users. These “Freedoms” are as follows:
# Resources can be accessed for free, used and 're-used'
# Resources can be revised/ adapted to make it relevant
# Resources can be re-mixed / combined to make a new resource
# Resources can be redistributed - the revised/ remixed resource can be shared back.
These are called the 4 Rs (re-use, re-vise, re-mix and re-distribute) Licensing and copyright

These resources are shared under copyright which are less restrictive than the usual 'all rights reserved' and allow for some or all of the four R's. One popular copyright used for such resources is the “Creative Commons”. Creative Commons is a type of copy right (sometimes called Copy Left) that will allow you to use the resources, modify them, combine them and also redistribute. When you are accessing/ sharing something as OERs, you can share it under Creative Commons License, by explicitly mentioning that 'Copyright – Creative Commons' in your text. If nothing is mentioned, the default copyright is 'all rights reserved', which will mean others cannot modify or share your resources.

== Licensing and copyright ==
OER are shared under copyright which are less restrictive than the usual 'all rights reserved' and allow for some or all of the four R's. One popular copyright used for such resources is the “[http://creativecommons.org/ Creative Commons]”. Creative Commons is a type of copy right (sometimes called Copy Left, to contrast it with the traditional 'all rights reserved' copyright) that will allow you to use the resources, modify them, combine them and also redistribute. When you are sharing a learning resource as OER, you can share it under Creative Commons License, by explicitly mentioning the license 'Copyright – Creative Commons' in your text. If nothing is mentioned, the default copyright is 'all rights reserved', which will mean others cannot modify or share your resources. The ICT hand book and text book are released as OER, which allows teachers, teacher educators and others to re-use, as well as revise and re-distribute.

== What limits OER adoption ==
‘’Build it and they will come?[1]’’ This perhaps captures an earlier paradigm in the OER space, with more and more materials being made available from educators and institutions, but with limited uptake from users. The causes for limited uptake could be:
# '''''legal''''' - limited awareness of open licensing possibilities amongst people
# '''''cultural''' -'' OER availability is more in English than in other languages, thus limiting access and use, especially in countries in Asia, Africa and South America.
# '''''social''''' - OER creation is largely ‘expert-driven’ with limited participation of teachers and other resource creators and hence awareness of its possibilities is limited
# '''''pedagogical''''' - teaching is often restricted to ‘text books’ in many education systems and teachers are yet to look beyond the text books for sourcing materials for their teaching, this minimises any need for OER
In addition the technology ecosystem plays an important role in OER adoption. With OER being largely digital, the means of accessing OER for reuse, revision and sharing must be freely available. OER began as a digitization of textual resources and thus text format has dominated. However, the digital allows creation possibilities in multiple formats – textual, graphics, audio-visual – and the availability of software applications for creation and re-purposing becomes critical.

Secondly, in a proprietary software dominant desktop environment, where the use of Free and Open Source Software (FOSS) is limited, it becomes prohibitively expensive for most individuals and institutions, to license proprietary applications for creating resources in audio, video and other media formats, thus limiting their creation. With the dominance of text format, and the lack of appropriate software applications, users do not have the tools for accessing and re-purposing OER in multiple formats, thus affecting its creation and adoption.

However, we now have a variety of mature and high quality FOSS applications which can allow resource creators and editors to create, re-mix, revise and re-distribute OER in multiple formats. These are available on the desktop environment, on the web and on mobile phone platforms. The power of OER comes from its ‘openness’, that it can be freely re-used, revised and re-distributed. Similarly, software that is 'open' and can be freely re-used, revised and re-distributed can create a rich learning environment, by providing the tool-set for OER creation and re-purposing.

Introduction to OER

2017-07-10T16:36:40Z

Chaitra: /* Principles of OERs */

http://teacher-network.in/OER/index.php/Main_Page

= Open Educational Resources =
You have heard of the National Curriculum Framework 2005, which speaks of contextual, inclusive and meaningful education. In your units on education, you have also read about constructivist learning models. For these ideas to come true, relevant learning resources must be available for the students (teachers) and teachers (teacher-educator). These resources must be contextual, easily available, allow for learners to modify and adapt for their requirements.

Right now, in many cases, the textbook tends to be the most important resource for teachers, if not the only resource. This resource is limited, made once in a year and represent on set of thoughts. These resources are largely text based, have very audio visual resources and may not address multiple learning needs. External resources, though available, are also largely non-digital, expensive and cannot easily be adapted for local needs and contexts. For critical and diverse perspectives to develop, multiple resources must be available and it must be possible for knowledge to be constructed and shared from multiple contexts. Otherwise, it is possible that only some forms of knowledge will remain important and other will die out. For knowledge sharing to freely happen, educational resources must become freely available, freely shareable and freely changeable to adapt to local contexts and needs. You have also read about the role of ICTs in the creation, sharing and distribution of knowledge in section on ICTs and Society. Open Educational Resources (OERs), as they are called are such learning resources. They are available freely, in multiple formats – text, audio, video – to allow for multiple learner needs.

OER as a global phenomenon began in 2001 with the launch of wikipedia (www.wikipedia.org), where knowledge was created and shared by many many people and not restricted to one person. Following this, Massachussetts Institute of Technology, a leading university in the United States of America, released many of its course materials for free called Open Courseware (2001).

The term Open Educational Resource (OER) was coined at the 2002 UNESCO Forum on Open Courseware. Subsequently, its definition has been updated to the following:

…teaching, learning and research materials in any medium, digital or otherwise, that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions” (2012 Paris OER declaration).

Hoosen, Moore, and Butcher (2012) have provided a clearer indication of the range of possibilities under this definition:

“They are educational materials and resources that are offered freely, are openly available to anyone and, under some licences, allow others to reuse, adapt and redistribute them with few or no restrictions. OER can include lecture notes and slides, lesson plans, textbooks, handouts given to students, videos, online tutorials, podcasts, diagrams, entire courses, and any other material designed to be used in teaching and learning. Thus, the scale of OER can vary significantly. They can be as large as a textbook or as small as a single photograph. They can make up an entire course or curriculum or can be used to enhance existing textbooks” (p. 2).

In teacher education also, educational resources were developed collaboratively by a programme for Teacher Education in Sub Saharan Africa and published on http://www.tessafrica.net. These are some of the early initiatives in OERs; now many more OERs are available across the world teaching and learning. In India, National Programme on Technology Enhanced Learning (NPTEL) (http://nptel.iitk.ac.in) and IGNOU have offered many of the courses as Open Educational Resources.

= Kinds of OERs =
There are different kinds of OERs: - Sharing already created academic content for free www.khanacademy.org; www.tessafrica.net - - Structuring free course materials and courses – like www.nroer.metastudio.org; ; www.edx.org; www.coursera.org ; www.nptel.iitk.ac.in - Collaborate and creating materials - www.wikipedia.org The Karnataka Open Educational Resources (KOER) project is a project of DSERT Karnataka to enable and support teachers to collaborate and create educational resources and share with all.

= Principles of OERs =
Open Educational Resources are those resources that allow the following four kinds of freedoms to learners/ users. These “Freedoms” are as follows:
# Resources can be accessed for free, used and 're-used'
# Resources can be revised/ adapted to make it relevant
# Resources can be re-mixed / combined to make a new resource
# Resources can be redistributed - the revised/ remixed resource can be shared back.
These are called the 4 Rs (re-use, re-vise, re-mix and re-distribute) Licensing and copyright

These resources are shared under copyright which are less restrictive than the usual 'all rights reserved' and allow for some or all of the four R's. One popular copyright used for such resources is the “Creative Commons”. Creative Commons is a type of copy right (sometimes called Copy Left) that will allow you to use the resources, modify them, combine them and also redistribute. When you are accessing/ sharing something as OERs, you can share it under Creative Commons License, by explicitly mentioning that 'Copyright – Creative Commons' in your text. If nothing is mentioned, the default copyright is 'all rights reserved', which will mean others cannot modify or share your resources.

== Licensing and copyright ==
OER are shared under copyright which are less restrictive than the usual 'all rights reserved' and allow for some or all of the four R's. One popular copyright used for such resources is the “[http://creativecommons.org/ Creative Commons]”. Creative Commons is a type of copy right (sometimes called Copy Left, to contrast it with the traditional 'all rights reserved' copyright) that will allow you to use the resources, modify them, combine them and also redistribute. When you are sharing a learning resource as OER, you can share it under Creative Commons License, by explicitly mentioning the license 'Copyright – Creative Commons' in your text. If nothing is mentioned, the default copyright is 'all rights reserved', which will mean others cannot modify or share your resources. The ICT hand book and text book are released as OER, which allows teachers, teacher educators and others to re-use, as well as revise and re-distribute.

== What limits OER adoption ==
‘’Build it and they will come?[1]’’ This perhaps captures an earlier paradigm in the OER space, with more and more materials being made available from educators and institutions, but with limited uptake from users. The causes for limited uptake could be:
# '''''legal''''' - limited awareness of open licensing possibilities amongst people
# '''''cultural''' -'' OER availability is more in English than in other languages, thus limiting access and use, especially in countries in Asia, Africa and South America.
# '''''social''''' - OER creation is largely ‘expert-driven’ with limited participation of teachers and other resource creators and hence awareness of its possibilities is limited
# '''''pedagogical''''' - teaching is often restricted to ‘text books’ in many education systems and teachers are yet to look beyond the text books for sourcing materials for their teaching, this minimises any need for OER
In addition the technology ecosystem plays an important role in OER adoption. With OER being largely digital, the means of accessing OER for reuse, revision and sharing must be freely available. OER began as a digitization of textual resources and thus text format has dominated. However, the digital allows creation possibilities in multiple formats – textual, graphics, audio-visual – and the availability of software applications for creation and re-purposing becomes critical.

Secondly, in a proprietary software dominant desktop environment, where the use of Free and Open Source Software (FOSS) is limited, it becomes prohibitively expensive for most individuals and institutions, to license proprietary applications for creating resources in audio, video and other media formats, thus limiting their creation. With the dominance of text format, and the lack of appropriate software applications, users do not have the tools for accessing and re-purposing OER in multiple formats, thus affecting its creation and adoption.

However, we now have a variety of mature and high quality FOSS applications which can allow resource creators and editors to create, re-mix, revise and re-distribute OER in multiple formats. These are available on the desktop environment, on the web and on mobile phone platforms. The power of OER comes from its ‘openness’, that it can be freely re-used, revised and re-distributed. Similarly, software that is 'open' and can be freely re-used, revised and re-distributed can create a rich learning environment, by providing the tool-set for OER creation and re-purposing.

Introduction to OER

2017-07-10T16:30:03Z

Chaitra: /* What limits OER adoption */

http://teacher-network.in/OER/index.php/Main_Page

= Open Educational Resources =
You have heard of the National Curriculum Framework 2005, which speaks of contextual, inclusive and meaningful education. In your units on education, you have also read about constructivist learning models. For these ideas to come true, relevant learning resources must be available for the students (teachers) and teachers (teacher-educator). These resources must be contextual, easily available, allow for learners to modify and adapt for their requirements.

Right now, in many cases, the textbook tends to be the most important resource for teachers, if not the only resource. This resource is limited, made once in a year and represent on set of thoughts. These resources are largely text based, have very audio visual resources and may not address multiple learning needs. External resources, though available, are also largely non-digital, expensive and cannot easily be adapted for local needs and contexts. For critical and diverse perspectives to develop, multiple resources must be available and it must be possible for knowledge to be constructed and shared from multiple contexts. Otherwise, it is possible that only some forms of knowledge will remain important and other will die out. For knowledge sharing to freely happen, educational resources must become freely available, freely shareable and freely changeable to adapt to local contexts and needs. You have also read about the role of ICTs in the creation, sharing and distribution of knowledge in section on ICTs and Society. Open Educational Resources (OERs), as they are called are such learning resources. They are available freely, in multiple formats – text, audio, video – to allow for multiple learner needs.

OER as a global phenomenon began in 2001 with the launch of wikipedia (www.wikipedia.org), where knowledge was created and shared by many many people and not restricted to one person. Following this, Massachussetts Institute of Technology, a leading university in the United States of America, released many of its course materials for free called Open Courseware (2001).

The term Open Educational Resource (OER) was coined at the 2002 UNESCO Forum on Open Courseware. Subsequently, its definition has been updated to the following:

…teaching, learning and research materials in any medium, digital or otherwise, that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions” (2012 Paris OER declaration).

Hoosen, Moore, and Butcher (2012) have provided a clearer indication of the range of possibilities under this definition:

“They are educational materials and resources that are offered freely, are openly available to anyone and, under some licences, allow others to reuse, adapt and redistribute them with few or no restrictions. OER can include lecture notes and slides, lesson plans, textbooks, handouts given to students, videos, online tutorials, podcasts, diagrams, entire courses, and any other material designed to be used in teaching and learning. Thus, the scale of OER can vary significantly. They can be as large as a textbook or as small as a single photograph. They can make up an entire course or curriculum or can be used to enhance existing textbooks” (p. 2).

In teacher education also, educational resources were developed collaboratively by a programme for Teacher Education in Sub Saharan Africa and published on http://www.tessafrica.net. These are some of the early initiatives in OERs; now many more OERs are available across the world teaching and learning. In India, National Programme on Technology Enhanced Learning (NPTEL) (http://nptel.iitk.ac.in) and IGNOU have offered many of the courses as Open Educational Resources.

= Kinds of OERs =
There are different kinds of OERs: - Sharing already created academic content for free www.khanacademy.org; www.tessafrica.net - - Structuring free course materials and courses – like www.nroer.metastudio.org; ; www.edx.org; www.coursera.org ; www.nptel.iitk.ac.in - Collaborate and creating materials - www.wikipedia.org The Karnataka Open Educational Resources (KOER) project is a project of DSERT Karnataka to enable and support teachers to collaborate and create educational resources and share with all.

= Principles of OERs =
Open Educational Resources are those resources that allow the following four kinds of freedoms to learners/ users. These “Freedoms” are as follows:
# Resources can be accessed for free, used and 're-used'
# Resources can be revised/ adapted to make it relevant
# Resources can be re-mixed / combined to make a new resource
# Resources can be redistributed - the revised/ remixed resource can be shared back.
These are called the 4 Rs (re-use, re-vise, re-mix and re-distribute) Licensing and copyright

These resources are shared under copyright which are less restrictive than the usual 'all rights reserved' and allow for some or all of the four R's. One popular copyright used for such resources is the “Creative Commons”. Creative Commons is a type of copy right (sometimes called Copy Left) that will allow you to use the resources, modify them, combine them and also redistribute. When you are accessing/ sharing something as OERs, you can share it under Creative Commons License, by explicitly mentioning that 'Copyright – Creative Commons' in your text. If nothing is mentioned, the default copyright is 'all rights reserved', which will mean others cannot modify or share your resources.

== What limits OER adoption ==
‘’Build it and they will come?[1]’’ This perhaps captures an earlier paradigm in the OER space, with more and more materials being made available from educators and institutions, but with limited uptake from users. The causes for limited uptake could be:
# '''''legal''''' - limited awareness of open licensing possibilities amongst people
# '''''cultural''' -'' OER availability is more in English than in other languages, thus limiting access and use, especially in countries in Asia, Africa and South America.
# '''''social''''' - OER creation is largely ‘expert-driven’ with limited participation of teachers and other resource creators and hence awareness of its possibilities is limited
# '''''pedagogical''''' - teaching is often restricted to ‘text books’ in many education systems and teachers are yet to look beyond the text books for sourcing materials for their teaching, this minimises any need for OER
In addition the technology ecosystem plays an important role in OER adoption. With OER being largely digital, the means of accessing OER for reuse, revision and sharing must be freely available. OER began as a digitization of textual resources and thus text format has dominated. However, the digital allows creation possibilities in multiple formats – textual, graphics, audio-visual – and the availability of software applications for creation and re-purposing becomes critical.

Secondly, in a proprietary software dominant desktop environment, where the use of Free and Open Source Software (FOSS) is limited, it becomes prohibitively expensive for most individuals and institutions, to license proprietary applications for creating resources in audio, video and other media formats, thus limiting their creation. With the dominance of text format, and the lack of appropriate software applications, users do not have the tools for accessing and re-purposing OER in multiple formats, thus affecting its creation and adoption.

However, we now have a variety of mature and high quality FOSS applications which can allow resource creators and editors to create, re-mix, revise and re-distribute OER in multiple formats. These are available on the desktop environment, on the web and on mobile phone platforms. The power of OER comes from its ‘openness’, that it can be freely re-used, revised and re-distributed. Similarly, software that is 'open' and can be freely re-used, revised and re-distributed can create a rich learning environment, by providing the tool-set for OER creation and re-purposing.

Introduction to OER

2017-07-10T16:29:10Z

Chaitra: /* Open Educational Resources */

http://teacher-network.in/OER/index.php/Main_Page

= Open Educational Resources =
You have heard of the National Curriculum Framework 2005, which speaks of contextual, inclusive and meaningful education. In your units on education, you have also read about constructivist learning models. For these ideas to come true, relevant learning resources must be available for the students (teachers) and teachers (teacher-educator). These resources must be contextual, easily available, allow for learners to modify and adapt for their requirements.

Right now, in many cases, the textbook tends to be the most important resource for teachers, if not the only resource. This resource is limited, made once in a year and represent on set of thoughts. These resources are largely text based, have very audio visual resources and may not address multiple learning needs. External resources, though available, are also largely non-digital, expensive and cannot easily be adapted for local needs and contexts. For critical and diverse perspectives to develop, multiple resources must be available and it must be possible for knowledge to be constructed and shared from multiple contexts. Otherwise, it is possible that only some forms of knowledge will remain important and other will die out. For knowledge sharing to freely happen, educational resources must become freely available, freely shareable and freely changeable to adapt to local contexts and needs. You have also read about the role of ICTs in the creation, sharing and distribution of knowledge in section on ICTs and Society. Open Educational Resources (OERs), as they are called are such learning resources. They are available freely, in multiple formats – text, audio, video – to allow for multiple learner needs.

OER as a global phenomenon began in 2001 with the launch of wikipedia (www.wikipedia.org), where knowledge was created and shared by many many people and not restricted to one person. Following this, Massachussetts Institute of Technology, a leading university in the United States of America, released many of its course materials for free called Open Courseware (2001).

The term Open Educational Resource (OER) was coined at the 2002 UNESCO Forum on Open Courseware. Subsequently, its definition has been updated to the following:

…teaching, learning and research materials in any medium, digital or otherwise, that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions” (2012 Paris OER declaration).

Hoosen, Moore, and Butcher (2012) have provided a clearer indication of the range of possibilities under this definition:

“They are educational materials and resources that are offered freely, are openly available to anyone and, under some licences, allow others to reuse, adapt and redistribute them with few or no restrictions. OER can include lecture notes and slides, lesson plans, textbooks, handouts given to students, videos, online tutorials, podcasts, diagrams, entire courses, and any other material designed to be used in teaching and learning. Thus, the scale of OER can vary significantly. They can be as large as a textbook or as small as a single photograph. They can make up an entire course or curriculum or can be used to enhance existing textbooks” (p. 2).

In teacher education also, educational resources were developed collaboratively by a programme for Teacher Education in Sub Saharan Africa and published on http://www.tessafrica.net. These are some of the early initiatives in OERs; now many more OERs are available across the world teaching and learning. In India, National Programme on Technology Enhanced Learning (NPTEL) (http://nptel.iitk.ac.in) and IGNOU have offered many of the courses as Open Educational Resources.

= Kinds of OERs =
There are different kinds of OERs: - Sharing already created academic content for free www.khanacademy.org; www.tessafrica.net - - Structuring free course materials and courses – like www.nroer.metastudio.org; ; www.edx.org; www.coursera.org ; www.nptel.iitk.ac.in - Collaborate and creating materials - www.wikipedia.org The Karnataka Open Educational Resources (KOER) project is a project of DSERT Karnataka to enable and support teachers to collaborate and create educational resources and share with all.

= Principles of OERs =
Open Educational Resources are those resources that allow the following four kinds of freedoms to learners/ users. These “Freedoms” are as follows:
# Resources can be accessed for free, used and 're-used'
# Resources can be revised/ adapted to make it relevant
# Resources can be re-mixed / combined to make a new resource
# Resources can be redistributed - the revised/ remixed resource can be shared back.
These are called the 4 Rs (re-use, re-vise, re-mix and re-distribute) Licensing and copyright

These resources are shared under copyright which are less restrictive than the usual 'all rights reserved' and allow for some or all of the four R's. One popular copyright used for such resources is the “Creative Commons”. Creative Commons is a type of copy right (sometimes called Copy Left) that will allow you to use the resources, modify them, combine them and also redistribute. When you are accessing/ sharing something as OERs, you can share it under Creative Commons License, by explicitly mentioning that 'Copyright – Creative Commons' in your text. If nothing is mentioned, the default copyright is 'all rights reserved', which will mean others cannot modify or share your resources.

=== What limits OER adoption ===
‘’Build it and they will come?[1]’’ This perhaps captures an earlier paradigm in the OER space, with more and more materials being made available from educators and institutions, but with limited uptake from users. The causes for limited uptake could be:
# '''''legal''''' - limited awareness of open licensing possibilities amongst people
# '''''cultural''' -'' OER availability is more in English than in other languages, thus limiting access and use, especially in countries in Asia, Africa and South America.
# '''''social''''' - OER creation is largely ‘expert-driven’ with limited participation of teachers and other resource creators and hence awareness of its possibilities is limited
# '''''pedagogical''''' - teaching is often restricted to ‘text books’ in many education systems and teachers are yet to look beyond the text books for sourcing materials for their teaching, this minimises any need for OER
In addition the technology ecosystem plays an important role in OER adoption. With OER being largely digital, the means of accessing OER for reuse, revision and sharing must be freely available. OER began as a digitization of textual resources and thus text format has dominated. However, the digital allows creation possibilities in multiple formats – textual, graphics, audio-visual – and the availability of software applications for creation and re-purposing becomes critical.

Secondly, in a proprietary software dominant desktop environment, where the use of Free and Open Source Software (FOSS) is limited, it becomes prohibitively expensive for most individuals and institutions, to license proprietary applications for creating resources in audio, video and other media formats, thus limiting their creation. With the dominance of text format, and the lack of appropriate software applications, users do not have the tools for accessing and re-purposing OER in multiple formats, thus affecting its creation and adoption.

However, we now have a variety of mature and high quality FOSS applications which can allow resource creators and editors to create, re-mix, revise and re-distribute OER in multiple formats. These are available on the desktop environment, on the web and on mobile phone platforms. The power of OER comes from its ‘openness’, that it can be freely re-used, revised and re-distributed. Similarly, software that is 'open' and can be freely re-used, revised and re-distributed can create a rich learning environment, by providing the tool-set for OER creation and re-purposing.

Introduction to OER

2017-07-10T16:27:16Z

Chaitra: /* Open Educational Resources */

http://teacher-network.in/OER/index.php/Main_Page

= Open Educational Resources =
You have heard of the National Curriculum Framework 2005, which speaks of contextual, inclusive and meaningful education. In your units on education, you have also read about constructivist learning models. For these ideas to come true, relevant learning resources must be available for the students (teachers) and teachers (teacher-educator). These resources must be contextual, easily available, allow for learners to modify and adapt for their requirements.

Right now, in many cases, the textbook tends to be the most important resource for teachers, if not the only resource. This resource is limited, made once in a year and represent on set of thoughts. These resources are largely text based, have very audio visual resources and may not address multiple learning needs. External resources, though available, are also largely non-digital, expensive and cannot easily be adapted for local needs and contexts. For critical and diverse perspectives to develop, multiple resources must be available and it must be possible for knowledge to be constructed and shared from multiple contexts. Otherwise, it is possible that only some forms of knowledge will remain important and other will die out. For knowledge sharing to freely happen, educational resources must become freely available, freely shareable and freely changeable to adapt to local contexts and needs. You have also read about the role of ICTs in the creation, sharing and distribution of knowledge in section on ICTs and Society. Open Educational Resources (OERs), as they are called are such learning resources. They are available freely, in multiple formats – text, audio, video – to allow for multiple learner needs.

OER is a global phenomenon and began in 2001 with the launch of wikipedia (www.wikipedia.org), where knowledge was created and shared by many many people and not restricted to one person. Following this, Massachussetts Institute of Technology, a leading university in the United States of America, released many of its course materials for free called Open Courseware (2001).

The term Open Educational Resource (OER) was coined at the 2002 UNESCO Forum on Open Courseware. Subsequently, its definition has been updated to the following:

…teaching, learning and research materials in any medium, digital or otherwise, that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions” (2012 Paris OER declaration).

Hoosen, Moore, and Butcher (2012) have provided a clearer indication of the range of possibilities under this definition:

“They are educational materials and resources that are offered freely, are openly available to anyone and, under some licences, allow others to reuse, adapt and redistribute them with few or no restrictions. OER can include lecture notes and slides, lesson plans, textbooks, handouts given to students, videos, online tutorials, podcasts, diagrams, entire courses, and any other material designed to be used in teaching and learning. Thus, the scale of OER can vary significantly. They can be as large as a textbook or as small as a single photograph. They can make up an entire course or curriculum or can be used to enhance existing textbooks” (p. 2).

In teacher education also, educational resources were developed collaboratively by a programme for Teacher Education in Sub Saharan Africa and published on http://www.tessafrica.net. These are some of the early initiatives in OERs; now many more OERs are available across the world teaching and learning. In India, National Programme on Technology Enhanced Learning (NPTEL) (http://nptel.iitk.ac.in) and IGNOU have offered many of the courses as Open Educational Resources.

= Kinds of OERs =
There are different kinds of OERs: - Sharing already created academic content for free www.khanacademy.org; www.tessafrica.net - - Structuring free course materials and courses – like www.nroer.metastudio.org; ; www.edx.org; www.coursera.org ; www.nptel.iitk.ac.in - Collaborate and creating materials - www.wikipedia.org The Karnataka Open Educational Resources (KOER) project is a project of DSERT Karnataka to enable and support teachers to collaborate and create educational resources and share with all.

= Principles of OERs =
Open Educational Resources are those resources that allow the following four kinds of freedoms to learners/ users. These “Freedoms” are as follows:
# Resources can be accessed for free, used and 're-used'
# Resources can be revised/ adapted to make it relevant
# Resources can be re-mixed / combined to make a new resource
# Resources can be redistributed - the revised/ remixed resource can be shared back.
These are called the 4 Rs (re-use, re-vise, re-mix and re-distribute) Licensing and copyright

These resources are shared under copyright which are less restrictive than the usual 'all rights reserved' and allow for some or all of the four R's. One popular copyright used for such resources is the “Creative Commons”. Creative Commons is a type of copy right (sometimes called Copy Left) that will allow you to use the resources, modify them, combine them and also redistribute. When you are accessing/ sharing something as OERs, you can share it under Creative Commons License, by explicitly mentioning that 'Copyright – Creative Commons' in your text. If nothing is mentioned, the default copyright is 'all rights reserved', which will mean others cannot modify or share your resources.

=== What limits OER adoption ===
‘’Build it and they will come?[1]’’ This perhaps captures an earlier paradigm in the OER space, with more and more materials being made available from educators and institutions, but with limited uptake from users. The causes for limited uptake could be:
# '''''legal''''' - limited awareness of open licensing possibilities amongst people
# '''''cultural''' -'' OER availability is more in English than in other languages, thus limiting access and use, especially in countries in Asia, Africa and South America.
# '''''social''''' - OER creation is largely ‘expert-driven’ with limited participation of teachers and other resource creators and hence awareness of its possibilities is limited
# '''''pedagogical''''' - teaching is often restricted to ‘text books’ in many education systems and teachers are yet to look beyond the text books for sourcing materials for their teaching, this minimises any need for OER
In addition the technology ecosystem plays an important role in OER adoption. With OER being largely digital, the means of accessing OER for reuse, revision and sharing must be freely available. OER began as a digitization of textual resources and thus text format has dominated. However, the digital allows creation possibilities in multiple formats – textual, graphics, audio-visual – and the availability of software applications for creation and re-purposing becomes critical.

Secondly, in a proprietary software dominant desktop environment, where the use of Free and Open Source Software (FOSS) is limited, it becomes prohibitively expensive for most individuals and institutions, to license proprietary applications for creating resources in audio, video and other media formats, thus limiting their creation. With the dominance of text format, and the lack of appropriate software applications, users do not have the tools for accessing and re-purposing OER in multiple formats, thus affecting its creation and adoption.

However, we now have a variety of mature and high quality FOSS applications which can allow resource creators and editors to create, re-mix, revise and re-distribute OER in multiple formats. These are available on the desktop environment, on the web and on mobile phone platforms. The power of OER comes from its ‘openness’, that it can be freely re-used, revised and re-distributed. Similarly, software that is 'open' and can be freely re-used, revised and re-distributed can create a rich learning environment, by providing the tool-set for OER creation and re-purposing.

Introduction to OER

2017-07-10T12:19:21Z

Chaitra: /* What is OER */

http://teacher-network.in/OER/index.php/Main_Page

= Open Educational Resources =
You have heard of the National Curriculum Framework 2005, which speaks of contextual, inclusive and meaningful education. In your units on education, you have also read about constructivist learning models. For these ideas to come true, relevant learning resources must be available for the students (teachers) and teachers (teacher-educator). These resources must be contextual, easily available, allow for learners to modify and adapt for their requirements.

Right now, in many cases, the textbook tends to be the most important resource for teachers, if not the only resource. This resource is limited, made once in a year and represent on set of thoughts. These resources are largely text based, have very audio visual resources and may not address multiple learning needs. External resources, though available, are also largely non-digital, expensive and cannot easily be adapted for local needs and contexts. For critical and diverse perspectives to develop, multiple resources must be available and it must be possible for knowledge to be constructed and shared from multiple contexts. Otherwise, it is possible that only some forms of knowledge will remain important and other will die out. For knowledge sharing to freely happen, educational resources must become freely available, freely shareable and freely changeable to adapt to local contexts and needs. You have also read about the role of ICTs in the creation, sharing and distribution of knowledge in section on ICTs and Society. Open Educational Resources (OERs), as they are called are such learning resources. Open Educational Resources are digital resources that are available freely, in multiple formats – text, audio, video – to allow for multiple learner needs.

The term Open Educational Resource (OER) was coined at the 2002 UNESCO Forum on Open Courseware. Subsequently, its definition has been updated to the following:

…teaching, learning and research materials in any medium, digital or otherwise, that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions” (2012 Paris OER declaration).

Hoosen, Moore, and Butcher (2012) have provided a clearer indication of the range of possibilities under this definition:

“They are educational materials and resources that are offered freely, are openly available to anyone and, under some licences, allow others to reuse, adapt and redistribute them with few or no restrictions. OER can include lecture notes and slides, lesson plans, textbooks, handouts given to students, videos, online tutorials, podcasts, diagrams, entire courses, and any other material designed to be used in teaching and learning. Thus, the scale of OER can vary significantly. They can be as large as a textbook or as small as a single photograph. They can make up an entire course or curriculum or can be used to enhance existing textbooks” (p. 2).

This is a global phenomenon and began in 2001 with the launch of wikipedia (www.wikipedia.org), where knowledge is created and shared by many many people and not restricted to one person. Following this, Massachussetts Institute of Technology, a leading university in the United States of America, released many of its course materials for free called Open Courseware (2001). In teacher education also, educational resources were developed collaboratively by a programme for Teacher Education in Sub Saharan Africa and published on http://www.tessafrica.net. These are some of the early initiatives in OERs; now many more OERs are available across the world teaching and learning. In India, National Programme on Technology Enhanced Learning (NPTEL) (http://nptel.iitk.ac.in) and IGNOU have offered many of the courses as Open Educational Resources.

= Kinds of OERs =
There are different kinds of OERs: - Sharing already created academic content for free www.khanacademy.org; www.tessafrica.net - - Structuring free course materials and courses – like www.nroer.metastudio.org; ; www.edx.org; www.coursera.org ; www.nptel.iitk.ac.in - Collaborate and creating materials - www.wikipedia.org The Karnataka Open Educational Resources (KOER) project is a project of DSERT Karnataka to enable and support teachers to collaborate and create educational resources and share with all.

= Principles of OERs =
Open Educational Resources are those resources that allow the following four kinds of freedoms to learners/ users. These “Freedoms” are as follows:
# Resources can be accessed for free, used and 're-used'
# Resources can be revised/ adapted to make it relevant
# Resources can be re-mixed / combined to make a new resource
# Resources can be redistributed - the revised/ remixed resource can be shared back.
These are called the 4 Rs (re-use, re-vise, re-mix and re-distribute) Licensing and copyright

These resources are shared under copyright which are less restrictive than the usual 'all rights reserved' and allow for some or all of the four R's. One popular copyright used for such resources is the “Creative Commons”. Creative Commons is a type of copy right (sometimes called Copy Left) that will allow you to use the resources, modify them, combine them and also redistribute. When you are accessing/ sharing something as OERs, you can share it under Creative Commons License, by explicitly mentioning that 'Copyright – Creative Commons' in your text. If nothing is mentioned, the default copyright is 'all rights reserved', which will mean others cannot modify or share your resources.

=== What limits OER adoption ===
‘’Build it and they will come?[1]’’ This perhaps captures an earlier paradigm in the OER space, with more and more materials being made available from educators and institutions, but with limited uptake from users. The causes for limited uptake could be:
# '''''legal''''' - limited awareness of open licensing possibilities amongst people
# '''''cultural''' -'' OER availability is more in English than in other languages, thus limiting access and use, especially in countries in Asia, Africa and South America.
# '''''social''''' - OER creation is largely ‘expert-driven’ with limited participation of teachers and other resource creators and hence awareness of its possibilities is limited
# '''''pedagogical''''' - teaching is often restricted to ‘text books’ in many education systems and teachers are yet to look beyond the text books for sourcing materials for their teaching, this minimises any need for OER
In addition the technology ecosystem plays an important role in OER adoption. With OER being largely digital, the means of accessing OER for reuse, revision and sharing must be freely available. OER began as a digitization of textual resources and thus text format has dominated. However, the digital allows creation possibilities in multiple formats – textual, graphics, audio-visual – and the availability of software applications for creation and re-purposing becomes critical.

Secondly, in a proprietary software dominant desktop environment, where the use of Free and Open Source Software (FOSS) is limited, it becomes prohibitively expensive for most individuals and institutions, to license proprietary applications for creating resources in audio, video and other media formats, thus limiting their creation. With the dominance of text format, and the lack of appropriate software applications, users do not have the tools for accessing and re-purposing OER in multiple formats, thus affecting its creation and adoption.

However, we now have a variety of mature and high quality FOSS applications which can allow resource creators and editors to create, re-mix, revise and re-distribute OER in multiple formats. These are available on the desktop environment, on the web and on mobile phone platforms. The power of OER comes from its ‘openness’, that it can be freely re-used, revised and re-distributed. Similarly, software that is 'open' and can be freely re-used, revised and re-distributed can create a rich learning environment, by providing the tool-set for OER creation and re-purposing.

Introduction to OER

2017-07-10T12:18:09Z

Chaitra: /* What is OER */

http://teacher-network.in/OER/index.php/Main_Page

= Open Educational Resources =
You have heard of the National Curriculum Framework 2005, which speaks of contextual, inclusive and meaningful education. In your units on education, you have also read about constructivist learning models. For these ideas to come true, relevant learning resources must be available for the students (teachers) and teachers (teacher-educator). These resources must be contextual, easily available, allow for learners to modify and adapt for their requirements.

Right now, in many cases, the textbook tends to be the most important resource for teachers, if not the only resource. This resource is limited, made once in a year and represent on set of thoughts. These resources are largely text based, have very audio visual resources and may not address multiple learning needs. External resources, though available, are also largely non-digital, expensive and cannot easily be adapted for local needs and contexts. For critical and diverse perspectives to develop, multiple resources must be available and it must be possible for knowledge to be constructed and shared from multiple contexts. Otherwise, it is possible that only some forms of knowledge will remain important and other will die out. For knowledge sharing to freely happen, educational resources must become freely available, freely shareable and freely changeable to adapt to local contexts and needs. You have also read about the role of ICTs in the creation, sharing and distribution of knowledge in section on ICTs and Society. Open Educational Resources (OERs), as they are called are such learning resources. Open Educational Resources are digital resources that are available freely, in multiple formats – text, audio, video – to allow for multiple learner needs.

The term Open Educational Resource (OER) was coined at the 2002 UNESCO Forum on Open Courseware. Subsequently, its definition has been updated to the following:

…teaching, learning and research materials in any medium, digital or otherwise, that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions” (2012 Paris OER declaration).

Hoosen, Moore, and Butcher (2012) have provided a clearer indication of the range of possibilities under this definition:

“They are educational materials and resources that are offered freely, are openly available to anyone and, under some licences, allow others to reuse, adapt and redistribute them with few or no restrictions. OER can include lecture notes and slides, lesson plans, textbooks, handouts given to students, videos, online tutorials, podcasts, diagrams, entire courses, and any other material designed to be used in teaching and learning. Thus, the scale of OER can vary significantly. They can be as large as a textbook or as small as a single photograph. They can make up an entire course or curriculum or can be used to enhance existing textbooks” (p. 2).

This is a global phenomenon and began in 2001 with the launch of wikipedia (www.wikipedia.org), where knowledge is created and shared by many many people and not restricted to one person. Following this, Massachussetts Institute of Technology, a leading university in the United States of America, released many of its course materials for free called Open Courseware (2001). In teacher education also, educational resources were developed collaboratively by a programme for Teacher Education in Sub Saharan Africa and published on http://www.tessafrica.net. These are some of the early initiatives in OERs; now many more OERs are available across the world teaching and learning. In India, National Programme on Technology Enhanced Learning (NPTEL) (http://nptel.iitk.ac.in) and IGNOU have offered many of the courses as Open Educational Resources.

= Kinds of OERs =
There are different kinds of OERs: - Sharing already created academic content for free www.khanacademy.org; www.tessafrica.net - - Structuring free course materials and courses – like www.nroer.metastudio.org; ; www.edx.org; www.coursera.org ; www.nptel.iitk.ac.in - Collaborate and creating materials - www.wikipedia.org The Karnataka Open Educational Resources (KOER) project is a project of DSERT Karnataka to enable and support teachers to collaborate and create educational resources and share with all.

= Principles of OERs =
Open Educational Resources are those resources that allow the following four kinds of freedoms to learners/ users. These “Freedoms” are as follows:
# Resources can be accessed for free, used and 're-used'
# Resources can be revised/ adapted to make it relevant
# Resources can be re-mixed / combined to make a new resource
# Resources can be redistributed - the revised/ remixed resource can be shared back.
These are called the 4 Rs (re-use, re-vise, re-mix and re-distribute) Licensing and copyright

These resources are shared under copyright which are less restrictive than the usual 'all rights reserved' and allow for some or all of the four R's. One popular copyright used for such resources is the “Creative Commons”. Creative Commons is a type of copy right (sometimes called Copy Left) that will allow you to use the resources, modify them, combine them and also redistribute. When you are accessing/ sharing something as OERs, you can share it under Creative Commons License, by explicitly mentioning that 'Copyright – Creative Commons' in your text. If nothing is mentioned, the default copyright is 'all rights reserved', which will mean others cannot modify or share your resources.

=== What is OER ===

=== What limits OER adoption ===
‘’Build it and they will come?[1]’’ This perhaps captures an earlier paradigm in the OER space, with more and more materials being made available from educators and institutions, but with limited uptake from users. The causes for limited uptake could be:
# '''''legal''''' - limited awareness of open licensing possibilities amongst people
# '''''cultural''' -'' OER availability is more in English than in other languages, thus limiting access and use, especially in countries in Asia, Africa and South America.
# '''''social''''' - OER creation is largely ‘expert-driven’ with limited participation of teachers and other resource creators and hence awareness of its possibilities is limited
# '''''pedagogical''''' - teaching is often restricted to ‘text books’ in many education systems and teachers are yet to look beyond the text books for sourcing materials for their teaching, this minimises any need for OER
In addition the technology ecosystem plays an important role in OER adoption. With OER being largely digital, the means of accessing OER for reuse, revision and sharing must be freely available. OER began as a digitization of textual resources and thus text format has dominated. However, the digital allows creation possibilities in multiple formats – textual, graphics, audio-visual – and the availability of software applications for creation and re-purposing becomes critical.

Secondly, in a proprietary software dominant desktop environment, where the use of Free and Open Source Software (FOSS) is limited, it becomes prohibitively expensive for most individuals and institutions, to license proprietary applications for creating resources in audio, video and other media formats, thus limiting their creation. With the dominance of text format, and the lack of appropriate software applications, users do not have the tools for accessing and re-purposing OER in multiple formats, thus affecting its creation and adoption.

However, we now have a variety of mature and high quality FOSS applications which can allow resource creators and editors to create, re-mix, revise and re-distribute OER in multiple formats. These are available on the desktop environment, on the web and on mobile phone platforms. The power of OER comes from its ‘openness’, that it can be freely re-used, revised and re-distributed. Similarly, software that is 'open' and can be freely re-used, revised and re-distributed can create a rich learning environment, by providing the tool-set for OER creation and re-purposing.

Introduction to OER

2017-07-10T12:15:10Z

Chaitra:

http://teacher-network.in/OER/index.php/Main_Page

= Open Educational Resources =
You have heard of the National Curriculum Framework 2005, which speaks of contextual, inclusive and meaningful education. In your units on education, you have also read about constructivist learning models. For these ideas to come true, relevant learning resources must be available for the students (teachers) and teachers (teacher-educator). These resources must be contextual, easily available, allow for learners to modify and adapt for their requirements.

Right now, in many cases, the textbook tends to be the most important resource for teachers, if not the only resource. This resource is limited, made once in a year and represent on set of thoughts. These resources are largely text based, have very audio visual resources and may not address multiple learning needs. External resources, though available, are also largely non-digital, expensive and cannot easily be adapted for local needs and contexts. For critical and diverse perspectives to develop, multiple resources must be available and it must be possible for knowledge to be constructed and shared from multiple contexts. Otherwise, it is possible that only some forms of knowledge will remain important and other will die out. For knowledge sharing to freely happen, educational resources must become freely available, freely shareable and freely changeable to adapt to local contexts and needs. You have also read about the role of ICTs in the creation, sharing and distribution of knowledge in section on ICTs and Society. Open Educational Resources (OERs), as they are called are such learning resources. Open Educational Resources are digital resources that are available freely, in multiple formats – text, audio, video – to allow for multiple learner needs.

This is a global phenomenon and began in 2001 with the launch of wikipedia (www.wikipedia.org), where knowledge is created and shared by many many people and not restricted to one person. Following this, Massachussetts Institute of Technology, a leading university in the United States of America, released many of its course materials for free called Open Courseware (2001). In teacher education also, educational resources were developed collaboratively by a programme for Teacher Education in Sub Saharan Africa and published on http://www.tessafrica.net. These are some of the early initiatives in OERs; now many more OERs are available across the world teaching and learning. In India, National Programme on Technology Enhanced Learning (NPTEL) (http://nptel.iitk.ac.in) and IGNOU have offered many of the courses as Open Educational Resources.

= Kinds of OERs =
There are different kinds of OERs: - Sharing already created academic content for free www.khanacademy.org; www.tessafrica.net - - Structuring free course materials and courses – like www.nroer.metastudio.org; ; www.edx.org; www.coursera.org ; www.nptel.iitk.ac.in - Collaborate and creating materials - www.wikipedia.org The Karnataka Open Educational Resources (KOER) project is a project of DSERT Karnataka to enable and support teachers to collaborate and create educational resources and share with all.

= Principles of OERs =
Open Educational Resources are those resources that allow the following four kinds of freedoms to learners/ users. These “Freedoms” are as follows:
# Resources can be accessed for free, used and 're-used'
# Resources can be revised/ adapted to make it relevant
# Resources can be re-mixed / combined to make a new resource
# Resources can be redistributed - the revised/ remixed resource can be shared back.
These are called the 4 Rs (re-use, re-vise, re-mix and re-distribute) Licensing and copyright

These resources are shared under copyright which are less restrictive than the usual 'all rights reserved' and allow for some or all of the four R's. One popular copyright used for such resources is the “Creative Commons”. Creative Commons is a type of copy right (sometimes called Copy Left) that will allow you to use the resources, modify them, combine them and also redistribute. When you are accessing/ sharing something as OERs, you can share it under Creative Commons License, by explicitly mentioning that 'Copyright – Creative Commons' in your text. If nothing is mentioned, the default copyright is 'all rights reserved', which will mean others cannot modify or share your resources.

=== What is OER ===
The term Open Educational Resource (OER) was coined at the 2002 UNESCO Forum on Open Courseware. Subsequently, its definition has been updated to the following:

…teaching, learning and research materials in any medium, digital or otherwise, that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions” (2012 Paris OER declaration).

Hoosen, Moore, and Butcher (2012) have provided a clearer indication of the range of possibilities under this definition:

“They are educational materials and resources that are offered freely, are openly available to anyone and, under some licences, allow others to reuse, adapt and redistribute them with few or no restrictions. OER can include lecture notes and slides, lesson plans, textbooks, handouts given to students, videos, online tutorials, podcasts, diagrams, entire courses, and any other material designed to be used in teaching and learning. Thus, the scale of OER can vary significantly. They can be as large as a textbook or as small as a single photograph. They can make up an entire course or curriculum or can be used to enhance existing textbooks” (p. 2).

Using this definition, we can see that OER can support the free sharing and expansion in availability of educational resources. This toolkit aims to enable teachers to create and re-purpose OER.

=== What limits OER adoption ===
‘’Build it and they will come?[1]’’ This perhaps captures an earlier paradigm in the OER space, with more and more materials being made available from educators and institutions, but with limited uptake from users. The causes for limited uptake could be:
# '''''legal''''' - limited awareness of open licensing possibilities amongst people
# '''''cultural''' -'' OER availability is more in English than in other languages, thus limiting access and use, especially in countries in Asia, Africa and South America.
# '''''social''''' - OER creation is largely ‘expert-driven’ with limited participation of teachers and other resource creators and hence awareness of its possibilities is limited
# '''''pedagogical''''' - teaching is often restricted to ‘text books’ in many education systems and teachers are yet to look beyond the text books for sourcing materials for their teaching, this minimises any need for OER
In addition the technology ecosystem plays an important role in OER adoption. With OER being largely digital, the means of accessing OER for reuse, revision and sharing must be freely available. OER began as a digitization of textual resources and thus text format has dominated. However, the digital allows creation possibilities in multiple formats – textual, graphics, audio-visual – and the availability of software applications for creation and re-purposing becomes critical.

Secondly, in a proprietary software dominant desktop environment, where the use of Free and Open Source Software (FOSS) is limited, it becomes prohibitively expensive for most individuals and institutions, to license proprietary applications for creating resources in audio, video and other media formats, thus limiting their creation. With the dominance of text format, and the lack of appropriate software applications, users do not have the tools for accessing and re-purposing OER in multiple formats, thus affecting its creation and adoption.

However, we now have a variety of mature and high quality FOSS applications which can allow resource creators and editors to create, re-mix, revise and re-distribute OER in multiple formats. These are available on the desktop environment, on the web and on mobile phone platforms. The power of OER comes from its ‘openness’, that it can be freely re-used, revised and re-distributed. Similarly, software that is 'open' and can be freely re-used, revised and re-distributed can create a rich learning environment, by providing the tool-set for OER creation and re-purposing.

Introduction to OER

2017-07-10T12:10:58Z

Chaitra: /* What is OER */

http://teacher-network.in/OER/index.php/Main_Page

=== What is OER ===
The term Open Educational Resource (OER) was coined at the 2002 UNESCO Forum on Open Courseware. Subsequently, its definition has been updated to the following:

…teaching, learning and research materials in any medium, digital or otherwise, that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions” (2012 Paris OER declaration).

Hoosen, Moore, and Butcher (2012) have provided a clearer indication of the range of possibilities under this definition:

“They are educational materials and resources that are offered freely, are openly available to anyone and, under some licences, allow others to reuse, adapt and redistribute them with few or no restrictions. OER can include lecture notes and slides, lesson plans, textbooks, handouts given to students, videos, online tutorials, podcasts, diagrams, entire courses, and any other material designed to be used in teaching and learning. Thus, the scale of OER can vary significantly. They can be as large as a textbook or as small as a single photograph. They can make up an entire course or curriculum or can be used to enhance existing textbooks” (p. 2).

Using this definition, we can see that OER can support the free sharing and expansion in availability of educational resources. This toolkit aims to enable teachers to create and re-purpose OER.

=== What limits OER adoption ===
‘’Build it and they will come?[1]’’ This perhaps captures an earlier paradigm in the OER space, with more and more materials being made available from educators and institutions, but with limited uptake from users. The causes for limited uptake could be:
# '''''legal''''' - limited awareness of open licensing possibilities amongst people
# '''''cultural''' -'' OER availability is more in English than in other languages, thus limiting access and use, especially in countries in Asia, Africa and South America.
# '''''social''''' - OER creation is largely ‘expert-driven’ with limited participation of teachers and other resource creators and hence awareness of its possibilities is limited
# '''''pedagogical''''' - teaching is often restricted to ‘text books’ in many education systems and teachers are yet to look beyond the text books for sourcing materials for their teaching, this minimises any need for OER
In addition the technology ecosystem plays an important role in OER adoption. With OER being largely digital, the means of accessing OER for reuse, revision and sharing must be freely available. OER began as a digitization of textual resources and thus text format has dominated. However, the digital allows creation possibilities in multiple formats – textual, graphics, audio-visual – and the availability of software applications for creation and re-purposing becomes critical.

Secondly, in a proprietary software dominant desktop environment, where the use of Free and Open Source Software (FOSS) is limited, it becomes prohibitively expensive for most individuals and institutions, to license proprietary applications for creating resources in audio, video and other media formats, thus limiting their creation. With the dominance of text format, and the lack of appropriate software applications, users do not have the tools for accessing and re-purposing OER in multiple formats, thus affecting its creation and adoption.

However, we now have a variety of mature and high quality FOSS applications which can allow resource creators and editors to create, re-mix, revise and re-distribute OER in multiple formats. These are available on the desktop environment, on the web and on mobile phone platforms. The power of OER comes from its ‘openness’, that it can be freely re-used, revised and re-distributed. Similarly, software that is 'open' and can be freely re-used, revised and re-distributed can create a rich learning environment, by providing the tool-set for OER creation and re-purposing.

Introduction to OER

2017-07-10T09:03:31Z

Chaitra:

http://teacher-network.in/OER/index.php/Main_Page

=== What is OER ===
This toolkit proposes to enable teachers to use FOSS tools to create and re-purpose OER. The term Open Educational Resource (OER) was coined at the 2002 UNESCO Forum on Open Courseware. Subsequently, its definition has been updated to the following:

…teaching, learning and research materials in any medium, digital or otherwise, that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions” (2012 Paris OER declaration).

Hoosen, Moore, and Butcher (2012) have provided a clearer indication of the range of possibilities under this definition:

“They are educational materials and resources that are offered freely, are openly available to anyone and, under some licences, allow others to reuse, adapt and redistribute them with few or no restrictions. OER can include lecture notes and slides, lesson plans, textbooks, handouts given to students, videos, online tutorials, podcasts, diagrams, entire courses, and any other material designed to be used in teaching and learning. Thus, the scale of OER can vary significantly. They can be as large as a textbook or as small as a single photograph. They can make up an entire course or curriculum or can be used to enhance existing textbooks” (p. 2).

Using this definition, we can see that OER can support the free sharing and expansion in availability of educational resources. This toolkit aims to enable teachers to create and re-purpose OER.

=== What limits OER adoption ===
‘’Build it and they will come?[1]’’ This perhaps captures an earlier paradigm in the OER space, with more and more materials being made available from educators and institutions, but with limited uptake from users. The causes for limited uptake could be:
# '''''legal''''' - limited awareness of open licensing possibilities amongst people
# '''''cultural''' -'' OER availability is more in English than in other languages, thus limiting access and use, especially in countries in Asia, Africa and South America.
# '''''social''''' - OER creation is largely ‘expert-driven’ with limited participation of teachers and other resource creators and hence awareness of its possibilities is limited
# '''''pedagogical''''' - teaching is often restricted to ‘text books’ in many education systems and teachers are yet to look beyond the text books for sourcing materials for their teaching, this minimises any need for OER
In addition the technology ecosystem plays an important role in OER adoption. With OER being largely digital, the means of accessing OER for reuse, revision and sharing must be freely available. OER began as a digitization of textual resources and thus text format has dominated. However, the digital allows creation possibilities in multiple formats – textual, graphics, audio-visual – and the availability of software applications for creation and re-purposing becomes critical.

Secondly, in a proprietary software dominant desktop environment, where the use of Free and Open Source Software (FOSS) is limited, it becomes prohibitively expensive for most individuals and institutions, to license proprietary applications for creating resources in audio, video and other media formats, thus limiting their creation. With the dominance of text format, and the lack of appropriate software applications, users do not have the tools for accessing and re-purposing OER in multiple formats, thus affecting its creation and adoption.

However, we now have a variety of mature and high quality FOSS applications which can allow resource creators and editors to create, re-mix, revise and re-distribute OER in multiple formats. These are available on the desktop environment, on the web and on mobile phone platforms. The power of OER comes from its ‘openness’, that it can be freely re-used, revised and re-distributed. Similarly, software that is 'open' and can be freely re-used, revised and re-distributed can create a rich learning environment, by providing the tool-set for OER creation and re-purposing.

= Open Educational Resources =
You have heard of the National Curriculum Framework 2005, which speaks of contextual, inclusive and meaningful education. In your units on education, you have also read about constructivist learning models. For these ideas to come true, relevant learning resources must be available for the students (teachers) and teachers (teacher-educator). These resources must be contextual, easily available, allow for learners to modify and adapt for their requirements.

Right now, in many cases, the textbook tends to be the most important resource for teachers, if not the only resource. This resource is limited, made once in a year and represent on set of thoughts. These resources are largely text based, have very audio visual resources and may not address multiple learning needs. External resources, though available, are also largely non-digital, expensive and cannot easily be adapted for local needs and contexts. For critical and diverse perspectives to develop, multiple resources must be available and it must be possible for knowledge to be constructed and shared from multiple contexts. Otherwise, it is possible that only some forms of knowledge will remain important and other will die out. For knowledge sharing to freely happen, educational resources must become freely available, freely shareable and freely changeable to adapt to local contexts and needs. You have also read about the role of ICTs in the creation, sharing and distribution of knowledge in section on ICTs and Society. Open Educational Resources (OERs), as they are called are such learning resources. Open Educational Resources are digital resources that are available freely, in multiple formats – text, audio, video – to allow for multiple learner needs.

This is a global phenomenon and began in 2001 with the launch of wikipedia (www.wikipedia.org), where knowledge is created and shared by many many people and not restricted to one person. Following this, Massachussetts Institute of Technology, a leading university in the United States of America, released many of its course materials for free called Open Courseware (2001). In teacher education also, educational resources were developed collaboratively by a programme for Teacher Education in Sub Saharan Africa and published on http://www.tessafrica.net. These are some of the early initiatives in OERs; now many more OERs are available across the world teaching and learning. In India, National Programme on Technology Enhanced Learning (NPTEL) (http://nptel.iitk.ac.in) and IGNOU have offered many of the courses as Open Educational Resources.

= Kinds of OERs =
There are different kinds of OERs: - Sharing already created academic content for free www.khanacademy.org; www.tessafrica.net - - Structuring free course materials and courses – like www.nroer.metastudio.org; ; www.edx.org; www.coursera.org ; www.nptel.iitk.ac.in - Collaborate and creating materials - www.wikipedia.org The Karnataka Open Educational Resources (KOER) project is a project of DSERT Karnataka to enable and support teachers to collaborate and create educational resources and share with all.

= Principles of OERs =
Open Educational Resources are those resources that allow the following four kinds of freedoms to learners/ users. These “Freedoms” are as follows:
# Resources can be accessed for free, used and 're-used'
# Resources can be revised/ adapted to make it relevant
# Resources can be re-mixed / combined to make a new resource
# Resources can be redistributed - the revised/ remixed resource can be shared back.
These are called the 4 Rs (re-use, re-vise, re-mix and re-distribute) Licensing and copyright

These resources are shared under copyright which are less restrictive than the usual 'all rights reserved' and allow for some or all of the four R's. One popular copyright used for such resources is the “Creative Commons”. Creative Commons is a type of copy right (sometimes called Copy Left) that will allow you to use the resources, modify them, combine them and also redistribute. When you are accessing/ sharing something as OERs, you can share it under Creative Commons License, by explicitly mentioning that 'Copyright – Creative Commons' in your text. If nothing is mentioned, the default copyright is 'all rights reserved', which will mean others cannot modify or share your resources.

Introduction to OER

2017-07-10T08:58:58Z

Chaitra: