Open Educational Resources - User contributions [en]

Category:Tamil Nadu

2022-07-02T14:49:48Z

Guru: added Category:Communities using HotCat

[[Category:Communities]]

Tamil Nadu

2022-07-02T14:49:22Z

Guru:

Welcome to the Tamil Nadu teachers repository of OER

[[Category:Tamil Nadu]]

TNOER need

2022-07-02T07:43:59Z

Guru: added Category:Tamil Nadu using HotCat

==Educational Context==
Across several curricular and policy documents, two factors have been emphasized as being key contributors to the quality of education:
a) Availability of good quality curricular resources
b) Strengthening the quality of teacher development within the education system
Digital technologies have the potential to address both these requirements and it is important to design and develop programs that build upon the possibilities that digital technologies can provide in terms of pathways of resource creation, possibilities for learning and processes of teaching-learning. While the current worldwide discourse during the COVID pandemic has focused on the movement to digital learning, we would need to leverage this scenario to use digital technologies in education in an inclusive and empowering manner.
Need for a curated resource repository
Traditionally, curricular resources have been created by SCERT for the school system and these have been disseminated across schools. This kind of a centralized resource creation, while being large scale, has some limitations – in terms of limited number of resources, less flexibility in adding resources and also the inability for resources to be contextualized for the learners’ needs. It is also difficult, if not impossible, for teachers to share their experiences from trying out these resources in classrooms. Teachers’ engagement in curricular resource creation is recognized as a key aspect of making available relevant and contextual resources; and such an engagement is also an enduring and sustainable method of teacher development and resource creation.
On the other hand, in today’s context digital resources are available in plenty – along various paradigms of access - and many educational technology companies are seeking to access students’ mind space and attention through multiple forms of e-content. This plethora of digital resources available today has created an urgent need in terms of building a critical understanding of what constitutes a good quality learning resource and what paradigms of learning one should allow with the increasing use of digital content and platforms.
Having a dynamic, contextualized reosurce repository, that supports teachers in their classroom transaction is an essential component for strengthening teacher development and training programs. This note outlines the objectives, proposed design and processes for creating such a repository.
==Objectives of the resource repository==
i. To provide multiple resources for the teacher to support her classroom teaching
ii. To provide resources for deepening teachers’ pedagogic content knowledge
iii. To provide supplementary and enrichment resources for students
iv. To provide resource support for the planned teacher development programs
v. To provide a platform for teachers to share their experiences and resources
==Form and structure of the resources==
The resources should be designed to support the achievement of educational aims, as applicable for all subjects, and keeping in view a constructivist approach. The resources are also meant to be a support for strengthening teachers’ classroom practice and strengthening student leanring.
==Key principles in the design of resources==
1. The resources should be in line with the overall objectives of any subject and also have contextually relevant content
2. The content should be accurate and free of any bias or prejudices and should also be accessible for children with special needs, and be available as open educational resources
3. The resources should be able to address learners at multiple learning levels
4. The resources will be in different formats and will be accessible online and offline
5. The resources must allow for continuous revision through teachers, experts and other stakeholders in the education system
6. The resource repository must also allow for monitoring and feedback from the teachers on the training and the extent of implementation
==Structure of the resources==
Broadly the resource repository will have three kinds of content being added:
i. Teaching-learning resources for use in the classroom
ii. Resources for teacher preparation
iii. Monitoring and evaluation resources for the administration
(i) and (ii) will have large elements of overlap; to the extent that any (training) program specific resources are involved, they will need to be added in addition to the curricular resources.
==Organization of curricular resources==
The resources should be structured in such a way that concepts are linked and built, across grade levels and should have clarity on the learning objectives. The resources should be developed as a set of lessons and not as discrete resource units.
1. Organize the resources by topic (not by class) – each topic must have a concept map that links all the underlying concepts and relevant basic concepts, creating teaching trajectories
2. For each of the concepts, map the different kinds of tools that can be used
3. Under each concept, list down the activities (can be bundled into any number of lessons)
4. A full description of the activities – including hands-on experimentation, observation, field visits, community interaction, computer simulations, audiovisual content (both readily available and teacher made). The activities will also invoke multiple resources
5. Inclusion of questions and ideas that will provoke the learners to go beyond the syllabus requirements and connect various subjects
6. Methods of assessment – multiple methods of assessments to be included.
7. Appropriate metadata must be added to all content created so that teachers can access this by concept/ grade/ type of resource/ purpose of resource, etc.
8. The resources can also be made available periodically offline and through an app.
This is a general design for the curricular content; this needs to be qualified and specialized for different subjects/ grades as the project gets underway.

[[Category:Tamil Nadu]]

TNOER need

2022-07-02T07:43:32Z

Guru: Created page with "==Educational Context== Across several curricular and policy documents, two factors have been emphasized as being key contributors to the quality of education: a) Availabi..."

TNOER

2022-07-02T07:40:20Z

Guru:

{{Color-box|11|Tamil Nadu open education resource repository|

Resources for discussions in the Cluster meeting program 2022-23
[https://teacher-network.in/OER/index.php/TNOER_need Need for resource repository].

[https://teacher-network.in/OER/index.php/TNOER_Maths Mathematics]. [https://teacher-network.in/OER/index.php/TNOER_Science Science]. [https://teacher-network.in/OER/index.php/TNOER_English English]

}}

[[Category:Tamil Nadu]]

TNOER

2022-07-02T07:30:43Z

Guru:

{{Color-box|11|Tamil Nadu open education resource repository|

Resources for discussions in the Cluster meeting program 2022-23

[https://teacher-network.in/OER/index.php/TNOER_Maths Mathematics]. [https://teacher-network.in/OER/index.php/TNOER_Science Science]. [https://teacher-network.in/OER/index.php/TNOER_English English]

}}

[[Category:Tamil Nadu]]

TNOER

2022-07-02T07:30:00Z

Guru: added Category:Tamil Nadu using HotCat

{{Color-box|11|Tamil Nadu open education resource repository|

Resources for discussions in the Cluster meeting program 2022-23

[[https://teacher-network.in/OER/index.php/TNOER_Maths Mathematics]]
}}

[[Category:Tamil Nadu]]

TNOER

2022-07-02T07:29:31Z

Guru: Created page with "{{Color-box|11|Tamil Nadu open education resource repository| Resources for discussions in the Cluster meeting program 2022-23 https://teacher-network.in/OER/index.p..."

Tamil Nadu

2022-07-02T07:27:35Z

Guru:

{{Color-box|11|An introduction to the education resource repository|

Welcome to resources created for students studying in Tamil

[[https://teacher-network.in/OER/index.php/TNOER More]]
}}

[[Category:Tamil Nadu]]

Explore an application

2022-06-23T06:31:31Z

Guru:

''[http://karnatakaeducation.org.in/KOER/index.php/%E0%B2%B5%E0%B2%B0%E0%B3%8D%E0%B2%97:%E0%B2%85%E0%B2%A8%E0%B3%8D%E0%B2%B5%E0%B2%AF%E0%B2%95%E0%B2%97%E0%B2%B3%E0%B2%A8%E0%B3%8D%E0%B2%A8%E0%B3%81_%E0%B2%85%E0%B2%A8%E0%B3%8D%E0%B2%B5%E0%B3%87%E0%B2%B7%E0%B2%BF%E0%B2%B8%E0%B2%BF ಕನ್ನಡದಲ್ಲಿ ನೋಡಿ]'' [https://teacher-network.in/OER/hi/index.php/%E0%A4%85%E0%A4%A8%E0%A5%81%E0%A4%AA%E0%A5%8D%E0%A4%B0%E0%A4%AF%E0%A5%8B%E0%A4%97_%E0%A4%95%E0%A4%BE_%E0%A4%85%E0%A4%A8%E0%A5%8D%E0%A4%B5%E0%A5%87%E0%A4%B7%E0%A4%A3 हिंदी]

{{Color-box|5|Welcome to the world of free and open software applications|The digital world is full of offerings, software applications, web tools, digital resources and is open to teachers and students to dive into it and learn. Such learning is not only becoming familiar and comfortable and competent in the use of different digital methods, but also strengthening ones own capabilities for self-learning and peer based learning.

This page gives you an organized representation of the different software applications used in the textbook, organized by the themes of ICT.

You can learn every tool as and when you require its functions. You can also independently explore the applications as well! This section intentionally includes many applications, which you may learn at your pace and inclination! }}
{| class="wikitable"
|{{Color-table|theme=3|title=Basic digital literacy}}[[Explore a computer]]

[[Learn Ubuntu]]

[[Learn Tux Typing]]

[[Learn Tux Paint]]

[[Learn Image Viewer]]

[[Learn VLC Player]]
|{{Color-table|theme=6|title=ICT for connecting and learning}}
[[Learn Firefox]]

[[Learn Thunderbird]]

[[Learn Moodle]]

[[Learn BigBlueButton]]

|-
|{{Color-table|theme=9|title=ICT for generic resource creation (text)}}[[Learn Gedit]]

[[Learn Freeplane]]

[[Learn LibreOffice Writer|Learn Libreoffice Writer]]

[[Learn LibreOffice Calc]]

[[Learn LibreOffice Impress]]

[[Learn LibreOffice Math]]

[[Learn PDF Shuffler]]

[[Learn Okular]]

|{{Color-table|theme=1|title=ICT for generic resource creation (graphic)}}[[Learn Screenshot|Learn ScreenShot]]

[[Learn Kolor Paint]]

[[Learn MyPaint]]

[[Learn Tupi]]

[[Learn GIMP]]

[[Learn Inkscape]]

[[Learn Sozi]]

|-
|{{Color-table|theme=10|title=ICT for generic resource creation (audiovisual)}}[[Learn Audacity]]

[[Learn H5P]]

[[Learn Kazam]]

[[Learn Record My Desktop|Learn Record my Desktop]]

[[Learn Openshot Video Editor|Learn Open Shot video Editor]]

[[Learn Kdenlive]]

[[Learn FF multi convertor]]
|{{Color-table|theme=14|title=ICT for resource creation - subject specific (maths and science)}}[[Learn Geogebra]]

[https://teacher-network.in/OER/index.php/Learn_Robo-compass Learn Robo-comp] [https://teacher-network.in/OER/index.php/Learn_Robo-compass as]#[https://teacher-network.in/OER/index.php/Learn_Robo-compass s]

[[Learn TurtleBlocks]]

[[Learn PhET]]

[[Learn Stellarium]]

[[Learn Kalzium]]

[[Learn Avogadro]]

[[Learn Easy Java Simulation]]

|-
|{{Color-table|theme=5|title=ICT for resource creation - subject specific (social science and languages)}}[[Learn Marble]]

[[Learn KGeography]]

[[Learn KLetters]]

[[Learn KWordquiz]]

[[Learn Kanagram]]

[[Learn Translators]]

[[Learn Dictionaries]]

[[Learn OSM]]
|{{Color-table|theme=8|title=ICT for resource creation - publishing}}[[Learn Flickr]]

[[Learn Google Photos]] #

[[Learn Wikimedia Commons]]

[[Learn Google Drive|Learn GoogleDrive #]]

[[Learn Youtube]]

[[Learn Vimeo]]

[[Learn Yourlisten]]

[[Learn Soundcloud]]

[[Learn Slideshare]]

[[Learn Geogebratube]]

[[Learn Mediawiki]]
|}
<nowiki>#</nowiki> - not Free and Open Source.

=== Navigating across the applications ===
Click on [[:Category:Explore an application|Explore an application]] to get a list of all applications you can explore. You can click on any of the links [[:Category:Explore an application|on this page]] to open the application you want to explore

Each of the nodes in the mind map below will link to a strand of technology learning. "Click to Learn" on a particular node (on the red arrow) to navigate to that application. Happy Exploring!!

Download [http://119.226.159.19/OER/images/e/e2/Introduction_to_technology_learning_with_page_link_English1.mm concept map of applications]

=== Teachers toolkit ===
You can refer to the '[https://teacher-network.in/OER/index.php/Teachers%27_toolkit_for_creating_and_re-purposing_OER_using_FOSS Teachers' toolkit to create OER using FOSS applications]', to self-learn how to use text, image, animation, audio and video editors to create and revise OER. You can also learn how to publish OER created by you, on your own site, or on popular OER sites.
[[Category:Explore an application]]

Karnataka

2022-06-22T16:26:47Z

Guru: added Category:Communities using HotCat

Please visit "Karnataka Open Educational Resources" portal in [https://karnatakaeducation.org.in/KOER/en/index.php/ English] and in [https://karnatakaeducation.org.in/KOER/ Kannada]

[[Category:Communities]]

Krashen hypotheses

2022-05-18T12:16:46Z

Guru: link added

The primary purpose of language is to communicate. Yet, many children who spend years learning a language in school, are unable to communicate freely in that language. This issue is visible with regard to English. Even as the age for learning English is reduced and states are moving to English as the medium of instruction, we find that children do not acquire communicative skills in English.

=== Krashen's hypotheses ===
Stephen Krashen a linguist, has done extensive research on second language learning, and his 'hypotheses' governing language learning are relevant to ELT. His hypotheses are:
# acquisition-learning hypothesis,
# input hypothesis,
# monitor hypothesis,
# affective filter and
# natural order hypothesis
[[File:Krashen hypotheses for language acquisition ITfC Sep 2020.jpg|right|frameless|1200x1200px|alt=Download concept map on Krashen's hypotheses]]
[[File:Krashen hypotheses for language acquisition ITfC Sep 2020.mm|alt=Krashen's hypotheses|thumb]]

Understanding these hypotheses and integrating the principles into our ELT program can enable the classroom to support learners acquire communicative skills in the English Language (and any other language as well).

Krashen says "'''Acquisition requires meaningful interaction in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding. The best methods are therefore those that supply 'comprehensible input' in low anxiety situations, containing messages that students really want to hear. These methods do not force early production in the second language, but allow students to produce when they are 'ready', recognizing that improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting production'''."

'''<big>Download [[:File:Krashen hypotheses for language acquisition ITfC Sep 2020.mm|concept map on Krashen's hypotheses]]</big>'''

=== Integrating Krashen's hypotheses in work with Government schools ===
In the 'Teachers Communities of Learning' (TCOL) program, IT for Change has attempted to bring these hypotheses into program design and transaction and seen significant validity for these.

Apart from the application of the hypotheses, there is one more significant benefit to ELT - we can identify pedagogies that are actually harmful to language learning, such as
# not providing adequate meaningful input (which has to focus a lot on listening (audio), not only reading (print)
# most input provided is not very contextual or meaningful to the learner
## memorizing entire script without any other activity in the initial stages
## Textbook chapters, which may be of contexts not easily understandable
# expecting production too soon - both speaking and writing
# premature and excessive focus on formal grammar
# not providing adequate peer learning possibilities
# creating a stressful environment of 'achievement/production'

=== Books written by Krashen ===
[http://sdkrashen.com/content/books/sl_acquisition_and_learning.pdf Second Language Acquisition and Second Language Learning] - Stephen D Krashen URL. This book available for free download for non-commercial purposes, following chapters are especially useful:

5. The Role of the First Language in Second Language Acquisition

7. On Routines and Patterns in Language Acquisition and Performance

8. Relating Theory and Practice in Adult Second Language Acquisition

[https://www.researchgate.net/profile/Stephen-Krashen/publication/242431410_Principles_and_Practice_in_Second_Language_Acquisition/links/5e0a19f8a6fdcc28374ac606/Principles-and-Practice-in-Second-Language-Acquisition.pdf?_sg%5B0%5D=JUQDcILltqnMReBeIEwYy1dl Principles and Practice in Second Language Acquisition - Krashen, S.D. URL]

Book available for free download for non-commercial purposes. Chapter III in this book focuses on 'Providing Input for Acquisition' - how the teacher can encourage subconscious acquisition of language. Chapter V discusses practical "Approaches to Language Teaching"

[[Category:English]]

Karnataka

2022-03-01T08:12:05Z

Guru:

Please visit "Karnataka Open Educational Resources" portal in [https://karnatakaeducation.org.in/KOER/en/index.php/ English] and in [https://karnatakaeducation.org.in/KOER/ Kannada]

Learn LibreOffice Writer

2021-11-09T06:21:56Z

Guru: /* For Windows */

<noinclude>
''[http://karnatakaeducation.org.in/KOER/index.php/%E0%B2%B2%E0%B2%BF%E0%B2%AC%E0%B3%8D%E0%B2%B0%E0%B3%86_%E0%B2%86%E0%B2%AB%E0%B3%80%E0%B2%B8%E0%B3%8D_%E0%B2%B0%E0%B3%88%E0%B2%9F%E0%B2%B0%E0%B3%8D_%E0%B2%95%E0%B2%B2%E0%B2%BF%E0%B2%AF%E0%B2%BF%E0%B2%B0%E0%B2%BF ಕನ್ನಡದಲ್ಲಿ ನೋಡಿ]''
{{Template:Book-sidebar}}
</noinclude>

===Introduction===
LibreOffice Writer is the free and open-source text editor application of the LibreOffice software package. Writer is a text editor similar to Microsoft Word.

==== Basic information ====
{| class="wikitable"
|ICT Competency
|ICT for creating generic resources
|-
|Educational application and relevance
|LibreOffice Writer is a software used for creating (including writing, editing, formatting, and possibly printing) text resources. Apart from entering and editing text, you can insert images and links also.
|-
|Version
|LibreOffice Writer is also available on the Windows (visit [https://libreoffice.org/download/download/?type=win-x86_64&version=6.3.3&lang=en-US download LibreOffice on Windows] to install LibreOffice on a Windows system) and Macintosh operating systems.
This tool has no specific configuration requirements but in this application you can use many extra features by installing [https://extensions.libreoffice.org/extensions extensions]
|-
|Other similar applications
|[https://products.office.com/en-in/word Microsoft Word], [https://www.openoffice.org/product/writer.html OpenOffice writer], [https://www.google.co.in/docs/about/ Google Docs]
|-
|The application on mobiles and tablets
|[https://play.google.com/store/apps/details?id=com.collabora.libreoffice Collabora Office for Android] and [https://www.libreoffice.org/download/android-and-ios/ for iOS]
|-
|Development and community help
|The Document Foundation
[https://www.libreoffice.org/get-help/community-support/ Community help]
|}

==== Overview of features ====
LibreOffice Writer lets you design and produce text documents that can include graphics, tables, or charts. In this application you can save the documents in a variety of formats, including the standardized Open Document Format (ODF), Microsoft Word format(.doc), or HTML. Here you can easily export your document to the Portable Document Format(PDF).

==== Installation ====
===== For Ubuntu =====
# The application is part of the Ubuntu custom distribution.
# In case you do not find it on your computer, you can install by choosing “LibreOffice” in Ubuntu Software Centre
# If you would like to install through the terminal follow these steps below:
## Open terminal by clicking (Ctrl+Alt+T),
## Once Window page is open, in front of dollar($) symbol just type below command.
## sudo apt-get install libreOffice-writer

===== For Windows =====
# Click on [https://www.fosshub.com/LibreOffice.html this link] and click on '''libreoffic windows installer''' for windows
# It will start downloading "'''LibreOffice_..._Win_x64.msi'''" into your computer (by defulat browser will save the files in "'''Downloads'''" folder in your system
# Double-click on download "LibreOffice_..._Win_x64.msi" file to begin installation
# Click Yes if it ask your permission to allow this program make change to the computer, Keep clicking on "Next" button to continue and complete the installation.
If you are not able to install Libreoffice in your windows machine, [https://www.libreoffice.org/get-help/install-howto/windows/ follow this official website installation instructions]

===== '''For MAC OS''' =====
# Go to [https://www.fosshub.com/LibreOffice.html this click] and click on '''libreoffic MAC OS''' for MAC laptops
# It will start downloading "LibreOffice_..._MacOS_x86-64.dmg" into your computer (by defulat browser will save the files in "'''Downloads'''" folder in your system
# Double-click on download "'''LibreOffice_..._MacOS_x86-64.dmg'''" file to begin installation
# An installation window appears: drag and drop the LibreOffice icon onto the Applications icon in the same window. You may be required to enter your administrator password.
# The files are copied over and a progress bar shows when the installation is complete.
If you are not able to install Libreoffice in your MAC machine, [https://www.libreoffice.org/get-help/install-howto/macos/ follow this official website installation instructions]

===Working with the application===

==== Creating and saving a text file====
<gallery mode="packed" heights="250px" caption="Creating and saving a text file">
File:LO_writer_1_Main_page.png|LibreOffice Writer main page
LOI Save as.png|Save a document
File:LOW save Window.png|Save window
</gallery>

#Opening LibreOffice Writer - When you click on Application - Office - LibreOffice Writer, the main page will show as in the first image. You can add text, image, table and graphs in a text document. You can also type in multiple languages in the same document. To change the language click on "EN" button in top panel, and select the language you want to type in.
#Saving a file - When you start entering text into the document, save your document by using SAVE option. Documents can be saved using the FILE – SAVE option or by using short-cut key CTRL+S. Always give a meaningful file name for your documents. To save a file with another file name, you can use the Save-as option from the File menu.
#Saving a file - After selecting file name and folder click on "SAVE".
#The file will be saved with a .odt extension. ODT is the short form of Open Document Text.
<gallery mode="packed" heights="250px" caption="LibreOffice Writer menu">
File:LO_Writer_4_Menu_Bar.png|LibreOffice Writer menu bar
</gallery>
The LibreOffice menu bar has multiple options for file operations (including saving discussed above), editing, viewing the document, inserting images, links, tables, etc in the document and formatting and defining styles in the document. There is also a tools option with functionalities for spell check, grammar, defining frequently used words, etc. You can either click on the menu bar on each item or click on the symbols shown for each. The commonly used options are discussed below.

==== Editing and formatting a document====
[[File:Formatting in LOWriter.png|thumb|Formatting a document]]
#To copy text from one place to another, or from one document to another, you can select the text, go to Edit --→ Copy and go to a different place in the document to paste it; Edit → Paste. The editing menu also has an important feature for searching selected words. You can use the Edit--> Find option for searching selected words.
#The format option is for changing the format of the text, changing the text font, text size, page format and text wrapping options. many of these option we can use short cut icons from formatting text tool bar, the letter “B” and “I” can be used to make the text bold and italics.
#You can type in text in different languages, not only in English. You can type a paragraph of text with words/sentences in different languages. The IBUS application allows you to type in most Indian languages. To type in Hindi or Kannada or Telugu or Tamil, visit the [[Learn_Ubuntu]] page

==== Inserting images and tables ====
<gallery mode="packed" heights="250px" caption="Insert option in LibreOffice Writer">
File:Inert option in LOW.png|Insert Menu
File:LO_Writer_9_Insert_image.png|Inserting Image
File:LO_Writer_10_Inserted_Image.png|Inserted Image View
</gallery>

#The insert menu option is for inserting images, hyper links, charts, page numbers, page breaks, formulas. Page numbers can be inserted in the footer of the page
#Inserting an image - Go to Insert → Image → This will open a folder from which images are to be inserted
#The image (triangle) inserted above will looks like this.

<gallery mode="packed" heights="250px" caption="Inserting Table">
File:Inert table in LOW.png|Insert Table
File:Format Table in LOW.png|Format Table
</gallery>
# To insert Table, go to Table from Menu bar and select "Insert Table", in given window choose required number of rows and columns. Alternatively you can also insert table from toolbar, Click on table grid from toolbar and move the cursor over the grid until you highlight the number of columns and rows you want. Click and the table appears in the document.
# You can format your table by selecting the options in 'Table'. Move your cursor inside the table and 'Select -> Table'. You can then adjust the row and column widths (Table -> Size), add or remove borders (Table -> Properties -> Borders), split or merge cells (Table -> Merge Cells, Table -> Split Cells) etc
# You can also copy data from a spreadsheet. You can simply copy that data (in rows and columns) from the spreadsheet and paste into the document, it will create a copy of the spreadsheet in your document. If you do not want it as a spreadsheet, but only as a table, you need to select 'Paste Special -> Formatted text (RTF)' option.

==== Creating bulleted and numbered lists====
[[File:LO_writer_7_Bullets_and_Numbering.png|450px|Inserting lists]]

#The formatting option allows you to create numbered or bullet lists in the document. For this select the text input that has been entered, go to Format, select Bullets and Numbering and choose the numbering type that is needed. You can create sub-numbered lists.
#In the format option under Format-->Paragraph you can also define spacing between paragraphs, indents,etc.

==== Creating an automatic Table of Contents====
<gallery mode="packed" heights="250px" caption="Inserting Table of Content">
File:Adding paragrapgh style.png|Paragraph style for Table of Content
File:Adding TOC into the document.png|Insert Table of Content
</gallery>

#Often it is useful to create text documents which are organize into headings and sub headings to denote different sections. This can be done in two ways
##You can select the text you want to define as a heading and choose from the predefined headings style, by selecting from the first drop down box as shown in the first image.
##You can also define this from the Style menu by clicking on Style and selecting the given heading.
##You can define the appearance of each heading under the Styles and formatting option by changing the default font colour, size, etc.
#Once the headings are defined, you can insert the Table of Contents. Click in your document where you want to create the table of contents. Choose Insert - Table of Contents and Index – Index Entry, just click on “OK”. For updating table of content, right click on the table of content and Update Index or Table of Contents. Note that if you add any headings in the document, it will not automatically update the TOC, hence you will need to come to the TOC and do the update manually.
==== Adding page header and footer ====
<gallery mode="packed" heights="250px">
File:LOWriter - Header and footers.png| Adding header and footers for the page
File:LOWriter adding fields.png| Inserting page fields
</gallery>
# You can add a header and / or footer to your document. You could provide the name of the document (or any other static information) in the footer. You can also insert page number in the header or the footer, which will be dynamically generated by Writer. It is useful to have page number and name of your document on every page, this is specially useful if the reader wants to read a print copy. LibreOffice Writer allows you to easily insert this information at the bottom or top of each page. This can be done using Insert--->Footer.
# Once a footer has been inserted, you can go to the bottom of the page and insert multiple fields of information using Insert--->Fields. You can type any text in this footer, it will come on all pages. Other than page number, other dynamic information you can provide is the date/time stamp of the document. A similar method can also be adopted for inserting a header as well.

==== Spelling check ====
<gallery mode="packed" heights="250px" caption="Formatting in LibreOffice Writer">
File:Auto spell checking LO writer .png|Auto spell checking
File:Checking spelling and grammar by manually .png|Spelling and grammar checking
</gallery>

#Spelling - By enabling '''automatic spell checking''' under tools, you can check spelling within your document. You will see a red underline below a word spelt wrongly. (If you see a green line below a word, it suggests a grammatical error). You can move your cursor to the word and right click to get suggestions for correcting the spelling. In case you are clear your word is correct, you can also 'add your word to the dictionary' so that the next time you use it, it will not be treated as a wrong spelling.
#You can also do a manual spelling and grammar checking of the document. Select the text and click on '''spelling and grammar''' under tools option. it will start looking spelling and grammar for the document. It is a good habit to always run a spelling check on your document before sharing.
#To check the spelling and the grammar of a text, the appropriate dictionaries must be installed. You can have dictionaries for your own language (Telugu, Urdu etc) installed, apart from the one in English.
====Saving the file====
Like in most applications, a file can be saved using the FILE –> SAVE command, or by the shortcut key CTRL+S. Always give a meaningful file name, reading which you should get an idea of the file contents. Often adding the month-year information when the file was created can be useful later
File will save in .odt format, ODT is the short form of Open Document Text. ODT conforms to Open Document Format (ODF) which is recommended by the Government of India through its [https://india.gov.in/policy-open-standards-e-governance Policy on open standards]””.

Like in most applications, a file can be exported to a PDF format. This is useful when you only need to print the file and do not want any changes to it. You can also export a document to a 'html' (web page) format, which can be opened by a web browser. 
[[File:export as pdf.png|400px]]

====Advanced features====
# [https://help.libreoffice.org/Common/Track_Changes Track changes] (recording editing changes by another person in another colour in the document, which can be accepted or rejected by the author)
# [https://help.libreoffice.org/Writer/Columns Multiple columns] (useful for making newsletters and magazines) and other page layout functions

===Ideas for resource creation===
# You can use this application to create and edit text resources. You can insert images, web links, hyper links in the document and connect the text to other resource formats. You can insert and edit tables, create sections (with section headings) and format it in many ways to create a text document.
# Infographics, posters, comic strips are some resources you can create using text editors in addition to making reports.

===References===
#[https://help.libreoffice.org/Main_Page LibreOffice page]
#[https://en.wikipedia.org/wiki/LibreOffice_Writer Wikipedia]

[[Category:Explore an application]]

Category:Kannada

2021-10-28T13:45:44Z

Guru: Created blank page

Learn OnlyOffice

2021-10-25T12:48:41Z

Guru: added Category:Explore an application using HotCat

FAQ

[[Category:Explore an application]]

Learn OnlyOffice

2021-10-25T12:48:04Z

Guru: Created page with "FAQ"

FAQ

User:Ranjani/Test Page

2021-09-14T11:47:34Z

Guru: added Category:Portal using HotCat

{{Color-box|11|An introduction to the education resource repository|With governments across the country tentatively beginning to reopen schools it is very important
for us to look at ways of supporting teachers and school administrators to resume teaching-
learning practices. In the current context, children are coming back to school after a
very abnormal disruption, and in many cases after major disruptions in their lives.
While there are many aspects of this school reopening that would be like the annual reopening
after vacations, there are some very crucial ways in which it would be different. Additional resources and tools are needed for responding to this requirement – for teachers,
students, parents and school administrators. These resources also need to be flexible and allow
for the school system to respond to the immediate requirement as well as for responding to any
further school disruptions/ changes . While teachers are expected to create and use resources
to respond to the situation, they have not had any special preparation to do so. The repository
is intended to be a participatory, supportive space for meeting this need.
[[https://teacher-network.in/OER/index.php/An_introduction_to_the_education_resource_repository More]]
}}
{|
|-
| style="width: 50%;" |{{Color-box|8|Resources for reading and writing|The teacher needs to have resources that are able to support the children in language acquisition at the levels they are - ranging from building/ reinforcing early language skills to grade-appropriate reading materials. These are not meant to be supplementary resources for the textbook, rather a set of resources for teachers to address the language learning needs of the children, at the level they are. [[https://teacher-network.in/OER/index.php/Resources_for_Reading_and_Writing Read more...]]}}

| style="width: 50%;" |{{Color-box|3|Resources for mathematics|While there is a push for schools to reopen and there is talk of accelerated learning, It is not meaningful to think of a bridge course and try to deliver all the lessons of an entire academic year and expect students to catch up on the grade-level mathematics. We need to develop resources a sequence of lessons for the core areas of school mathematics - focusing on Classes 1-6. [[https://teacher-network.in/OER/index.php/Resources_for_mathematics Read more...]]}}
|-
| style="width: 50%;" |{{Color-box|12|Listening and collaborative activities|#Listening #Storytelling #Collaborative games [[https://teacher-network.in/OER/index.php/Listening_and_collaborative_activities Read more...]]}}
| style="width: 50%;" |{{Color-box|8|Models of assessments|Formative assessments focusing on doing, speaking and writing. Assessments to inform teaching [[https://teacher-network.in/OER/index.php/Listening_and_collaborative_activities Read more...]].
}}

|}
{|
|-
| style="width: 50%;" |{{Color-box|8|Student learning materials|Extraordinary times call for dynamic and flexible responses and school education is currently facing such a situation. This [https://karnatakaeducation.org.in/KOER/en/index.php/Teachers_Community_of_Learning_Bangalore_South_Block_3_Vidyagama_program section] will be adding resources for teachers and schools to plan lessons and activities for students – out of school, online, blended – as well as strategies for communication with parents and student assessments. }}

| style="width: 50%;" |{{Color-box|3|Inclusive education resources|Extraordinary times call for dynamic and flexible responses and school education is currently facing such a situation. This [https://karnatakaeducation.org.in/KOER/en/index.php/Teachers_Community_of_Learning_Bangalore_South_Block_3_Vidyagama_program section] will be adding resources for teachers and schools to plan lessons and activities for students – out of school, online, blended – as well as strategies for communication with parents and student assessments.}}
|-
| style="width: 50%;" |{{Color-box|12|Community resources for learning|Extraordinary times call for dynamic and flexible responses and school education is currently facing such a situation. This [https://karnatakaeducation.org.in/KOER/en/index.php/Teachers_Community_of_Learning_Bangalore_South_Block_3_Vidyagama_program section] will be adding resources for teachers and schools to plan lessons and activities for students – out of school, online, blended – as well as strategies for communication with parents and student assessments.}}
| style="width: 50%;" |{{Color-box|8|Mental health resources|Extraordinary times call for dynamic and flexible responses and school education is currently facing such a situation. This [https://karnatakaeducation.org.in/KOER/en/index.php/Teachers_Community_of_Learning_Bangalore_South_Block_3_Vidyagama_program section] will be adding resources for teachers and schools to plan lessons and activities for students – out of school, online, blended – as well as strategies for communication with parents and student assessments.
}}

|}
{|
|-
| style="width: 50%;" |{{Color-box|8|Setting up a mixed level learning environment|Extraordinary times call for dynamic and flexible responses and school education is currently facing such a situation. This [https://karnatakaeducation.org.in/KOER/en/index.php/Teachers_Community_of_Learning_Bangalore_South_Block_3_Vidyagama_program section] will be adding resources for teachers and schools to plan lessons and activities for students – out of school, online, blended – as well as strategies for communication with parents and student assessments. }}

| style="width: 50%;" |{{Color-box|3|Digital learning resources for teachers|The need is more urgent than ever for teachers to develop digital skills both for creating resources as well as for delivering lessons online. This is a compilation of resources for the teacher to build their digital skills [[https://teacher-network.in/OER/index.php/Resources_for_digital_learning_for_teachers Read more...]]}}
|}
__NOTOC__

[[Category:Portal]]

User talk:Anusha sharma

2021-09-08T16:44:47Z

Guru: Created page with "Anusha talk page"

Anusha talk page

User:Anusha sharma

2021-09-08T16:44:21Z

Guru: Created page with "Anusha, IT for Change"

Anusha, IT for Change

MediaWiki:Sidebar

2021-09-05T12:13:29Z

Guru:

* navigation
** main Page|mainpage-description

*OER in other languages
** https://teacher-network.in/OER/hi/index.php/{{FULLPAGENAMEE}} |हिन्दी OER

* Communities
**Category:Assam|Assam
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**Jharkhand|Jharkhand
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**Rajasthan|Rajasthan
**Tamil Nadu|Tamil Nadu
**Teacher Educators (South India)
**Category:Telangana|Telangana
**Teachers_Community_of_Learning_Bangalore_South_Block_3|TCOL

* Subjects
** English|English
** Mathematics|Mathematics
** Science|Science
** Portal:Social_Science|Social Science

* ICT Learning
** Explore_an_application|Explore an application
** ICT_student_textbook|Student Textbook
** ICT_teacher_handbook|Teacher Hand Book
** Telangana_ICT_implementation|ICT program implementation

* Tool-Kit
**A_Professional_Learning_Community_Approach_for_Teacher_Development_and_OER_creation_-_A_toolkit|PLC-OER approach to TPD
**Teachers'_toolkit_for_creating_and_re-purposing_OER_using_FOSS|Creating OER using FOSS

* Help
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** Subject_Teacher_Forums|Subject Teacher Forums

* Tools
** Special:RecentChanges|Recent Changes
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*LANGUAGES

Learn Freeplane

2021-08-21T17:18:55Z

Guru: /* Advanced features */

''[http://karnatakaeducation.org.in/KOER/index.php/%E0%B2%AA%E0%B3%8D%E0%B2%B0%E0%B3%80%E0%B2%AA%E0%B3%8D%E0%B2%B2%E0%B3%87%E0%B2%A8%E0%B3%8D_%E0%B2%95%E0%B2%B2%E0%B2%BF%E0%B2%AF%E0%B2%BF%E0%B2%B0%E0%B2%BF ಕನ್ನಡದಲ್ಲಿ ನೋಡಿ] [https://teacher-network.in/OER/hi/index.php/%E0%A4%AB%E0%A5%8D%E0%A4%B0%E0%A5%80%E0%A4%AA%E0%A5%8D%E0%A4%B2%E0%A5%87%E0%A4%A8_%E0%A4%B8%E0%A5%80%E0%A4%96%E0%A4%BF%E0%A4%8F हिंदी में देखें]''
<div class="noprint" style="float:right; border:1px solid blue;width:300px;background-color:#F5F5F5;padding:2px;">
{| cellspacing="0"
| [[File:Book.jpg|none|80px|Book image]]
| style="padding-left:2px;" |Go back to [[ICT student textbook]] [[ICT teacher handbook]]
|}</div>
 
===Introduction===

==== Basic information ====
{| class="wikitable"
|ICT Competency
|Freeplane is a free and open source software application that helps you create and edit concept map, as a generic resource. For the purpose of this section, we can treat 'concept mapping' as nearly synonymous with 'mind mapping'.
|-
|Educational application and relevance
|Making concept maps can support thinking, brainstorming, sharing information and documenting meetings and group processes.
Educators consider that concept mapping is a good approach for building skills in students for ideating and organizing ideas; they also find it a great asset for teaching. It is a great tool for students to help them organize their thought processes when writing. Teachers and students can use this application to collaboratively or individually create concept maps on an idea or explore a problem.
|-
|Version
|Version - 1.3.15
|-
|Configuration
|This tool has no specific configuration requirements. It is available as a part of Ubuntu custom distribution.
Freeplane is part of the Ubuntu GNU/Linux operating system. It is also available for download on [https://sourceforge.net/projects/freeplane/ Windows] and Mac operating systems as well.
|-
|Other similar applications
|[[Learn Freemind|Freemind]]
|-
|The application on mobiles and tablets
|There is no concept map creation tool in mobiles, but you can view concept maps In Android Mobiles using Freeplane reader or Simple Mind app.
|-
|Development and community help
|[https://www.freeplane.org/ Freeplane website]
|}

====Overview of Features====
Freeplane allows you to create concept map, as a textual resource that can be organized graphically, in the form of a map or tree of ideas; it provides a pictorial overview of the concepts, related concepts / sub-concepts for a topic. Freeplane helps you to create a textual OER with possibilities for linking to additional resources (on your computer as well as on the web), adding annotations as well as images. Freeplane allows you to organize and order ideas into a hierarchy connected by lines (edges). Nodes can also be linked with free lines (connectors) and labels. The concept map can be exported as an image as well as a text document.

====Installation====
===== For Ubuntu =====
#The application is part of the Ubuntu custom distribution.
#In case you do not find it on your computer, you can install by typing Freeplane on top search bar in Software Centre(App Grid).
#If you would like to install through the terminal follow these steps below:
##Open terminal by clicking Applications->System Tools->Terminal or through Keyboard shortcut <code>Ctrl+Alt+T</code>
##In the terminal window, type below command and press enter to start the installation by providing your machine password:
##<code>sudo apt-get install freeplane</code>

===== For Windows and MAC computers =====
To install and use Freeplane on your computer, you need to install both Freeplane and Java runtime packages in your Windows computer.
# Download the '''Freeplane-Windows-Installer-x.x.xx''' from https://sourceforge.net/projects/freeplane/ and download '''Java Runtime Environment''' from https://www.java.com/en/download/. You can save these two executable (.exe for windows/.dmg for MAC) files to your desktop or any other location in your computer.
# Once you download both files, double-click on "Freeplane-Setup-...exe/dmg" file to begin the installation.
# Click '''Yes''' if it ask your permission to allow this program make change to the computer, Keep clicking on "'''Next'''" button to continue and complete the installation.
#Also install downloaded java runtime package from the above same method.
'''After you download Freeplace and Java .exe files, [https://www.youtube.com/watch?v=eKBepEYHivs&ab_channel=DownloadInstallTutorial watch this video for installation steps]'''

=====For android smart phones =====
#Freeplane is not available for phone
#Mimind is alternative app for android phones
#[https://play.google.com/store/apps/details?id=com.cryptobees.mimind&hl=en_IN Click here] to download and install Mimind on your phone
=== Working with the application ===
# To download mindmap file [https://teacher-network.in/OER/images/9/9c/Learning_Digital_Story_Telling.mm click here]
# Some of the shortcut keys in Freeplane [https://freeplane.sourceforge.io/doc/FP_Key_Mappings_Quick_Guide.pdf Shortcut keys]
====Creating a map ====
<gallery mode="packed" heights="250px" caption="Creating a concept map">
File:Freeplane1_Opening_Freeplane.png|Opening Freeplane
File:Freeplane2_rootnode.png|Main window of Freeplane
</gallery>
To learn working with Freeplane, we will start creating a concept map for Digital Story Telling; you will see above that Freeplane has opened a window with a box with text "New mindmap". This node, also called the "root node" will contain the core idea/ theme to be discussed in the concept map. You can click on File option to save this map; when the map is saved it will get saved with the name in the root node.

==== Inserting nodes ====
Concept maps can be stored in your folders; they are saved with an extension ".mm". We have created a concept map called Learning Digital Story Telling. After the root node is created, additional ideas are added by adding more nodes, called child nodes. The concept map gets built by adding further child nodes, for topics and sub-topics. You can keep adding child nodes to any node.
# Use the ‘insert’ key to create a ‘child node’ this is a sub-concept of your current concept.
# Use the ‘enter’ key to create a ‘sibling’ this is a parallel concept to your current concept.
Thus you can create a concept map with knowing just two functions – add child node (insert) and add sibling node (enter). In this manner, a concept map can be used to classify and categorise information.
<gallery mode="packed" heights="250px" caption="Child and sibling nodes">
File:Conceptmap2.png|Child Node
File:COL - Concept Map on DST.png|Sibling Node
</gallery>
Our map has nodes for the ‘why’, ‘what’ and ‘how’ of DST, with sub-nodes.
#The first image shows the creation of a concept map with the first child node.
#The second image shows the completed concept map with child nodes and sibling nodes.

==== Linking nodes====
<gallery mode="packed" heights="270px">
File:Freeplane linking nodes.png|Connect two nodes
File:Freeplane connector properties.png|Connector properties
</gallery>
#When you discuss concepts, you can notice that sometimes concepts are connected, and you want to link them to study in detail. For doing this you can add a graphical link (an arrow) to connect two nodes. To do this select two nodes, then go to Menu Bar and choose EDIT > CONNECT option. Then you can see graphical link which is connected to two nodes. You can click on the arrow and move it around.
#By right clicking on graphical link(connector) you will get the window as shown in second image. In that you can change connector color, shape, size and direction. You can also add or remove the source node label, middle node label, target node label.
{{clear}}

==== Hyperlinking files and weblinks ====
<gallery mode="packed" heights="150px" caption="Adding hyperlinks">
File:Freeplane4_inserting_hyperlink.png|Node with a hyperlink
File:Freeplane3_inserting_hyperlink.png|Linking to resources on the internet
File:Freeplanelinkfile.png|Linking to resources on the computer
</gallery>
# In the first image, did you notice the red arrow in the root node of our concept map? This main node has a hyper-link which opens the Wikipedia page on digital story telling. You can embed a hyper-link on a node, such that clicking on the node can connect to related resources. In our Learning Digital Story Telling .mm concept map, we have inserted a hyper-link for the main node ‘Learning Digital Story Telling’.
# To do this Move your cursor to this node and select Edit → Link → Add or Modify hyperlink (type). You can also use the keyboard short cut CTRL-K. Freeplane will open an input bar as shown in the second image. We will type in our web page address <nowiki>https://en.wikipedia.org/wiki/Digital_storytelling</nowiki> into this input bar
# You can also add a hyperlink to a local file on your computer. If you select When you click on Edit-->Link-->Add Hyperlink (choose) allows you to link to a file on a folder on your computer. The third image shows how to choose a file from your folders to link.

====Adding notes and note window====
<gallery mode="packed" heights="200px" caption="Adding notes and note window">
File:Freeplane5_inserting_notes.png|Node with a note added
File:Freeplane6_howtoaddnote.png|How to add a note
File:Freeplane7_note_window.png|Typing in the note window
</gallery>
#In our Learning Digital Story Telling concept map, you will also see a yellow label beside the arrow and if you place your mouse over the yellow label, you will see a note description.
#To add a note, you can click on the node, as shown in the second image, go to View--->Notes--->Display note panel
#You can type your note in the note window which opens as shown in the third image. You can change the position and size of this note window.

==== Moving nodes ====
<gallery mode="packed" heights="300px">
File:Freeplane_-_moving_nodes.gif|Moving nodes
</gallery>

To move nodes from one position to other position or to disconnect a node from its current parent and connect it to another parent you can simply click and drag it to its new location. Each node has two positions where you can drop another node. These positions are visible if the cursor is above it.
* If the cursor is near the top of the target node, the whole upper half lights up. If you drop a node here, the node will become a sibling above the target node.
* If the cursor is near the child side of the target node, the left or right side of the node lights up. If you drop the node here it will be connected as a child node.

==== Type regional language in your concept map ====
To type any Indian regional languages in your concept map, you need to '''download and install the Sakal Bharati font [https://drive.google.com/file/d/127QWaOiRNr-DA-OodD9c1kFPftO0xlKa/view?usp=sharing from this link]''' (after your download, double click on the downloaded "SakalBharati.ttf" file, click on '''install font''' to install the font in your computer). 
Now, configure Sakalbharathi as the default font in your Freeplane tool.
# Open a Freeplane tool, goto '''Format -> Manage styles -> Edit Styles'''. This will open a concept map standard template (like in below gif). [[File:Configure sakal bharati dafault.gif|550px]] 
# From the '''menubar''', Goto '''Navigate''' -> click '''all visible nodes'''.
# Now on the right-side properties window go to "'''font of whole core'''", '''Font family''' select Sakal Bharati font.
# After you configure, click on the '''right mark''' (green colour) on the top left window.
# Now you just close and reopen concept map to see the Sakal Bharati is your default font.

Now, you should able to type regional languages in your concept map using Saka Bharati font. 

'''NOTE:''' After installing the font in your computer, If you are not able to configure Sakal Bharati as a default font. You can follow below steps to type regional language at one time. 

[[File:Regional language typing.gif|400px|Select Sakal Barati and type]] 

Open Freeplane, select the node where you want to type, change the font from sans serif to Sakal Bharati from the font list on top. Now, you can type any Indian regional language in the node. For every new node before typing, you have to select Sakal Bharati font and type.

==== Adding different icons to the node ====
By simply clicking on the left side different icons, you can add those icons into your nodes. You can add different and multiple icons for each indvidual nodes.{{Clear}}

====Saving and exporting====
Like in most applications, a file can be saved using the FILE – SAVE command, or by the shortcut key CTRL+S. Always give a meaningful file name, reading which you should get an idea of contents. Freeplane saves files with a .mm extension. You can also export a concept map to image (png or jpeg) and text (odt and html) formats.
<gallery mode="packed" heights="250px" caption="Saving and exporting">
File:Freeplane8_saving.png|Saving the map
File:Freeplane9_exporting.png|Exporting the map
</gallery>
#By default your concept map is saved by Freeplane as a '.mm' format file as shown in the first image. While saving the file, Freeplane will display the file browser, to allow you to select the folder in which you can save your file. By default, the file is saved in your home folder.
#However, the concept map can be saved in many other formats. You can export the map to a text document file (in .odt or .doc formats). You can also export the map as an image (in .png or .jpeg formats) or as a web page (in .html format), as shown in the second image.

==== Advanced features ====
# You can insert images directly in your nodes by drag and drop or copy and paste.
# You can create visual representation using 'Cloud' etc.
# Our aim here is to get you started with concept map OER creation using Freeplane. For advanced functions, you should refer to the User Manual for the application. The Freeplane tutorial is available within Freeplane itself, which you can access any time by pressing the F1 function key. The tutorial itself is a concept map, and you should browse this concept map, not only to get help that you may require, but also as a lesson on how a concept map can communicate so much information in such a simple manner!!

===Ideas for resource creation===
Freeplane a good tool to start your resource creation work. You should develop a concept map for the topic you want to develop a resource on. The ideas you have about the topic, the sequencing of ideas and sub concepts, the specific points for each idea / sub-concept can be developed on the map. Links between nodes, with web pages, notes explaining concepts can all be inserted in the concept map. The power of the digital concept map is that you can keep revising the nodes, adding and deleting, moving and copying nodes as you want. This makes the process quite dynamic.

Once you have completed your concept map you can share it with your colleagues for feedback with which you can refine the concept map still further.

===== Exporting a concept map to a document for further fleshing out =====
The advantage of a concept map is that you can categorise and arrange your thinking the way you want to. You can enter detailed notes for any node. When you export it to a ODT, you can see this as a document, with the 'note' information being the text in the note, and all the nodes will become headings. This way you can even write a document using Freeplane. Use this whenever you are writing an essay or an article or a paper
*'''Note''' - Before exporting it into ODT you should format freeplane file to automatic layout for all nodes. To do this follow this step. '''Go to Format-> Automatic Layout-> for all nodes''' and select it. This will format nodes to headings, child nodes to sub headings and notes to text source.
===Frequently Asked Questions===

==== After upload/share my concept map on the Internet, inserted Images are not displaying ====
When you insert an image into your concept map, you do not actually 'save' the image inside the concept map. Freeplane will only store the 'path' information, that is the location of the image file on your computer. '''Now when you mail the concept map to someone else or upload it on a web page, the image is not shared along with the concept map'''. When the map is opened by another person, Freeplane will try to locate the image again in the same location as it is in your computer, and will fail to find it. Hence, the image will not appear.

One way of not facing this problem would be to hyperlink to an image on the web/internet. In which case when you click on the link, Freeplane will try to get the image from the web, and if there is connectivity you will be able to access the image. Hence, the images not appearing subsequently is not a problem, but a feature. One solution given by Rakesh sir is to export your concept map (showing the image) itself as an image. This image export will show the inserted image (as a part of the exported image). You can upload this image export of the concept map, along with the concept map (.mm files), so that others can see the images you inserted in your concept map.

===References===
[https://en.wikipedia.org/wiki/Freeplane Wikipedia]
[https://www.freeplane.org/wiki/index.php/Main_Page Freeplane website]

[[Category:Explore an application]]

Krashen hypotheses

2021-07-31T07:47:44Z

Guru: /* Integrating Krashen's hypotheses in work with Government schools */

The primary purpose of language is to communicate. Yet, many children who spend years learning a language in school, are unable to communicate freely in that language. This issue is visible with regard to English. Even as the age for learning English is reduced and states are moving to English as the medium of instruction, we find that children do not acquire communicative skills in English.

=== Krashen's hypotheses ===
Stephen Krashen a linguist, has done extensive research on second language learning, and his 'hypotheses' governing language learning are relevant to ELT. His hypotheses are:
# acquisition-learning hypothesis,
# input hypothesis,
# monitor hypothesis,
# affective filter and
# natural order hypothesis
[[File:Krashen hypotheses for language acquisition ITfC Sep 2020.jpg|right|frameless|1200x1200px|alt=Download concept map on Krashen's hypotheses]]
[[File:Krashen hypotheses for language acquisition ITfC Sep 2020.mm|alt=Krashen's hypotheses|thumb]]

Understanding these hypotheses and integrating the principles into our ELT program can enable the classroom to support learners acquire communicative skills in the English Language (and any other language as well).

Krashen says "'''Acquisition requires meaningful interaction in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding. The best methods are therefore those that supply 'comprehensible input' in low anxiety situations, containing messages that students really want to hear. These methods do not force early production in the second language, but allow students to produce when they are 'ready', recognizing that improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting production'''."

'''<big>Download [[:File:Krashen hypotheses for language acquisition ITfC Sep 2020.mm|concept map on Krashen's hypotheses]]</big>'''

=== Integrating Krashen's hypotheses in work with Government schools ===
In the 'Teachers Communities of Learning' (TCOL) program, IT for Change has attempted to bring these hypotheses into program design and transaction and seen significant validity for these.

Apart from the application of the hypotheses, there is one more significant benefit to ELT - we can identify pedagogies that are actually harmful to language learning, such as
# not providing adequate meaningful input (which has to focus a lot on listening (audio), not only reading (print)
# most input provided is not very contextual or meaningful to the learner
## memorizing entire script without any other activity in the initial stages
## Textbook chapters, which may be of contexts not easily understandable
# expecting production too soon - both speaking and writing
# premature and excessive focus on formal grammar
# not providing adequate peer learning possibilities
# creating a stressful environment of 'achievement/production'

=== Books written by Krashen ===
[http://sdkrashen.com/content/books/sl_acquisition_and_learning.pdf Second Language Acquisition and Second Language Learning] - Stephen D Krashen URL. This book available for free download for non-commercial purposes, following chapters are especially useful:

5. The Role of the First Language in Second Language Acquisition

7. On Routines and Patterns in Language Acquisition and Performance

8. Relating Theory and Practice in Adult Second Language Acquisition

Principles and Practice in Second Language Acquisition - Krashen, S.D. URL

Book available for free download for non commercial purposes. Chapter III in this book focuses on 'Providing Input for Acquisition' - how the teacher can encourage subconscious acquisition of language. Chapter V discusses practical "Approaches to Language Teaching"

[[Category:English]]

Krashen hypotheses

2021-07-31T07:30:47Z

Guru: /* Integrating Krashen's hypotheses in work with Government schools */

The primary purpose of language is to communicate. Yet, many children who spend years learning a language in school, are unable to communicate freely in that language. This issue is visible with regard to English. Even as the age for learning English is reduced and states are moving to English as the medium of instruction, we find that children do not acquire communicative skills in English.

=== Krashen's hypotheses ===
Stephen Krashen a linguist, has done extensive research on second language learning, and his 'hypotheses' governing language learning are relevant to ELT. His hypotheses are:
# acquisition-learning hypothesis,
# input hypothesis,
# monitor hypothesis,
# affective filter and
# natural order hypothesis
[[File:Krashen hypotheses for language acquisition ITfC Sep 2020.jpg|right|frameless|1200x1200px|alt=Download concept map on Krashen's hypotheses]]
[[File:Krashen hypotheses for language acquisition ITfC Sep 2020.mm|alt=Krashen's hypotheses|thumb]]

Understanding these hypotheses and integrating the principles into our ELT program can enable the classroom to support learners acquire communicative skills in the English Language (and any other language as well).

Krashen says "'''Acquisition requires meaningful interaction in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding. The best methods are therefore those that supply 'comprehensible input' in low anxiety situations, containing messages that students really want to hear. These methods do not force early production in the second language, but allow students to produce when they are 'ready', recognizing that improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting production'''."

'''<big>Download [[:File:Krashen hypotheses for language acquisition ITfC Sep 2020.mm|concept map on Krashen's hypotheses]]</big>'''

=== Integrating Krashen's hypotheses in work with Government schools ===
In the 'Teachers Communities of Learning' (TCOL) program, IT for Change has attempted to bring these hypotheses into program design and transaction and seen significant validity for these.

Apart from the application of the hypotheses, there is one more significant benefit to ELT - we can identify pedagogies that are actually harmful to language learning, such as
# not providing adequate input (which has to focus a lot on listening (audio), not only reading (print)
# most input provided is not very contextual or meaningful to the learner (some textbook chapters)
# expecting production too soon - both reading and writing
# premature and excessive focus on formal grammar
# not providing adequate peer learning possibilities
# creating a stressful environment of 'achievement/production'

=== Books written by Krashen ===
[http://sdkrashen.com/content/books/sl_acquisition_and_learning.pdf Second Language Acquisition and Second Language Learning] - Stephen D Krashen URL. This book available for free download for non-commercial purposes, following chapters are especially useful:

5. The Role of the First Language in Second Language Acquisition

7. On Routines and Patterns in Language Acquisition and Performance

8. Relating Theory and Practice in Adult Second Language Acquisition

Principles and Practice in Second Language Acquisition - Krashen, S.D. URL

Book available for free download for non commercial purposes. Chapter III in this book focuses on 'Providing Input for Acquisition' - how the teacher can encourage subconscious acquisition of language. Chapter V discusses practical "Approaches to Language Teaching"

[[Category:English]]

Learn BigBlueButton

2021-07-16T06:28:07Z

Guru: /* Creating webinar session through BBB website */

[https://karnatakaeducation.org.in/KOER/index.php/ಬಿಗ್‌ಬ್ಲೂಬಟನ್‌_ಕಲಿಯಿರಿ '''ಕನ್ನಡದಲ್ಲಿ ನೋಡಿ''']

= Introduction =

== Basic information ==

{| style="border-spacing:0;width:17cm;"
|-
| style="border-top:0.5pt solid #000000;border-bottom:0.5pt solid #000000;border-left:0.5pt solid #000000;border-right:none;padding:0.097cm;" | ICT Competency
| style="border:0.5pt solid #000000;padding:0.097cm;" | '''BigBlueButton''' is a [https://en.wikipedia.org/wiki/Free_software Free and Open Source Software] [https://en.wikipedia.org/wiki/Web_conferencing web conferencing] system.
|-
| style="border-top:none;border-bottom:0.5pt solid #000000;border-left:0.5pt solid #000000;border-right:none;padding:0.097cm;" | Educational application and relevance
| style="border-top:none;border-bottom:0.5pt solid #000000;border-left:0.5pt solid #000000;border-right:0.5pt solid #000000;padding:0.097cm;" | BigBlueButton supports multiple audio and video sharing, presentations with extended whiteboard capabilities.
|-
| style="border-top:none;border-bottom:0.5pt solid #000000;border-left:0.5pt solid #000000;border-right:none;padding:0.097cm;" | Version
| style="border-top:none;border-bottom:0.5pt solid #000000;border-left:0.5pt solid #000000;border-right:0.5pt solid #000000;padding:0.097cm;" | BigBlueButton version 2.3
|-
| style="border-top:none;border-bottom:0.5pt solid #000000;border-left:0.5pt solid #000000;border-right:none;padding:0.097cm;" | Other similar applications
| style="border-top:none;border-bottom:0.5pt solid #000000;border-left:0.5pt solid #000000;border-right:0.5pt solid #000000;padding:0.097cm;" | Zoom, Google Meet, etc
|-
| style="border-top:none;border-bottom:0.5pt solid #000000;border-left:0.5pt solid #000000;border-right:none;padding:0.097cm;" | The application on mobiles and tablets
| style="border-top:none;border-bottom:0.5pt solid #000000;border-left:0.5pt solid #000000;border-right:0.5pt solid #000000;padding:0.097cm;" | Latest web browser on Android/iOS mobile phones.
|-
| style="border-top:none;border-bottom:0.5pt solid #000000;border-left:0.5pt solid #000000;border-right:none;padding:0.097cm;" | Development and community help
| style="border-top:none;border-bottom:0.5pt solid #000000;border-left:0.5pt solid #000000;border-right:0.5pt solid #000000;padding:0.097cm;" | [http://docs.bigbluebutton.org/ BigBlueButton Official Documentation]

|-
|}

== Overview of features ==

BigBlueButton supports multiple audio and video sharing, presentations with extended whiteboard capabilities - such as a pointer, zooming and drawing - public and private chat, desktop sharing, and support for presentation of PDF documents and Microsoft Office documents. Moreover, users may enter the conference in one of two roles as viewer or moderator.

== Installation ==

BigBlueButton is a web based application. There is no need of software / app installation on your phone or computer. You just need a web browser to open it. BBB should be installed on your organization's server and you will get a URL to enter the meeting.

In case you do not have any BBB server installation to access, you can create your own BBB meeting room on the BBB server itself - connect to and can use the free BBB from the BBB site https://demo.bigbluebutton.org/gl

= Working with application =

=== Faculty/'''Presenter''' section ===

BigBlueButton enables faculties to share audio, slides, chat, video, and desktop with students. Built-in polling makes it easy to engage students and the option of recording your lectures means that you can make them available for later review or reference.

Also, you can use whiteboard tool in BigBlueButton wherein annotations are automatically displayed back to the students in real-time. Presenters also have the ability to zoom, highlight, draw and write on presentations making your points clearer to remote students.

====Watch these video tutorials to learn to conduct online sessions/classes====
{| class="wikitable"
|+BigBlueButton overview for moderator/presenters
!A five minutes video for the faculties/presenters
!Complete video tutorial for the faculties/presenters
|-
|{{#widget:YouTube|id=Q2tG2SS4gXA|height=300|width=600}}
|{{#widget:YouTube|id=K9YnfLnTkvo|height=300|width=600}}
|}

==== Creating webinar session (your own classroom) through BBB website ====

Go to https://bigbluebutton.org/ to create BBB webinar (your own classroom) session, click on teachers tab to go to teachers section. From here click on “TRY IT NOW“ button. To create your webinar session you need to sign-in to the BBB. Here if you do not want to create an account, you can sign in through your Gmail account.
<gallery mode="packed" heights="250px" caption="BigBlueButton webinar window">
File:BBB site - edited.png|''Using BigBlueButton website to create webinar session''
</gallery>
Once you login, you will see the BBB screen as shown in the above image.
# Copy the invite participants link to share with your participants to join your main room. If you want to create new rooms for multiple sessions, click on Create Room button and you can configure all the settings.
# When you want to start the session click on the “Start“ button. Participants also will join by clicking on the link which you have shared with them.
#Also, you can access all your session recordings in the main window.
[[Image:BBB create webinar session.png|thumb|centre|''Creating multiple rooms'']]

==== Creating webinar session through Moodle Course ====

To create a BBB webinar session to be accessed through Moodle, go to your Moodle course page, click on the turn editing on button to create BBB webinar session with course participants. Go to the section where you want to create link, click on “Add an activity or resource“ and select '''BigBlueButton''' option from the list, fill all the required information, invite participants etc. After you enter the required information click on the Save and Display option.
<gallery mode="packed" heights="250px" caption="Login to Moodle access BBB webinar session">
File:BBB - Moodle login screen.png| ''Turn editing on option''
File:BBB- Adding BBB activity to moodle.png|''Adding BBB webinar session in course sections''
File:BBB-settings interface.png|''Adding basic information for the BBB session''
</gallery>
Once you create this, the session link will add in the section. Click on the link to start the session, in the next screen it will ask you to click on join session, click that to start your session.

==== Getting familiar with the BBB user interface ====

Once you start the session, it will ask you to connect your audio, select microphone option to speak in the session OR select listen only option if you want to only listen to others audio.

If you select microphone option and click yes, you will be able to listen to an echo sound.

Once you do this you will come to the main BBB webinar session screen as shown in the below screen.

<gallery mode="packed" heights="375px">
File:BBB Home screen Features 1.png|BigBlueButton main window
</gallery>
# In the bottom of the window you will get four buttons
## '''Mic''': You can mute/unmute your audio to others (if you are not talking better to mute your mic, this will avoid disturbance to others in the sessions).
## '''Leave audio''': here you can exit from the audio option like if you don't want to listen or speak in the sessions. Also you can change your audio connected type.
## '''Video''': By using this button you can disable and enable your video.
## '''Share your screen''': Here you can share your screen to all the participants – if you want to show something from your laptop/desktop, click here and choose the application window which you want show. Select entire screen option to show all the windows which you opened in your computer. At any time you can stop share screen option by clicking on this same button.
# Here in the left side bar, you can manage participants, chats and your session notes
## '''Public chat''': Here you can chat with all the participants or participants can share their doubts, comments in text. This will be visible to all the participants.
## '''Shared notes''': Faculties can share some notes, information with the participants. This can be used by the participants also.
## '''Users list''': Here we can mute/unmute participants mic OR remove participants. Also by clicking on each users, you can do private chat with them individually.

==== Sharing your screen ====
'''''In Mozilla Firefox'''''
<gallery mode="packed" heights="250px" caption="">
File:BBB screen sharing window in Mozilla Fire Fox.png|''Image - 1''
File:BBB Screen sharing in Mozilla Fire Fox .png| ''Image - 2''
</gallery>

 1. When you click on 'screen share' icon you will get pop-up window as shown in image1.

 2. Here you will get option of window sharing and entire screen sharing.

 3. If you need to share any particular application screen in BBB you need to open it before selecting screen sharing, so you will get that applications list option as shown in image2. Select the application and give permission.

<nowiki> </nowiki>'''Note'''- If you minimized any application then you won't get that application option in the list for screen sharing as shown in image1.

'''''In Google Chrome'''''
<gallery mode="packed" heights="250px" caption="">
File:BBB Screen sharing in Chrome.png|''Image - 1''
</gallery>
 1. When you click on 'screen share' icon you will get pop-up window as shown in above image1.

 2. In that you will find three options for screen sharing.

 • '''Your entire screen''' - By selecting this option your entire system screen will be shared to participants.

 • '''Application window''' – By selecting this you can share only the selected application screen.

 • '''Chrome tab''' - Here you can share your browser screen.

 <nowiki> </nowiki>'''''Application sharing'''''
<gallery mode="packed" heights="250px" caption="">
File:BBB Screen sharing in Chrome browser.png|''Image - 2''
File:BBB application screen sharing in Chrome .png| ''Image - 3''
</gallery>

If you need to share any particular application screen in BBB you need to open it before selecting screen sharing, so you will get that applications windows option as shown in image3. Select the required application and give permission.

<nowiki> </nowiki>'''Note'''- If you minimized any application that you need to do screen share then you won't get that application option in the application window for screen sharing as shown in image2.

As explained in the above as a faculty/instructor, you should able to see the 'share your screen' option, if not ask other presentor to make you as presentor. Now you will able to see this option.

==== Uploading a presentation ====

Click on the plus (+) symbol and select upload a presentation, browse your presentation file from your computer, once it upload, select file and click on confirm to start presenting the file.
<gallery mode="packed" heights="250px" caption="Login to Moodle access BBB webinar session">
File:BBB- upload presentation.png| ''Upload your presentations''
File:BBB- upload files.png|''Upload your files here''
</gallery>

==== Playing a YouTube video ====

For playing youtube videos to the participants during the session, click on plus (+) symbol → share an external video option and paste your link (along with ''YouTube, it will support Vimeo, Instructure Media, Twitch and Daily Motion URLs).''

==== Controlling Users activity ====

On left side user list click on the setting icon, you will get different user control activity.
<gallery mode="packed" heights="400px">
File:BBB - users control.png|''Users list control''
</gallery>
* '''Clear all status icon -''' Here you can clear all user status icons by clicking once.
* '''Mute all users -''' Here you can mute all users including presenter. '''(Note-'''Once if you mute all users you cannot unmute users back''')'''
* '''Save user names -''' Here you can save the users list those who attended the webinar. This option is helpful to take attendance.
* '''Lock Viewers -''' Once users joined the webinar you can use this option to block the webinar from remaining users who were not in session in time or prevent unknown users joining in the middle of webinar.
* '''Create breakout rooms -''' This option is helpful to create small groups for effective discussion among the participants.

==== Using the Whiteboard ====
<gallery mode="packed" heights="250px" caption="">
File:BBB - whiteboard.png|''White board to write on your presentation file''
File:BBB White board.png|thumb|''BBB White Board''
</gallery>
You can enables the multi-user whiteboard. Once done, all participants in the BigBlueButton session can annotate the whiteboard simultaneously. The whiteboard controls will appear to the right hand side in the presentation area.

By clicking on arrow marks at bottom of display you will get new white board as shown in BBB white board image.

By default the Pencil tool is enabled; you can use the other whiteboard controls to change the thickness and colour of the line'''.'''

====Changing the BBB interface to Kannada language====
<gallery mode="packed" heights="250px">
File:BBB setting option.png
File:Kannada language setting in BBB.png
</gallery>

On top right corner of BBB screen you can find the three parallel dots symbol. Click on that you will get list options in that select application language and set required Kannada as a default language to BBB interface.

==== Making another person a Presenter/Moderator ====

Click on the name from the users list to make that person as presenter or moderator and select make Presenter/Moderator.

Click on your name from the user list and select take presenter option to take back presenter feature from other.

('''Note:''' A moderator can mute/unmute other viewers, lock down viewers (such as restrict them from using private chat), and make anyone the presenter. There can be multiple moderators in a session.)

==== Creating breakout room ====
<gallery mode="packed" heights="250px">
File:0 create breakout room .png| ''Creating breakout rooms''
File:1. randomly assign participants.png|''Assigning participants''
File:2. Break out rooms in different tabs.png|''Break out rooms in different tabs''
File:3. Inside Break out room 2.png|''Inside Break out room''
</gallery>

The moderator can create breakout rooms for small group discussions. This is useful to increase participation and interactivity and reduce monologue / participation by few in the class.

In the settings button above the user list is the function to 'Create Breakout rooms'

Clicking this provides a form to create the rooms. Number of rooms and break out time can be specified. Moderator can allot participants to different rooms or have this 'randomly assigned'.

Once the 'create' link is clicked, BBB creates the rooms. The participants will get an invitation to join the breakout rooms. Moderator can join each room by clicking on the 'Join room'. Each room can be accessed through its own URL.

The participants can join the room assigned to them OR select the room if no specific room is assigned. Once the break out time is over, all the participants will be back in the main room.

==== Accessing/Downloading audio and video recordings of the sessions ====

After the webinar session completes, come back to the 'Join session' window in Moodle and go to your home page in BigBlueButton website to access or playback the sessions.

For downloading these videos from the Moodle course page, Copy paste below URL in browser address bar https://b3.teacher-network.in/download/presentation/<internal-id>/<internal-id>.mp4

Replace the <internal-id> with the video internal ID which you can find out while playing the video

Example :- Here the internal meeting id is the alphanumeric id that comes after meeting Id= [https://b3.teacher-network.in/playback/presentation/2.0/playback.html?meetingId=267342479471d1f652b761709c419cb86396c3b3-1586767642299 https://b3.teacher-network.in/playback/presentation/2.0/playback.html?meetingId=][https://b3.teacher-network.in/playback/presentation/2.0/playback.html?meetingId=267342479471d1f652b761709c419cb86396c3b3-1586767642299 267342479471d1f652b761709c419cb86396c3b3-][https://b3.teacher-network.in/playback/presentation/2.0/playback.html?meetingId=267342479471d1f652b761709c419cb86396c3b3-1586767642299 1586767642299]

=== Participants/Students section ===

==== Watch the following 5 minute videos to become familiar with BBB as a participant ====
{| class="wikitable"
|+BigBlueButton overview for participants (students)
!English - video on BigBlueButton for participants
!Kannada - Video tutorial for mobile users to join the BBB webinar classes
!Kannada - Video tutorial for computer users to join the BBB webinar classes
|-
|{{#widget:YouTube|id=uYYnryIM0Uw|height=300|width=450}}
|{{#widget:YouTube|id=WaErgPPeBQY|height=300|width=550}}
|{{#widget:YouTube|id=eL5LHSIvgoc|height=300|width=550}}
|}

==== Joining the BBB webinar session ====
There are two ways to join the BigBlueButton webinar sessions,
# If your faculty has shared a "BigBlueButton" direct link, you just need to click on the link which will take you to the webinar session.
# If you are part of any Moodle course, you have to login your Moodle course and click on the BigBlueButton webinar link as shown in the below steps.

<gallery mode="packed" heights="250px" caption="Login to Moodle access BBB webinar session">
File:Moodle course Login page.png| Image1 – Moodle course Login page
File:Moodle main page.png|Image2 – Moodle main page
File:Click on “Course Webinar on BigBlueButton”.png|Image3 – Click on “Course Webinar on BigBlueButton”
</gallery>

# Step 1: You have to go to your Moodle course page and use your Moodle login ID and password to login as shown in Image1.
# Step 2: Go to the course overview section or any other section as instructed by the faculty. Refer Image2.
# Step 3: You need to click on '''Course Webinar on BigBlueButton '''link. Refer Image3.
# In the next screen, click on the "'''join webinar'''" button to join the session.

==== Joining the session with audio ====
<gallery mode="packed" heights="250px" caption="Connecting your audio to the webinar">
File:Prefer your audio connectivity.png|Image4- Prefer your audio connectivity
File:Confirming your audio is connected.png|Image5 – Confirming your audio is connected
File:BigBlueBotton webinar main page.png|Image6 - BigBlueButton webinar main page
</gallery>

# After joining the session, you will get pop-up notification as shown in image4. Here you have to select your audio preference as below:
## If you are not going to talk and will only be listening others talk, choose '''“Listen only”'''
## If you are going to talk during the webinar, then choose “'''microphone”''' option. By selecting Microphone option you can speak and also you can listen others speak.
# After you choose your audio preference, you will get “'''echo test'''” pop-up window as shown in image5. If you are able to listen to the echo, then click on “'''Yes'''” option.
# Now you are logged into BigBlueButton (BBB) webinar session. Now you should see the screen as shown in the image6.
For video Tutorial on joining to Bigbluebutton (BBB) click this link: https://www.youtube.com/watch?v=uYYnryIM0Uw&t=27s

==== Configuring Microphone, Web cam and the Public Chat ====
<gallery mode="packed" heights="250px" caption="BigBlueButton webinar window">
File:How_to_select_status..png|Image7 – how to select status
</gallery>

# In the previous step, if you have chosen Microphone option and you don't want to talk now, please click on the Microphone button on the bottom of the screen to mute yourself. You can always unmute your audio by clicking on the same button.
# If you do not want to share your video, click on web icon to disable it. If you want to share your video, then click on it again to enable it.
# On the left side for the webinar window you will get three options which are: Messages, Notes and Users
## Messages: Here you can see all the text chats by the participants or the faculty.
## Notes: If faculty wants to share any notes for the participants, they will use this place.
## Users: You can see the list of participants and faculties who are in the session. If you want to privately chat with any of them, you can do so by clicking on their name and starting a private chat. Also, If you click on you own name, you will get set of status which will be visible to every one. If you have any doubts and if you want talk, you can choose “raise hand” status.

==== Raising hand ====
Under emoji option, you can use raise hand emoji status to ask questions to the faculty or if you want to talk in the session. Once you put raise hand emoji status, Faculty will give chance to you to talk. Once you are done with talking, you can reset the status or clear the status.

== Saving and sharing ==

Not applicable.

== Frequently Asked Questions (FAQ) ==

===Mobile Section ===
==== I am getting a message that "my browser has to be upgraded" when I try to connect to BigBlueButton link ====
[[File:BBB browser version issue.jpeg|450x450px]] “Looks like you are using an older version of a supported browser. Please upgrade your browser for full support”

What should I do?

'''Ans:''' Please check the browser version. To check the browser version, follow these steps.

a) Open your browser

b) Tap and hold the app

c) Go to App info

If you are using Google Chrome browser, the version has to be 81.0.4044.177 or higher. If not, please upgrade the browser. Watch the videos (How to use BBB) for further details.

If the problem still persists even after upgrading the browser, follow these steps.

1-Go to settings in your mobile.

2-Select apps or applications (names will defer from different androids)

3-Select Google Chrome and make it default browser.

4-Give permission for microphone.

====BigBlueButton is not audible for me; I cannot hear any audio====
'''Ans :''' Check your browser settings. Close and re-open your browser.
Check the sound settings on your phone, increase it to maximum.

==== How do I mute myself? ====
[[File:BBB microphone icon option.png|thumb|center]] 

'''Ans :''' On your phone or computer, you will see a microphone icon. Click on it to mute. Click it again to unmute. Keep your device on mute always. When you want to talk, unmute and talk. When you finish, mute yourself again.

==== For me only, headphone and camera options are visible. Where can I find microphone option? ====
[[File:BBB selection of microphone option.png|center|thumb]]'''Ans :''' You are logged in using ‘listen-only’ mode, so cannot mute microphone. Only if you select the Microphone option at the time of logging in, you will get the Mike icon and hence the option to mute/unmute the microphone.

==== How to give permission to access microphone in mobile? ====
If you see below message, then you need to give permission to your browser to access microphone. To do that, please click on the address bar lock icon and allow the microphone.

[[File:allow-microphone-bbb.jpg|350px]]
[[File:allow-microphone-bbb-on-mobile.jpg|400px]]

==== How to Access Public chat, Shared Notes and Users List in mobile? ====
<gallery mode="packed" heights="200px">
File:BBB toggle symbol to see chat in mobile.png|
File:BBB chat, user, shared notes in mobile.png|
</gallery>
'''Ans :''' On your phone display at the top left corner you can notice profile emoji symbol as shown in the above image. Click on it to access '''Public Chat''', '''Shared Notes''' and '''Users list''' as shown in the second image. Refer section [[Learn BigBlueButton#Configuring Microphone.2C Web cam and the Public Chat|2.2.3]] for more details on usage of chat, shared notes and users list.

If you need to switch back to the screen being shared, screen click on same profile emoji symbol.

'''Note -''' Do not use the back button in mobile to switch back to main screen since it will exit the BBB application.

====How to open Moodle directly through browser?====
# Open Google Chrome or Mozilla Firefox browser and enter the moodle site address https://karnatakaeducation.org.in/lms in site bar.
# Click on Moodle Learning Management System...
# Tap on Login and enter your moodle ID and password.
# It will open Moodle main home screen.

==== I am having problem with access to microphone ====
'''Ans :''' Please check the permissions in your browser.
<gallery mode="packed" heights="200px">
File:Chrome App Info.jpg|
File:BBB Microphone permission step1.jpg|
File:BBB Microphone permission step2.jpg|
</gallery>
To check permissions, do the following steps. a) To open your browser settings b) Tap and hold the app c) Go to App info d) Check Permissions and enable Microphone

==== Not able to connect my microphone and webcam (Blocked) in my phone chrome browser? ====
'''Ans :''' On your Android device, open the Chrome app. 
- To the right of the address bar, tap More Organize and then Settings. 
- Tap Site Settings. 
- Tap Microphone or Camera. 
- Tap to the microphone or camera to turn on and off. 
- If you see the site you want to use under Blocked, tap the site and then Access your microphone and camera then Allow.

==== If you are using Redmi phones and facing microphone issues please follow this instructions.====
Go to settings→ Apps→ system app settings→ browser→ disable the set as default browser option.

Again when you join webinar through Moodle app it will ask to choose default browser there you select Mozilla Firefox or Google Chrome and give allow permission to microphone.

==== If we are online through mobile, is there a chance of getting virus in my phone? ====
'''Ans :''' Being online through BBB/Moodle will not result in any virus getting into the phone or the computer (desktop/laptop). There will not be any virus because of the online sessions.

=== Laptop/Desktop section ===

==== How to enable 'Microphone' and 'Webcam" in Mozilla Firefox ? ====
'''Ans :''' On your laptop or desktop machine, open the Mozilla Firefox app.
<gallery mode="packed" heights="150px">
File:Mozilla browser lock symbol.png|
File:Mozilla browser more information1.png|
File:Mozilla browser more information2.png|
File:Mozilla browser permission page.png|
</gallery>
- When you enter site address you can notice lock symbol at the left of the address bar. 
- Tap on that and select right arrow mark beside connection secure. 
- By doing this you will get other options there you click on more information. 
- After selecting more information you will find another page with options media, general, permissions and security. 
- Tap on permissions and scroll down to page. 
- There you can see use microphone and camera option, untick use default and select allow option to enable microphone and camera.

==== In Moodle how can we watch recorded sessions? ====
'''Ans :''' If the webinar sessions are recorded, the recordings will be available in Moodle after a gap of 1-2 days.
[[File:BBB session recordings.png|center|thumb]]

To find the recordings follow the below steps.
#In browser open moodle site by entering this link https://karnatakaeducation.org.in/lms
#Login to Moodle by entering your ID and Password.
#Go to to Dashboard > Courses > Select your course > click on BigBlueButton.
# After selecting BigBlueButton you can see join session option, below that you can the find list of recordings along with dates and timings.
# Go to required date of session and select presentation option to see recorded session videos.

==== The response is getting slow ====
'''Ans :''' It could be due to bandwidth issue. Please join the session where the network is strong. Try to find out a place in your house or workplace where connectivity is good (move while talking on the phone and identify good spots). Participate in the webinar from such a spot.

==== Can I exit and rejoin in middle of webinar? ====
'''Ans :''' Yes, if you want to exit and come in again.
press back button, you will get the Join session again on the mobile. Click on it and get into session. You will lose minimal time in this.

==== Not able to see faculty shared screen changes (Stuck) ? ====
'''Ans :''' This will happen when in some point of time your network stopped working and connected back to webinar, it wont show the the live screen. 
Please refresh your page or restart your browser to connect back to session and to see the faculty sharing screen.

==== Firefox doesn't have permission to share your screen for the presenter? ====
As a presenter if you are not able to share your screen in BBB due to permission in Firefox browser.
# Click on the '''lock icon''' in the browser address bar and clear "share the screen" permission by click on '''X''' icon beside Blocked Temporarily (see the image1).
# Click on the connection secure '''>''' icon, goto more information (see the image2)
# Go to the permissions tab scroll down to see “Share the Screen”option. Uncheck Use default option, set always ask option and again check the “Use Default”. Finally it should be look like the below image3.
<gallery mode="packed" heights="250px" caption="Giving share-screen permission in Firefox browser">
File:1.click x in block option.png| Click on the '''>''' icon to set permission
File:2. BBB browser_Click more information.png| Click on more information in the tab
</gallery>
[[File:3. Give permission to the share the screen.png|450px|centre]] 
==== Clear permissions in Firefox and prompt again ====
If there are issues sharing the screen, allowing audio/video in Firefox, then the permissions can be cleared from the address bar without logging out and allow the browser to again access them. Permissions for any of these can be cleared by clicking on '''X''' icon and Firefox can be asked to request the permission again by clicking on audio, webcam or screen sharing buttons.

[[File:perms-bbb.png]]

==== Avoid common issues with web browser ====
# Check if microphone is enabled at the system level.
# Check if you are running latest version FireFox and Chrome. Version number can be checked from the menu Help->About
# Do one operation at a time and wait until it is completed. For example, if you are sharing webcam - wait until webcam is shown in the screen before sharing the screen.
# On the mobile, enable permission from the app settings for the Chrome browser. Please do the same if FireFox is installed.

== References ==

# To know more how to use BigBlueButton refer the given link https://youtu.be/Q2tG2SS4gXA which gives simple instructions.
# Refer the link https://bigbluebutton.org/html5/ for some more '''Tutorial videos''' of BigBlueButton.

[[Category:Explore an application]]

RIESI English Language Teaching during Pandemic Times: Grappling with the new-Normal

2021-04-21T12:58:00Z

Guru: added Category:Portal using HotCat

[[Category:Portal]]

Teachers' toolkit for creating and re-purposing OER using FOSS/Text OER

2021-03-13T12:14:27Z

Guru: /* Freeplane on other platforms */

{{Navigate|Prev=A toolkit for creating and re-purposing OER using FOSS tools|Curr=Text OER|Next=Image and animation OER}}

Now that you have Ubuntu on your computer, you are ready to create and re-purpose OER. We will begin with text OER. Text OER includes text documents, [[wikipedia:Webpage|web pages]], [[wikipedia:PDF|PDF documents]], [[wikipedia:Spreadsheet|spreadsheets]]. Currently a large amount of text OER is created using proprietary software applications and made available in [[wikipedia:Proprietary|proprietary]] or PDF formats. In some cases, OER created in proprietary formats may not be able to be easily reused or modified, without having access to the proprietary software. PDF formats do not enable easy editing and hence limit re-purposing. Using FOSS tools to create text OER can allow more and more users to create content; this can also support the expansion of the universe of OER creation in languages other than English.

One important advantage of the digital tools is the possibility of creating different kinds of text resources. We are no longer thinking of linear typed text alone; it is now possible to create concept maps, flow charts, diagrams, combine text and images and create info-graphics and so on. The '[[wikipedia:Hypertext|hypertext]]' which makes web pages possible is also another form of text. In this chapter of the toolkit, we will look at how to access, create and re-purpose text OER; the tools discussed are basically text editing tools.

=== Objectives ===
By the end of this chapter, you will be able to
# access text OER from popular repositories
# create your personal digital library for organizing your OER
# access, create and re-purpose concept maps using a concept map editor (using ''Freeplane'')
# access, create and re-purpose text resources using a text editor (using ''LibreOffice Writer'').
# present text resources in a ‘slide presentation’ format (using ''LibreOffice Impress'')

=== Your personal digital library for OER ===
As mentioned, you will also develop a OER for your chosen topic. In the toolkit, at every logical point where you can practice the explanation and case illustration, we will have '''<nowiki/>'Activity time'''' where you can practice the steps discussed relating to a particular tool or method, to create or re-purpose the OER on your topic. You will begin by creating your '[[ICT teacher handbook/Building a personal digital library|personal digital library]]' on your computer.
{| class="wikitable"
|'''Activity Time''' - As a part of using this tool-kit to learn FOSS tools and create OER, you will be accessing and creating many documents / files. It is necessary for you to organize these files carefully on your computer so that you can access them easily later. You should create a folder on your computer (this could be under your 'home' folder or your 'documents' folder) with the <name of the topic> that you would like to create OER on; this can have sub folders for ‘Text OER’, ‘Image OER’ and ‘Audio Video OER’ for saving your save your text, image, audio and video files respectively. By organizing your files and folders carefully on any topic, you are creating what can be termed as a ‘Personal Digital Library’ on that topic. Having personal digital libraries allows you to access and re-use OER easily and effectively.
You could instead create sub folders for different sub-topics for your topic and save your files based on the sub topic. For instance, the topic 'energy' could serve as the name of your folder, within which you could create sub-folders for heat, light, magnetism, electricity etc. You should think about the way you would want to access your OER later, and create the sub-folders (and sub sub-folders) on basis of this hierarchy. Searching for files later becomes easier if you have categorised them and then organised them in folders based on these categories.

As a teacher, you could also have the 'academic year' as the base folder, within which you could create the OER folders and sub folders. This way, when you begin a new year (2017-18), you can simply copy the folder of the previous academic year (2016-17) with the new year (2017-18) as the folder name. You can then add, modify or delete files in the sub folders within this year folder as per your requirements for the new year.

In the last chapter on ‘Publishing OER’, we will explain how you can upload these resources on the world wide web, which can be considered as the ‘Global Digital Library’ accessible to anyone with connectivity.

Please create the folder and sub-folders for your topic, on which you will be creating and re-purposing OER as a part of using and learning this toolkit
|}

=== Accessing text OER repositories ===
An OER creation process should begin with reuse of existing OER; the Internet is a rich source of text OER. It is important to access OER while creating your own because you cannot use content not licensed for reuse. You could either access popular known OER repositories or you could search the internet for resources you want. A browser is needed for accessing the internet, [[Learn_Firefox|Mozilla Firefox]] is a free and open source web browser.
====Search from known repositories====
One method of accessing existing OER is to search available text repositories. The most globally popular text OER repository is the digital encyclopedia, [[wikipedia:Main_Page|Wikipedia]] ([https://wikipedia.org/ https://wikipedia.org)]. You can search for your topic in [[wikipedia:Main_Page|Wikipedia]], by simply typing this text in the [[wikipedia:Main_Page|Wikipedia]] search bar. We will do this search for item ‘Digital Story Telling’ (DST) (see image 1) which is the OER proposed to be created as an exemplar by this tool-kit (search result in image 2).

{|
|[[File:COL_-_Searching_in_Wikipedia.png|left|thumb|400x450px|Image 1 - Wikipedia page]]
|[[File:TextOER1.png|right|thumb|400x250px|Image 2 - Digital Story Telling page on English Wikipedia]]
|}

Wikipedia is available in more than [https://wikipedia.org/ hundred other languages] (image 3), so you may also be able to search for text OER in your native language(s).
[[File:TextOER2.png|thumb|450x450px|Image 3 - Language option to access Digital Story Telling page in other languages|none]]

Other popular OER sites include http://www.wikieducator.org, https://oercommons.org. A list of OER sites is available on http://www.searchoer.com/list-of-oer.html.

====Searching the web for OER====
In addition to accessing OER on Wikipedia, you could also use a search engine such as [http://google.com Google search engine] or [https://duckduckgo.com DuckDuckGo] search engine to access information. While Google search engine (and many other popular search engines) track your searches and store the trail, [https://duckduckgo.com DuckDuckGo] does not. This also means that if you do not want to receive targeted advertising, based on your searches, you should use [https://duckduckgo.com DuckDuckGo]. An option is to add DuckDuckGo search engine to your Firefox browser, so that you can use it whenever you want to, and use Google or other search engines which are configured on your Firefox toolbar.

You could look for information by simply typing in Digital Story Telling in the search bar of the search engine; shown below are examples of how a search for "Digital Story Telling" (image 4 and image 5 demonstrating search on Google and DuckDuckGo search engines respectively) would look like.
{|
![[File:COL_-_Google_Search_-_Adavance_Search_for_OER_1.png|thumb|400x450px|Image 4 - DST using Google search engine|left]]
![[File:COL_-_Searching_DST_using_DuckDuckGo_search_engine.png|thumb|400x450px|Image 5 - DST using DuckDuckGo search engine]]
|}
The search engine will retrieve web pages for your topic that are both OER and non OER and you need to check each result you want to use, if it is OER.

When you visit any site returned by the search results, you need to look for copyright information to ascertain that the resource is OER and you can re-use it.

If there is no information on the web page accessed through the search, you should visit the home page or the 'About Us' page of the web site to find out if there is any information or link which gives information about the copyright for the content on that site.

In many website, no copyright information is given. In such a case, since the default copyright is 'All rights reserved', you should not download any materials from that site or web page. In some cases, the website / web page may clearly specify copyright as 'All rights reserved', here also you should not download any materials.

''Thus, if the resource is not explicitly declared to be an OER (allowing you to re-use), you should not use it in making your OER''.

==== Introducing OER as a criteria in your search ====
[[File:COL_-_Google_Advanced_Search_for_OER_-_Usage_rights.png|left|Image 6 - Specifying license in Google search settings|alt=Specifying license in Google search settings|450x450px|thumb]]

Some search engines allow for search results to be filtered and displayed by license. You can do this by specifying OER as a criteria while setting your search preferences. In Google search you need to select Settings → Advanced Search. (image 6) In Advanced Search, you can select Usage Rights as ‘free to use, share or modify, even commercially’ to get OER that you can re-use with or without modification.{{clear}}

====Popular Text OER repositories====
Some of the large-scale repositories created through the OER movement include:
#[https://ocw.mit.edu/ OpenCourseWare],
#[https://oercommons.org/ OER Commons],
#[https://merlot.org/ Merlot]
#[https://khanacademy.org/ Khan Academy]
#[http://open.edu/openlearn/ OpenLearn]
You should refer to these, while creating or re-purposing your OER. These repositories may have OER in different formats, not only in text format. You should refer to them when you access image, audio and video OER repositories in subsequent chapters.

====Pages or articles listing OER repositories====
You can also get a list of OER repositories from the following web pages:
#[https://en.wikipedia.org/wiki/List_of_educational_video_websites Wikipedia]
#[http://wikieducator.org/Exemplary_Collection_of_Open_eLearning_Content_Repositories WikiEducator]
#[http://col-oer.weebly.com/module-4---the-oer-landscape---how-to-find-oer.html COL Workshop on OER]
#[https://wiki.creativecommons.org/wiki/DiscoverEd DiscoverEd] from the Creative Commons
#[https://www.edutopia.org/open-educational-resources-guide Edutopia]
#[http://libguides.nvcc.edu/c.php?g=361340&p=2439998 Nova Library]

{| class="wikitable"
|-
|'''Activity time''' - You should search for OER for the topic you have selected. You could download documents, web pages that you think you will use for creating and re-purposing OER on your topic, on relevant folders of your personal digital library. As mentioned earlier, these sub-folders could be created by OER format (text, image, audio, video) or by concept- sub concept or any other taxonomy that you find meaningful.
|}

=== Creating a text OER - a concept map ===
[[wikipedia:Concept_map|Concept maps]] can be an effective way of creating a textual resource that can be organized graphically, in the form of a map or tree of ideas; it provides a pictorial overview of the concepts, related concepts / sub-concepts for a topic. A concept map helps you to create a text OER with possibilities for linking to additional resources, adding annotations, as well as graphically organizing ideas through links.

A [[wikipedia:Concept_map|Concept map]] can also be used to plan and design the OER by identifying areas of resource requirements as well as linking to additional resources, thus serving as a blue print for OER development. Concepts acquire power and meaning when they are connected to other concepts. Hence, organizing the concepts relevant to your topic is an important first step of OER creation.

[[File:Freeplane logo.png|frameless|20x20px]][[wikipedia:Freeplane|Freeplane]] is a FOSS application that can be used to create concept maps (image 8); this toolkit will introduce you to use of [[wikipedia:Freeplane|Freeplane]] and its various functionalities.

{|
![[File:COL_-_Opening_Freeplane.png|thumb|400x450px|Image 7 - Open Freeplane|left]]
![[File:Conceptmap1.png|400x450px|thumb|Image 8 - Creating a concept map using Freeplane]]
|}

In the custom distribution of the Ubuntu operating system, accompanying this toolkit, all FOSS applications have been bundled. To open Freeplane, select Applications → Office → [https://www.freeplane.org/wiki/index.php/Main_Page Freeplane] (image 7).

==== Inserting nodes ====
To learn working with Freeplane, we will start by creating a concept map for Digital Story Telling; you will see, when you opened Freeplane that the application has opened a window with a box with text "New mindmap". This node, also called the "root node" will contain the core idea/ theme of the resource. Additional ideas are added by adding more nodes, called child nodes. The concept map gets built by adding further child nodes, for topics and sub-topics. Use the ‘insert’ key to create a ‘child node’ this is a sub-concept of your current concept. Use the ‘enter’ key to create a ‘sibling’ this is a parallel concept to your current concept. Thus you can create a concept map (image 9) with knowing just two functions – add child node (insert) and add sibling node (enter).
{|
|[[File:Conceptmap2.png|left|thumb|400x450px|Image 9 - Creating the node tree for a concept map]]
|[[File:COL_-_Concept_Map_on_DST.png|thumb|400x450px|Image 10 - Concept map on digital story telling, after all nodes are created]]
|}
We have developed a concept map on digital story telling (image 10). Concept maps can be stored on your folders; they are saved with an extension ".mm", which stands for [[wikipedia:Mind_map|mindmap]]. We have created a concept map called Learning Digital Story Telling.mm and saved it on our folder for text resources as part of the personal digital library for digital story telling. Our map has nodes for the ‘why’, ‘what’ and ‘how’ of DST, with sub-nodes. (For all practical purposes for our learning, we can treat [[wikipedia:Mind_map|mindmap]] and [[wikipedia:Concept_map|concept map]] as being synonymous)
{| class="wikitable"
|'''Activity time -''' Please create a concept map and save it with the 'topic' name in your folder you have created for your topic. Note that simply saving the file will save it with the name you have given in the root node. Create the sub-nodes for each node as per your imagination / thinking about the topic. Like with any editor, you can create new maps and edit existing concept maps using Freeplane
|}

==== Inserting hyper links ====
Did you notice the red arrow in the root node of our concept map? This main node has a hyper-link which opens the wikipedia page on DST. You can embed a hyper-link on a node, such that clicking that node will open a page on the Internet or a file on your computer (image 11). This connects a node on your map to related resources you may want the reader to access.

{|
|[[File:COL_-_Type_the_hyperlink_in_Concept_map.png|left|400x450px|Image 11 - Inserting hyper-link in a concept map|thumb]]
|[[File:COL_Freeplane_concept_map_on_DST.png|thumb|400x450px|Image 12 - Concept map with the hyper-link (pink arrow)]]
|}

In our [[:File:Learning Digital Story Telling.mm|Learning Digital Story Telling.mm]] concept map, we have inserted a hyper-link for the main node ‘Learning Digital Story Telling’ (image 12). Move your cursor to this node and select Edit → Link → Add or Modify hyperlink (type). You can also use the keyboard short cut CTRL-K. Freeplane will open an input bar (image 11). We will type in our web page address <nowiki>https://en.wikipedia.org/wiki/Digital_storytelling</nowiki> into this input bar
{| class="wikitable"
|'''Activity time -''' You should identify a useful web resource for any one node, in the concept map you are making for your topic. You should similarly insert this hyper link for that node following the same steps. Note that Freeplane displays a pink arrow in the node, to signify that the node has a hyper link. Clicking on this pink arrow will open the web page that is linked, when there is an internet connection.

In this manner, your concept map OER can provide links for different nodes, to access information on the world wide web, enriching the concept map text OER.
|}

==== Inserting a note ====
In our [[:File:Learning Digital Story Telling.mm|Learning Digital Story Telling.mm]] concept map, you will also see a yellow label beside the arrow and if you place your mouse over the yellow label, you will see a note description. To add a note, you can click on the node, go to View--->Notes--->Display note panel; this will open a window in which you can type your notes (image 13). You can change the position and size of this note window.
[[File:Conceptmap3.png|none|thumb|450x450px|Image 13 - Notes can be added to nodes]]
{| class="wikitable"
|'''Activity time -''' You should practice inserting a note for any one of your nodes in your concept map (image 14), following these steps. In this manner, your concept map OER can provide notes for each node, to provide richer and more detailed information (image 15) for that node. (Advanced tip – If you export your concept map as a ‘odt’ or ‘doc’ text file, your note will be added to the section created for the node. This way you can actually write a book using Freeplane).
|}
{|
![[File:Conceptmap4.png|thumb|400x487px|Image 14 - Adding a note window |left]]
![[File:COL_-_Entering_the_note_in_a_concept_map.png|thumb|400x459px|Image 15 - Inserting note in Freeplane]]
|}
Our aim here is to get you started with concept map OER creation using Freeplane. For advanced functions, you should refer to the User Manual for the application. The Freeplane tutorial is available within Freeplane itself, which you can access any time by pressing the F1 function key. ''The tutorial itself is a concept map, and you should browse this concept map, not only to get help that you may require, but also as a lesson on how a concept map can communicate so much information in such a simple manner!!''

''You should make concept mapping as an default for your own OER creation. It is a wonderful way to document your ideas, and keep ideating, iterating as you think / document.'' '''You will find this very process of making the concept map helpful in enriching your thinking.'''

==== Saving your concept map ====
By default your concept map is saved by Freeplane as a '.mm' format file (image 16). However, the concept map can be saved in many other formats. You can export the map to a text document file (in .odt or .doc formats). You can also export the map as an image (in .png or .jpeg formats) or as a web page (in .html format)(image 17). We will discuss how you can use this image in the next chapter. The images below show you how to save and export concept maps in Freeplane. While saving the file, Freeplane will display the file browser, to allow you to select the folder in which you can save your file. By default, the file is saved in your home folder.

{|
|-
|[[File:COL-saving_freeplane.png|thumb|400x450px|Image 16 - Saving a concept map in Freeplane|left]]
|[[File:COL_Freeplane_export.png|thumb|400x450px|Image 17 - Saving / exporting a Freeplane concept map in multiple formats]]
|}

==== Freeplane on other platforms ====
Freeplane is also available on Microsoft Windows, on <nowiki>https://freeplane.en.softonic.com/download</nowiki>. The functions and menu options of Freeplane on Windows are similar to those on Ubuntu platform. Learning Freeplane on Windows is similar to learning it on Ubuntu. In Android Mobiles we can view concept maps through Freeplane reader.

<nowiki>https://en.wikipedia.org/wiki/Freeplane</nowiki> has more information about Freeplane and <nowiki>https://freeplane.org</nowiki> is the official website of the application. This information is also provided in an Annexure to this toolkit, for all the FOSS applications discussed in this toolkit. For subsequent FOSS applications, please refer to the Annexure for this information.

{| class="wikitable"
|-
|'''Activity time''' - You should create a concept map for your topic. Add nodes and child nodes. Insert hyper links to web pages and notes as you think will make your map richer and more useful. You should save the concept map in your personal digital library, you could save in a sub folder called 'concept map'. You should also save/ export the map in different formats in this folder.
|}
'''To learn more features of Freeplane to enrich your concept map, refer to the simple [[Learn Freeplane|user manual]] available in this site.'''

=== Creating text OER as a text document ===
You are familiar with typing text to create a text document, you may have used a software like Microsoft Word. We will use the FOSS Office Suite application called ''LibreOffice'' ''Writer (''LibreOffice Writer) to create a text document.

Open LibreOffice Writer on your computer, through Applications → Office – [[File:LibreOffice 3.3.1 Writer Icon.png|frameless|25x20px]][http://libreoffice.org/ LibreOffice Writer] (image 18).

{|
|[[File:COL_-_Opening_LibreOffice_Writer.png|thumb|459x459px|Image 18 - Opening Libreoffice Writer|left]]
|[[File:LOWriter1.png|thumb|450x258px|Image 19 - Creating and saving a new text document]]
|}

{| class="wikitable"
|'''Activity time -''' We have created a document called- ‘[[:File:Learning Digital Story Telling (after audio video OER).odt|Learning Digital Story Telling]]’ (image 20) and this is saved in the personal digital library folder. You should create a ‘new’ document, giving the title as the topic name of your OER. You should save this document, on your folder created for your personal digital library (image 19). Saving this document, creates a text document “Learning Digital Story Telling.odt” where odt stands for Open Document Text. The concept map that you have prepared for your topic can give you a plan for writing the text document. You should also refer to the OER text resources from Wikipedia and other sites for your topic that you have searched.
|}
[[File:COL_-_Creating_a_text_document_on_'Learning_Digital_Story_Telling'.png|thumb|450x450px|Image 20 - Creating a text document on 'Learning Digital Story Telling'|left]]

You will learn the following basic functions in a text editor which you need to use in creating OER.
# Entering and formatting text
# Inserting a numbered list
# Inserting a table / box item
# Insert page numbers
# Insert section headings

{{clear}}
==== Entering and formatting text ====
You can enter text by simply typing into this document. In our document, we have entered text under following four paragraphs

- Why Digital Story Telling

- Introduction to Digital Story Telling

- Creating a simple text story

- Adding a concept map on ‘Digital Story Telling’

'''UNICODE font'''

In the case of languages which use a script other than Latin, you must choose only [https://en.wikipedia.org/wiki/Unicode_font UNICODE font] for the text entry. Non-UNICODE fonts are likely to not render correctly on a web page. This is not an issue in case of the Latin script, used by English, French and many other languages.

'''Formatting text'''

You can format your text in many ways either through Format--->Text (image 21) or Format--->Character (image 22) or by changing the parameters on the tool bar. Click on the Format menu option of LibreOffice Writer to see the options. Commonly used formatting includes selecting text to highlight it through the ‘bold’ ‘italic’ or ‘underline’ functions (image 24), changing the font color or size and adding text highlighting. All these functionalities are also available on the tool bar.

{|
|[[File:LOWriter2.png|left|thumb|400x450px|Image 21 - Formatting text using Format--->Text]]
|[[File:LOWriter3.png|thumb|400x258px|Image 22 - Formatting text using Format ---> Character]]
|}

Here we will take a section from our document and format to make it bold, italicized or underlined (images 23, 24 and 25). Remember to select the text before clicking on these options.
{|
|[[File:COL_-_Formating_text_by_highlighting_using_LOW.png|thumb|400x450px|Image 23 - Selecting text to format|left]]
|[[File:COL_-_Text_highlighted_(bold)_using_LOW.png|thumb|400x450px|Image 24 - Selected text formatted (bold)]]
|}

[[File:LOwriter4.png|none|thumb|450x450px|Image 25 - Formatted text (bold text, colored text in larger font size)]]

==== Inserting a numbered list ====
You may be making a list of items in your document. Instead of manually entering the numbers, you could use automatic numbering.

You can select Format → Bullets and Numbering and select the numbering type you want (image 26).

In our document, we have created a numbered list under Objectives.
[[File:COL_-_Inserting_a_numbered_list_in_LOW.png|left|thumb|450x450px|Image 26 - Inserting a numbered list in LOW]]
[[File:COL - Inserting sub numbering in LOW.png|548x548px]]
 
Hit the ‘enter’ key to go to the next line with the next number. For indenting and sub numbering, you can use the ‘Tab’ and 'shift Tab' keys. Hitting the tab key while at the beginning of a line, will move the cursor further and create a sub-number. Hitting Shift-Tab will move the cursor to the next higher level numbering. Using these keys, you can create any number of levels of numbering and sub-numbering.

==== Inserting a table / box item ====
You may want to put a specific information inside a box to highlight it separately. You can also use box to provide additional information, which the reader may skip, if they want to read the article quickly.

You can select Table. Select number of rows and number of columns as ‘1’. You will get a box (which is nothing but a table with one row and one column). Enter your text in this box.

In our document, we have created a box for providing the license information for the document. 
[[File:COL Inserting a box in LOW.png|left|thumb|450x450px|Image 27 - Inserted box for the text]]

{| class="wikitable"
|'''Activity time -''' You should create a numbered list for a relevant section of your OER. You should create a box for providing similar license information for your document (image 27). You can insert this box at the beginning of the document.
|}
{{clear}}

==== Inserting a hyper-link ====
You can provide a hyper link in your text document to a web page. Clicking this link in the text document will open the web page (this requires internet connectivity).

We will now open our '[[:File:Learning Digital Story Telling (after audio video OER).odt|Learning Digital Story Telling]]' and insert a hyper-link to the Wikipedia page which discusses 'digital storytelling'. We will type "Read Wikipedia page on 'digital storytelling' in the text document. We will select the text 'digital storytelling' and then select Insert -> Hyperlink(Image 28). In the window that opens, we need to (image 28) click on the 'Internet' icon on the left frame, and then type the web page address (URL), to specify the web page https://en.wikipedia.org/wiki/Digital_storytelling (image 29).

{|
|-
|[[File:COL - Insert hyper link in a text document 1.png|400x250px|Image 28 - Inserting hyper link to a web page |thumb|left]]
|[[File:COL - Inserting hyper link in a text document 2 - specifying URL.png|none|thumb|450x450px|Image 29 - Inserting hyper link to audio file on your computer - specifying URL]]
|}

[[File:COL - Insert hyper link in a text document 3.png|400x250px|Image 30 - Hyper link to a web page inserted in a text document |thumb|left]]
{{clear}}
Inserting hyper links in relevant places in your text document (image 30), allows you to lead the reader to web resources that supplement or complement the information you are providing in your text OER document. This way you need not provide information that is already publicly available, and instead focus on information or a perspective that is not available, in your document.

==== Insert footer (automatic page numbers) ====
It is useful to have page number and name of your document on every page, this is specially useful if the reader wants to read a print copy. LibreOffice Writer allows you to easily insert this information at the bottom or top of each page. This can be done using Insert--->Footer (image 31). Once a footer has been inserted, you can go to the bottom of the page and insert multiple fields of information using Insert--->Fields (image 32). You can type any text in this footer, it will come on all pages. Other than page number, other dynamic information you can provide is the date/time stamp of the document. A similar method can also be adopted for inserting a header as well. Page numbers can also be inserted directly using Insert--->Page Number.

In our document, we have inserted the document name and page number in the footer.
{|
|[[File:LOWriter5.png|thumb|400x450px|Image 31 - Inserting a footer in your document|left]]
|[[File:LOWriter6.png|thumb|400x450px|Image 32 - Adding fields to the footer]]
|}

==== Insert section headings ====

[[File:LOWriter7.png|thumb|450x450px|Image 33 - Adding headings to the document|left]]

It is sometimes useful to create sections in a document to allow for easy reading and referencing. This can be done using the Styles--->Styles and formatting option. Select the text you want to mark as a section and then go to the the top left of your menu bar. Select the heading level (Heading 1, 2, 3, etc) , you want to set it at (image 33). Headings can be at multiple levels to indicate sub-points. You should create similar section headings in your document.{{clear}}

==== Continuing editing text OER ====
You can re-open this file from this folder any time to continue editing your text document using LibreOffice Writer. You can add, move, modify and remove text. You can format your text in different ways. In this way, you can keep enhancing your text OER on your topic regularly.

Note that this tool-kit is not intended to provide the complete user manual for the applications explained. The aim here is to get you started with OER creation using the tool. For advanced functions, you should refer to the User Manual for the application. The LibreOffice Writer User Manual is available on <nowiki>https://help.libreoffice.org/Writer/Welcome_to_the_Writer_Help</nowiki>

Short videos on LibreOffice Writer are available on <nowiki>http://spoken-tutorial.org/tutorial-search/?search_foss=LibreOffice+Suite+Writer&search_language=English</nowiki>. Each video is less than 10 minutes and focuses on select features of the application. The information about user manuals and tutorials is provided in [https://teacher-network.in/OER/index.php/Teachers%27_toolkit_for_creating_and_re-purposing_OER_using_FOSS/Annexure#Tutorials_and_User_manuals_for_FOSS_applications_used_in_the_tool-kit Annexure] for all FOSS applications used in this toolkit.

{| class="wikitable"
|-
|'''Activity time''' - You should create a text document for your topic. Add sections for different ideas related to the topic. Insert your concept map image in the document and write about it. Insert hyper links to web resources, as you think will make your document richer and more useful. Insert a footer and provide name of your document and page number.
Save the text document in your personal digital library, you could save in a sub folder called 'text document'
|}

=== Creating a slide presentation (''LibreOffice Impress'') ===
A slide presentation is a document that consists of slides, each slide can be considered as a ‘page’ which will contain a coherent set of information, usually presented as bullet points. A slide presentation is a useful method of sharing information, or in training or teaching. While a text document is useful as a descriptive resource, a presentation can be more useful as a summarized view. A presentation can be created as a summary of a text OER. Like in a text document, you can embed images, audio links, video links in the presentation. You can subsequently do a ‘slide show’ of this presentation, when you are finished creation.

[[File:COL_-_Opening_LibreOffice_Impress.png|thumb|450x450px|Image 34 - Libroffice Impress start menu]]

We create a slide presentation - ‘[[:File:Learning Digital Story Telling - Slide presentation.odp|Learning Digital Story Telling]]’ using ''LibreOffice Impress (''LibreOffice Impress).
Open LibreOffice Writer on your computer, through Applications → Office → [http://libreoffice.org/ LibreOffice Impress] (image 34).

You will learn the following basic functions in LibreOffice Impress which you need to use in creating a slide presentation OER.
# Managing slides
# Entering text
# Formatting text
# Inserting a numbered list
# Inserting a text box
{{clear}}

==== Managing slides ====
[[File:COL_-_Creating_a_slide_presentation.png|thumb|450x450px|Image 35 - Creating a slide presentation, using LibreOffice Impress|left]]

You can create a slide presentation with as many slides (Slide → Create New slide) as you want using LibreOffice Impress (image 35). You can duplicate a slide (Slide → Duplicate Slide) if you want to create a slide using the contents (or the format) of another slide. You can move slides across using drag-drop in the slide sorter view (View → Slide Sorter).
{{clear}}

==== Entering text, formatting text, inserting a numbered list and inserting a text box ====
A useful feature of the LibreOffice suite is that the Writer and Impress products are fully integrated and have the same interface. Hence the method in which you insert a numbered list or an image is similar in both applications.

[[File:COL_-_Entering_text_on_a_slide.png|thumb|450x450px|Image 36 - DST slide presentation, entering and formating text using LibreOffice Impress|left]]

When you select File → Open, you get to chose if you will create a text file or a presentation file. Hence, these four functions mentioned above for LibreOffice Impress are identical to perform as was explained in the LibreOffice Writer section (image 36).

In our slide presentation, we have entered text (by simply typing the text) and formatted text (changed font colour – Format → Character → Font Effects → Font colour) on the first slide.
{{clear}}
In the second slide, we copy pasted the objectives from our text file. We created a numbered list (Selecting the text and then → Format → Bullets and Numbering → Numbering Type) (images 37 and 38).

[[File:COL_-_Inserting_numbered_list_in_a_slide.png|thumb|450x450px|Image 37 - DST slide presentation, creating a numbered list and inserting a text box using LibreOffice Impress|left]]

[[File:COL_-_Slide_with_numbered_list.png|thumb|450x450px|Image 38 - DST slide presentation with numbered list|right]]
{{clear}}

==== Adding colour to your presentations ====
We have also inserted a text box (Insert → Shape → Basic → Rectangle) at the bottom of the slide and typed the text ‘Can you suggest more possible objectives of DST?’. The background colour in this box is blue, to change the colour, select Format → Style → Edit Style → Area. Select the colour you want (white is a good background). Similarly, if you do not want a border for the text box, you can remove it. Select Format → Style → Edit Style → Line → Style → None.
{{clear}}

[[File:COL_-_Change_area_colour_of_a_text_box_on_a_slide.png|thumb|450x450px|Image 39 - COL - Change area colour of a text box on a slide|left]]
[[File:COL_-_Changing_line_colour_on_a_slide.png|thumb|450x450px|Image 40 - COL - Changing line colour on a slide|right]]
{{clear}}

{| class="wikitable"
|-
|'''Activity time''' - You should create a slide presentation for your topic. Add slides for different ideas related to the topic. Insert text boxes in the presentation document. Insert hyper links to web resources, as you think will make your slide presentation richer and more useful. Save the slide presentation in your personal digital library, you could save in a sub folder called 'slide presentation'. You should open the file again and see the slides in the 'slide show' mode (Slide Show -> Start from the first slide).
|}

=== Text OER editors on other platforms ===
# Freemind is an alternative to Freeplane for making concept maps. Its features and interface is similar to Freeplane.
# An alternative to LibreOffice for creating text resources and slide presentations is OpenOffice.org. OpenOffice.org also has a similar Writer and Impress applications.
# Gedit is a plain text editor. If you are copying content from a website into your LibreOffice Writer document, sometimes the formating of the content on the web page will be copied to the Writer document but may be garbled. If you do not want the formatting but only the content, you could instead copy from the website and paste into a gedit file and then copy from the gedit file to your LibreOffice Writer document, this will remove all formatting and help you organize the text more easily.
# LibreOffice Writer is also available on Microsoft Windows, on http://libreoffice.org/download/download. LibreOffice Writer is part of the LibreOffice suite on Windows. [[wikipedia:LibreOffice_Writer|Wikipedia]] has more information about LibreOffice Writer. The functions and menu options of LibreOffice Writer on Windows are similar to those on Ubuntu platform. Learning LibreOffice Writer on Windows is similar to learning it on Ubuntu.
# LibreOffice Impress is also available on Microsoft Windows, on http://libreoffice.org/download/download. LibreOffice Impress is part of the LibreOffice suite on Windows. The functions and menu options of LibreOffice Impress on Windows are similar to those on Ubuntu platform. Learning LibreOffice Impress on Windows is similar to learning it on Ubuntu
# Short videos on LibreOffice Impress are available on http://spoken-tutorial.org/tutorial-search/?search_foss=LibreOffice+Suite+Impress&search_language=English
# In Android Mobiles we can view text documents through "OpenDocumentReader" App or WPS Office App

See [[Teachers' toolkit for creating and re-purposing OER using FOSS/Annexure|Annexure]] for more information on alternative applications and platforms.

___________________________________________________________________________________________________________________

'''The Teachers' toolkit for creating and re-purposing OER using FOSS tools is licensed under [https://creativecommons.org/licenses/by/4.0/ CC BY 4.0] license'''
[[Category:Teachers' toolkit for creating and re-purposing OER using FOSS]]

Learn Geogebra

2021-02-16T13:33:54Z

Guru: /* Instructions in GIF */

[https://karnatakaeducation.org.in/KOER/index.php/Special:ShortUrl/50h ಕನ್ನಡದಲ್ಲಿ ನೋಡಿ]''[https://teacher-network.in/OER/hi/index.php/जियोजेब्रा_सीखिए हिंदी में देखें]''
===Introduction===
====Basic information====
{| class="wikitable"
|-
|ICT Competency
|This is a tool for creating resources for mathematics and is an interactive application that combines geometry and algebra to create visual representations of different concepts in algebra and geometry.
|-
|Educational application and relevance
|It is possible to create drawings and animations using Geogebra to explain different concepts in geometry and algebra. It can be used by teachers as an interactive construction board in the classroom or as stand alone resource for demonstration and student learning. It is also possible to use Geogebra for assessments.
|-
|Version
|Geogebra 5.0.180.0-3D
|-
|Other similar applications
|[[wikipedia:DrGeo|Dr.Geo]], [[wikipedia:CaRMetal|CarMetal]]
|-
|The application on mobiles and tablets
|Geogebra app is available for the [https://play.google.com/store/apps/details?id=org.geogebra.android Android platform] as well as iPad.
|-
|Development and community help
|Markus Hohenwarter et al, http://dev.geogebra.org/svn/
[http://geogebra.org/ Geogebra]
|}
====Overview of features====
Geogebra allows you to make dynamic sketches of different geometric shapes and solids, with a 2D and 3D window. With its graphics view, spreadsheet view and algebra view it allows an interactive learning possibility for combining algebra, geometry and statistics. Geogebra allows export as image or GIF files and publishing as html pages.

====Installation====
#The application is part of the Ubuntu custom distribution.
#In case you do not find it on your computer, you can install by typing <code>Geogebra</code> on top search bar in Software Centre.
#If you would like to install through the terminal follow these steps below:
##Open terminal by clicking Applications->System Tools->Terminal or through Keyboard shortcut <code>Ctrl+Alt+T</code>
##In the terminal window, type below command and press enter to start the installation by providing your machine password:
##<code>sudo apt-get install geogebra</code>

===== For Microsoft Windows =====
# Download "GeoGebra-Windows-Installer-5-0-590-0.exe" file from this [https://download.geogebra.org/package/win '''link''']
# Locate and double-click the .exe file. (It will usually be in your Downloads folder.)
# A Installation dialog box will appear. Follow the instructions to install the software.
# The software will be installed. You can now open the Geogebra application by double clicking on geogebra icon on the desktop screen.

===Working with the application===

====Getting familiar with the Geogebra interface====
<gallery mode="packed" heights="250px" caption="Geogebra interface">
File:Geogebra1.png|Opening Geogebra
File:Geogebra2a.png|Defining the graphical interface
File:Geogebra2.png|Three panes in Geogebra window
</gallery>
The above images show you the Geogebra window. After opening Geogebra, you will see the application window as in the second image. The user can define the graphics view in terms of the axes, the grid, scale of the axes, etc. From the View option you can define the number of views you want to see - in this third image, three views are shown - the algebra view, the graphics view and the 3D view. In this handbook, we will primarily discuss the 2D window.

====Changing language ====
You can change your Geogebra application interface language from English to any other regional languages.
[[File:Changing the language.gif]]

====Using the tool bar - basic ====
In this section you will be introduced to the basic constructions available on the tool bar.
Moving, lines and segments, parallel, circles, polygons
<gallery mode="packed" heights="250px" caption="Introduction to the tool bar">
File:Geogebra3.png|Moving objects
File:Geogebra4.png|Moving by rotating around a point
</gallery>
<gallery mode="packed" heights="200px">
File:Geogebra 2 New point.png|Plotting points menu
File:Geogebra 3 segment between Two points.png|Lines and segment menu
File:Geogebra_5_Construction_of_line.png|Drawing segments and lines
</gallery>
<gallery mode="packed" heights="200px">
File:Geogebra 6 Construction a parallel line.png|Drawing parallel lines
File:Geogebra 12 Circle with Center and Radius.png|Circles
File:Geogebra6_circle.png|Circle with centre and given radius
</gallery>
The Geogebra toolbar is very versatile - the construction follows the processes that we would normally follow in paper and pen construction. Some six important categories in the toolbar are discussed below:
#Moving objects:Geogebra allows you to move an object constructed freely by dragging the object. You can also select an object and move it by rotating aroung a point.
#Plotting points: There are different ways of plotting points on the Geogebra graphics pad. You can plot a point anywhere on the graphics view - this is a free point. You can also plot on an object or as an intersection of two objects; in both cases, a point is a dependent object.
#Drawing lines: The menu for lines and segments also allows multiple constructions - segments, lines, rays and vectors
#Drawing multiple lines: Multiple lines can also be drawn in Geogebra. Parallel lines, perpendicular lines, angle bisectors and perpendicular bisectors can be drawn.
#Drawing circles - You can draw a circle, circular arcs and sectors using this tool.
[[File:Tool bar help enabling it if it is not enabled .gif]] 
You can enable toolbar help option which will give you instruction on how to use the selected tool from the toolbar. see the above animation to know to enable this feature.

=====Labelling and formatting objects in Geogebra=====
In geogebra you can label to all the objects but when you are creating sketches geogebra itself will label the object and you can change it manually (see the below animation for the steps). After you create the objects like points, lines, closed For closed Curves and regions you can change the shapes and colours using the Style tab of Menu-options (see the below animations to know the steps).
<gallery mode="packed" heights="250px" caption="Labelling and formatting objects in Geogebra">
File:Object labeling in geogebra.gif| Object labeling in Geogebra
File:2. Display options of objects - points.gif | Display options of objects - points
File:3._Display_options_of_objects_-_angles_and_lines.gif | Display options of objects - angles and lines
File:Changing labels in geogebra.gif | Changing labels
</gallery>

===== Measuring objects in Geogebra=====
You can also measure the objects you have created in Geogebra - the following GIF animations will show you how to use these features.
<gallery mode="packed" heights="300px" caption="Measuring objects in Geogebra">
File:Measuring_angle_in_geogebra.gif | Measuring angles
File:Measuring segments - by selecting two end points and by selecting the segment.gif | Measuring segments - by selecting two endpoints and by selecting the segment
File:Measuring_area_-_after_describing_the_given_figure_as_a_polygon_500.gif | Measuring area - after describing the given figure as a polygon
File:Measuring perimeter of a polygon or circle.gif | Measuring the perimeter of a polygon or circle
</gallery>

====Using the tool bar - advanced features====
<gallery mode="packed" heights="250px" caption="More features of the tool bar">
File:Geogebra7.png|Creating a polygon
File:Geogebra8.png|Adding a textbox
File:Geogebra8_angle.png|Measuring angles in a polygon
File:Geogebra8_length.png|Measuring segment lengths
File:Geogebra 9 rotation.png|Rotating and reflecting -1
File:Geogebra 10.png|Rotating and reflecting - 2
File:Geogebraimageinsert.png|Inserting an image
File:Geogebraimageinsert2.png|Choosing an image to insert
</gallery>
The above set of images show how to work with some advanced features in the Geogebra tool bar.
#Creating a polygon: The first image shows how to create a polygon by marking the vertices (by plotting points) and completing the polygon.
#Adding a textbox:You can add a text box in the Geogebra file as shown here by clicking on the textbox and clicking anywhere on the graphics view. You will get a box for typing the text you would like to add. Once the text is entered, as shown in the second image, you can right-click on the text and after going into Object Properties, format it.
#Angle measurement: The third image shows you how to mark and measure angles. The Geogebra angle tool uses the convention of measuring angles counterclockwise. You can also construct angles with the given measure.
#Length measurement: You can also measure sides and lengths as shown in the fourth image. Once you have measured angles and sides, you can drag and move the measurements and label to be shown where you would like them to be. This drop down menu also has an option to calculate the area.
#Rotation and reflection: As you explore symmetry and congruence, rotating and reflecting an object will be useful to do. In the first of the set of two images, "Rotating and reflecting", the polygon has been rotated by 45 degrees counterclockwise, at a vertex. As in the case of angle measurement, the rotation can be specified to be clockwise or counter clockwise. In the second image, the rotated polygon is reflected along a side.
#Inserting image: In the last set of images you see an image being inserted in the Geogebra graphics view. Once you click on insert image, you need to click anywhere on the graphics view to specify the point where the image is to be inserted. Once you click on that, a dialog box will open from where you can choose the image to be inserted.

====Using the input bar====
<gallery mode="packed" heights="250px" caption="Using the input bar">
File:Geogebra_11_input_bar.png
File:Geogebra_12_defining_angle.png
</gallery>
In Geogebra, all the constructions you can do using the tool bar can also be done with definitions on the input bar. The input bar also follows the same mathematical conventions used in the tool bar.
#Input bar for sketches: The first image shows defining polygon with a set of points
#Input bar for calculations: The second image shows how to use the input bar for defining variables and values for parameters. You can also use this space as a calculator for values and properties being shown in the construction. In this image the angle sum of the quadrilateral is being calculated in the input bar.

====Using the tool bar - slider====
One of the powerful features of Geogebra is the dynamic feature. You can vary parameters of the shape that you want to animate and see how properties change.
<gallery mode="packed" heights="250px" caption="Using the slider">
File:Geogebra_13_side_slider.png|Defining the slider
File:Geogebra_15a.png|Polygon with a slider for number of sides
#The first image shows you how to define a slider. In the slider dialog box, you can define the name, the range of values for the parameter and the increment to be used. You can either define a slider of sides or angles.
#The second image shows the construction of a polygon with a slider defined for the number of vertices.
</gallery>
====Using tool bar - Check Box====
<gallery mode="packed" heights="250px" caption="Using the checkbox">
File:CheckboxInsert.png|Inserting checkbox
File:Checkbox1.png|checkbox
File:Checkbox2.png|checkbox are selected
</gallery>
Check box is a tool in geogebra that shows objects when required. The objects are hidden when the check box is checked the related objects are revealed. '''Object properties'''

Use object properties tool bar to add label for the object, renaming, to change the color and many more. Follow below gifs file to to it in your geogebra.

====3D view====

<gallery mode="packed" heights="250px" caption="Using the 3D window">
File:Geogebra16.png|3D view
File:Geogebra17_extrusion.png|Extruding a prism from the polygon
</gallery>
#The 3D window allows you to visualize the geometry along 3-axes. You can rotate the graphics view using the same icon that you used for the Move graphics view. You can independently work on the 2D and 3D windows and the construction on one window will get reflected in the other.
#The 3D window allows you to construct solid figures by extruding from a 2-dimensional shapes. Other features include construction of a plane, rotation, reflection., etc. The slider defined in the 2D window will help animate in the 3D window also.

====Construction Protocol====

<gallery mode="packed" heights="250px" caption="Using the Construction Protocol">
File:Construction_Protocol.png|Construction Protocol
File:Navigation_Bar.png|Navigation Bar
</gallery>
#You can access the Construction Protocol option in the View Menu.The Construction Protocol is a table that shows all construction steps,allowing you to redo a construction step by step.
#Using the Navigation Bar you can also animate the construction steps.Enable Navigation Bar on right click in the Graphics View, then select the Navigation bar option in the Context Menu displayed.You can use the keyboard and mouse to navigate and modify in the Construction Protocol.

==== Hide and show objects ====
In Geogebra you can hide any objects and values and you can show it back when you need to display it on the screen. 
[[File:Show or hide labels and objects.gif]]

==== Rounding the value ====
To make a rounding of any measurement values, to do that go to options from the menu bar, click on rounding option and selecting decimal places (see the below animation to know the steps) 
[[File:Rounding value in geogebra.gif]]

==== Using Geogebra to make a given sketch ====
You have learnt many functionalities. An example of how to use these different tools to create a Geogebra construction can be found [[Learn creating a construction with Geogebra|here]].

====Saving and exporting====
#You can save Geogebra file from the File menu.
#You can also export the Geogebra file as an image (.png format) or as an animated graphic (.gif format).
#If you export the Geogebra file as html you can publish it on the repository for Geogebra files.

==== See mobile view of geogebra from your laptop browser ====
To show geogebra mobile app view from your computer, In mozilla firefox web browser > Open "[https://www.geogebra.org/calculator '''https://www.geogebra.org/calculator''']" > right click in next to geogebra title > select "inspect element" > "Responsive design mode".
<gallery mode="packed" heights="250px">
File:1. Geogebra, select inspect elements - In firfox.png|Right click next to geogebra title and select '''inspect element'''
File:2. Responsive design mode.png|Click "'''responsive design mode'''"
</gallery>
This will change online geogebra calculator into Mobile view. once it shows mobile view, close the inspect element window and press "F11" (or fn+F11) function keys to make your screen full view.

====Advanced features====
# Creating your own tool in Geogebra
# Making three dimensional animations
# Exporting Geogebra pages as html to add to the repository of Geogebra materials

===Ideas for resource creation===
# Geogebra sketches for demonstrating different problems in geometry
# Geogebra can be combined with [[Learn Record My Desktop|screen cast recording]] to create a video recording of a lesson with a Geogebra file; this can be used for students' self learning as well.

ɤ̃ The Geogebra repository http://geogebra.org has millions of Geogebra resources, worksheets on almost every topic in Mathematics. This website is a real resource for all Maths teachers. Teachers can also upload their own creations on this repository since it is an Open Educational Resource (OER) repository. This will be specially useful for resources / Geogebra resources developed in Indian languages, which will be useful to students studying in those medium of instruction.

===Additional Resources===

==== See simple animations to learn Geogebra functions / steps (GIF) ====
# [https://teacher-network.in/OER/images/2/2c/Changing_the_language.gif Changing the language]
# [https://teacher-network.in/OER/images/4/4a/Tool_bar_help_enabling_it_if_it_is_not_enabled_.gif Tool bar help enabling it if it is not enabled]
# [https://teacher-network.in/OER/images/e/ea/Object_labeling_in_geogebra.gif Object labeling in geogebra]
# [https://teacher-network.in/OER/images/5/57/2._Display_options_of_objects_-_points.gif Display options of objects - points]
# [https://teacher-network.in/OER/images/5/50/3._Display_options_of_objects_-_angles_and_lines.gif Display options of objects - angles and lines]
# [https://teacher-network.in/OER/images/4/4c/Changing_labels_in_geogebra.gif Changing labels in geogebra]
# [https://teacher-network.in/OER/images/2/2c/Measuring_angle_in_geogebra.gif Measuring angle in geogebra]
# [https://teacher-network.in/OER/images/1/13/Measuring_segments_-_by_selecting_two_end_points_and_by_selecting_the_segment.gif Measuring segments - by selecting two end points and by selecting the segment]
# [https://teacher-network.in/OER/images/a/a5/Measuring_area_-_after_describing_the_given_figure_as_a_polygon_500.gif Measuring area - after describing the given figure as a polygon]
# [https://teacher-network.in/OER/images/1/10/Measuring_perimeter_of_a_polygon_or_circle.gif Measuring perimeter of a polygon or circle]
# [https://teacher-network.in/OER/images/a/a9/Show_or_hide_labels_and_objects.gif Show or hide labels and objects]
# [https://teacher-network.in/OER/images/4/41/Rounding_value_in_geogebra.gif Rounding value in geogebra]

===References===
#[https://www.geogebra.org/ Geogebra Web page]
#[[Useful geogebra resources|Examples of Geogebra lessons]]
#[http://spoken-tutorial.org/tutorial-search/?search_foss=Geogebra&search_language=Englishhttp://spoken-tutorial.org/tutorial-search/?search_foss=Geogebra&search_language=English Spoken tutorials]
#[https://en.wikipedia.org/wiki/GeoGebra Wikipedia]
#[http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy KOER]
[https://m.youtube.com/user/GeoGebraChannel/videos Videos on Geogebra]
[[Category:Explore an application]]
|}

A Professional Learning Community Approach for Teacher Development and OER creation - A toolkit

2021-02-01T07:17:47Z

Guru:

__NOTOC__ __NOEDITSECTION__
<noinclude>
{{PDF version}}
{{print version}}

</noinclude>
{{font|'''Table of contents'''|size=35px|color=blue}}
=== [[{{FULLBOOKNAME}}/Preface|{{font color|2='''Preface'''}}]] ===
=== [[{{FULLBOOKNAME}}/Introduction to the tool-kit|Introduction to the tool-kit]] ===
[[File:Scaled - Thinking hard about mathematics material making.jpg|alt=Collaborative mathematics material making|thumb|600x600px|Collaborative mathematics material making, Subject Teacher Forum workshop, Bengaluru Urban DIET, Karnataka]]

=== [[{{FULLBOOKNAME}}/PLC-OER model of TPD|PLC-OER model of TPD]] ===
=== [[{{FULLBOOKNAME}}/Planning the PLC-OER program|Planning the PLC-OER program]] ===
=== [[{{FULLBOOKNAME}}/Establishing ICT infrastructure|Establishing ICT infrastructure]] ===
=== [[{{FULLBOOKNAME}}/Building Professional Learning Communities|Building Professional Learning Communities]] ===
=== [[{{FULLBOOKNAME}}/Developing capabilities for OER creation|Developing capabilities for OER creation and publishing]] ===
=== [[{{FULLBOOKNAME}}/Institutionalizing the program|Institutionalizing the program]] ===
=== [[{{FULLBOOKNAME}}/Conclusions|Conclusions]] ===
=== [[{{FULLBOOKNAME}}/References|References]] ===

[[Category:A Professional Learning Community Approach for Teacher Development and OER creation - A toolkit]]

A Professional Learning Community Approach for Teacher Development and OER creation - A toolkit/Introduction to the tool-kit

2021-02-01T07:12:07Z

Guru: /* Technological-Pedagogical-Content Knowledge (TPACK) framework */

{{Navigate|Prev=Preface|Curr=Introduction to the tool-kit|Next=PLC-OER model of TPD}}

'''''The status of the teacher reflects the socio-cultural ethos of a society; it is said that no people can rise above the level of its teachers. The Government and the community should endeavour to create conditions which will help motivate and inspire teachers on constructive and creative lines. Teachers should have the freedom to innovate, to devise appropriate methods of communication and activities relevant to the needs and capabilities of and the concerns of the community'''''

- [http://educationforallinindia.com/page58.html National Policy of Education, 1986 (NPE).]

{{Collapsed|NPE (1986), Part IX: The Teacher

9.1 The status of the teacher reflects the socio-cultural ethos of a society; it is said that no people can rise above the level of its teachers. The Government and the community should endeavor to create conditions which will help motivate and inspire teachers on constructive and creative lines. Teachers should have the freedom to innovate, to devise appropriate methods of communication and activities relevant to the needs and capabilities of and the concerns of the community.

9.2 Teachers associations must play a significant role in upholding professional integrity, enhancing the dignity of the teacher and in curbing professional misconduct. National level associations of teachers, could prepare a Code of Professional Ethics for Teachers and see to its observance.

9.3 Teacher Education is a continuous process, and its pre-service and in-service components are inseparable. As the first step, the system of teacher education will be overhauled.

9.4 The new programmes of teacher-education will emphasis continuing education and the need for teachers to meet the thrusts envisaged in this Policy.

9.5 ... Networking arrangements will be created between institutions of teacher education and university departments of education. 1986 says, "The importance of competent teachers to the nation’s school system can in no way be overemphasized. It is well known that the quality and extent of learner achievement are determined primarily by teacher competence, sensitivity and teacher motivation. It is common knowledge too that the academic and professional standards of teachers constitute a critical component of the essential learning conditions for achieving the educational goals"

Important to reform and strengthen teacher development

The importance of competent teachers to the nation’s school system can in no way be overemphasized. It is well known that the quality and extent of learner achievement are determined primarily by teacher competence, sensitivity and teacher motivation. It is common knowledge too that the academic and professional standards of teachers constitute a critical component of the essential learning conditions for achieving the educational goals. }}

=== Teacher education ===
Teacher education acknowledged as an important lever for the quality of school education. Improving the quality of teacher education would help in development of more capable and motivated teachers, which would improve the quality of classroom processes and school education. However, the current teacher-education system has several challenges and limitation. The basic model of the in-service teacher education (INSET) has been of a centralised program design. It is often seen necessary to ‘cover‘ all the teachers in a state every year in teacher training programs, this makes the process focus on reaching training targets, making it supply driven. This model leads to limited interaction amongst participants during training and amongst participants and with Resource Persons (RPs) after training. {{Collapsed|NCFTE - Issues with current INSET models

The National Curriculum Framework for Teacher Education, 2010 (NCFTE) has identified several issues with INSET. It says,
"An attitude of resignation towards initial teacher education and piecemeal in-service training courses have become an integral part of state provisioning for elementary education. The training of teachers is a major area of concern at present as both pre-service and in-service training of school teachers are extremely inadequate and poorly managed in most states. Pre-service training needs to be improved and differently regulated both in public and private institutions, while systems
for in-service training require expansion and major reform that allow for
greater flexibility". }}

The [http://ncte-india.org/ncte_new/pdf/NCFTE_2010.pdf NCFTE] envisions that 'the broad aims of continuing professional development programmes for teachers are to : break out of intellectual isolation and share experiences and insights with others in the field, both teachers and academics working in the area of specific disciplines as well as intellectuals in the immediate and wider society'.

=== ICT and Teacher Education ===
In a society that is termed as the '[[wikipedia:Information_society|digital society]]', educational processes too can be meaningfully impacted by ICT. So far, the significant focus of ICT in education has been on students learning to use few software applications, without much involvement of the teachers, this has made these programs stand-alone. Perhaps the beginning of ICT integration in school education, should be in the area of Teacher Professional Development (TPD).

Digital technologies (popularly known as Information and Communication Technologies, or simply ICT) can provide opportunities for connecting teachers and reducing intellectual isolation. The [http://ncte-india.org/ncte_new/pdf/NCFTE_2010.pdf NCFTE] says 'Any effort to strengthen teachers’ professional practice must equally respect them as professionals. This includes matters of training in content and approach, how trainings are announced and how they are implemented. Programmes must build on and strengthen the teacher’s own identity as a professional teacher and in many cases also establish and nurture the linkage with the academic disciplines of their interest. Programmes that compromise on the professional identity of the teacher and his/her autonomy will be unsustainable in the long run, providing very little psychological motivation for teacher to internalize what they have been ‘told’ in their practice'. to TPD essential for effectiveness'.

ICT can support participatory models of teacher education. ICT can be used to support self-directed, need based, continuous, peer learning and mentoring based teacher education. The integration of ICT in teaching can help in the enrichment of classroom pedagogies. This tool-kit discusses a model of ICT integration that facilitates these processes.

=== Teacher learning spaces / forums ===
The [http://ncte-india.org/ncte_new/pdf/NCFTE_2010.pdf NCFTE] advocates for Teacher Learning Centres (TLC's) as a forum for interaction and sharing, which would support Teacher Professional Development (TPD). It says "A TLC would serve as a forum for interaction among teacher trainees and teacher practitioners on issues of developing materials and planning for teaching. Frequent interaction and sharing would help trainees to articulate concerns with clarity and learn from each other’s experiences".

ICT can be used to build virtual learning spaces, in which teachers (and teacher educators and student teachers) can share their ideas, experiences and resources for learning, as well as seek support of peers, beyond the constraints of space and time, imposed by physical interactions. These virtual networks can also help support the NCFTE's suggestion that "the broad aims of continuing professional development programmes for teachers are to break out of intellectual isolation and share experiences and insights with others in the field, both teachers and academics working in the area of specific disciplines as well as intellectuals in the immediate and wider society".

=== Curricular resources ===
Material development has been acknowledged as an important component of TPD, which would enhance the availability of local resources for teaching. A recent development in the educational domain has been the rise of [[wikipedia:Open_educational_resources|Open Educational Resources]] (OER), with the promise of delivering quality education. An essentially, digital phenomenon, OER seek to leverage the possibilities of digital methods for accessing, creating, modifying and sharing educational content. OER has redefined the copyright regime, stimulating the sharing of content with license to re-use, modify and share or publish.

There is need to promote the integration of ICT in education, to meet the aims of TPD and towards the creation of teaching resources. This toolkit aims to promote a model of TPD, which integrates ICT in the creation, re-purposing and publishing of OER using FOSS applications.

=== NCERT ICT Curriculum ===
The NCERT ICT Curriculum stresses on 'connecting and learning' and 'creating and learning' as two important 'themes' of integrating ICT in education. Creation of 'learning spaces/forums' supports 'connecting and learning. Creating and revising curricular resources as OER, supports 'creating and learning.

=== Technological-Pedagogical-Content Knowledge (TPACK) framework ===
[[File:TPACK Graphic description, IT for Change.png|alt=TPACK framework|thumb|TPACK framework]]
Implementing the PLC-OER model in government school systems would improve the teacher development and curricular resource development processes and thereby support the national goal of a universal and equitable education system. This model subscribes to the 'Technological-Pedagogical-Content Knowledge (TPACK) framework, which emphasises the integration of technological knowledge, pedagogical knowledge and content knowledge for teacher professional development. Another way of expressing this would be to say that strengthening the technological knowledge of the teacher, should be towards altering the content and pedagogical practices of the teacher, enhancing her content and pedagogical knowledge as well. The integration of ICT must aim at enriching pedagogy and content, to support quality education.

[[Category:A Professional Learning Community Approach for Teacher Development and OER creation - A toolkit]]

A Professional Learning Community Approach for Teacher Development and OER creation - A toolkit/References

2021-02-01T07:07:47Z

Guru:

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=== References ===
“Digital Storytelling, an ICT - based method of co-constructing and transacting curriculum” - ‘[https://ncert.nic.in/pdf/publication/journalsandperiodicals/vtte/vtte_aug_2017.pdf Voices of Teachers and Teacher]

[https://ncert.nic.in/pdf/publication/journalsandperiodicals/vtte/vtte_aug_2017.pdf Educators’] journal of the National Council of Education Research and Training, August 2017

Issue-I - Vol-VI, August, 2017

District Information on School Education, Ministry of Human Resource Development, Government of India

Ely, D. P. (1990). Conditions that facilitate the implementation of educational technology innovations. Journal of Research on Computing in Education, 23 (2), 298-305. Excerpt

Kasinathan, G . (2009). ''[http://itforchange.net/policy-brief-%E2%80%93-icts-education-outsourced-versus-integrated-approach ICTs in school education – Outsourced versus integrated Approach, Policy brief.]'' Bengaluru, Karnataka: IT for Change

Michael Fullan's [http://personal.psu.edu/wxh139/Fullan.htm model] of educational change

Ministry of Human Resource Development, Government of India. (2014). ''Rashtriya Madhyamik Shiksha Abhiyan: [http://mhrd.gov.in/rmsa_jrm Third Joint Review Mission, Aide Memoire]''

Mishra, P. & Koehler, M.J. (2006). [http://punya.educ.msu.edu/publications/journal_articles/mishra-koehler-tcr2006.pdf Technological Pedagogical Content Knowledge: A framework for teacher knowledge]. ''Teachers College Record, 108''(6), 1017-1054.

[http://ncte-india.org/ncte_new/pdf/NCFTE_2010.pdf National Curriculum Framework for Teacher Education, 2010 (NCFTE)] Excerpt

[http://educationforallinindia.com/page58.html National Policy of Education, 1986 (NPE).] Excerpt

[http://mhrd.gov.in/sites/upload_files/mhrd/files/upload_document/revised_policy%20document%20ofICT.pdf National ICT Policy on education, 2012] Excerpt

[http://ncert.nic.in/rightside/links/nc_framework.html National Curricular Framework, 2005] Excerpt

Sharma, R. . Subject Teacher Forums and the Karnataka Open Educational Resources Programme - A Case Study, in [http://static1.squarespace.com/static/55371ac3e4b08f12059e3112/t/57e10de7d482e9072bfcc9d8/1474367057348/VIGNETTES+OF+SELECTED+ASIAN+EXPERIENCE.pdf Vignettes of Selected Asian Experience]. WOU Press. 2016. Edited by G. Dhanarajan. <nowiki>ISBN 978-983-3910-02-1</nowiki> (ePub)

[[Teachers' toolkit for creating and re-purposing OER using FOSS]]

[[Explore an application|User manual for FOSS applications]]

=== Abbreviations ===
{| class="wikitable"
|Term
|Explanation
|-
|CTE
|College of Teacher Education, the apex academic institution for teacher training for secondary education.
|-
|DIET
|District Institute of Education and Training, the apex academic institution at district level for syllabus, curriculum and teacher training for elementary education.
|-
|District
|Administration unit for education system, below the level of the state (provincial) administration
|-
|DSERT
|Directorate of School Educational, Research and Training (<nowiki>http://dsert.kar.nic.in</nowiki>) the apex academic institution at state level for syllabus and curriculum development, as well as teacher training.
|-
|FOSS
|Free and Open Source Software, also known as ‘open source’ software or ‘free software’
|-
|IASE
|Institute of Advanced Studies in Education, a teacher education to support TPD of teacher educators
|-
|ICT
|Information and Communication Technologies (more specifically digital technologies)
|-
|ICT@Schools
|Program of state governments in India, to introduce ICT in high schools
|-
|ITfC
|IT for Change
|-
|KOER
|Karnataka Open Educational Resources
|-
|NCERT
|National Council for Education Research and Training
|-
|NGO
|Non-governmental organization
|-
|PLC
|Professional Learning Community. Specifically refers to the Subject Teacher Forums created by the STF (see STF) programme.
|-
|RMSA
|Rashtriya Madhyamika Shiksha Abhiyaan, (see <nowiki>http://mhrd.gov.in/rashtriya_madhyamik_shiksha_abhiyan</nowiki>) the programme of the Ministry of Human Resource Development, Government of India (see <nowiki>http://mhrd.gov.in</nowiki>), for supporting secondary education.
|-
|State
|India has a federal set-up. The Union or Federal government is also referred to as the Central Government. The provincial governments are usually referred to as ‘state’ governments.
|-
|SCERT
|State Council for Education Research and Training
|-
|STF
|Subject Teacher Forum programme
|-
|TPD
|Teacher Professional Development
|}
[[Category:A Professional Learning Community Approach for Teacher Development and OER creation - A toolkit]]

A Professional Learning Community Approach for Teacher Development and OER creation - A toolkit/Developing capabilities for OER creation

2021-02-01T07:00:56Z

Guru: /* Principles of SROER design */

{{Navigate|Prev=Building Professional Learning Communities|Curr=Developing capabilities for OER creation|Next=Institutionalizing the program}}

Open Educational Resources (OER) as 'materials offered freely and openly to use and adapt for teaching, learning, development and research.'

- [https://web.archive.org/web/20130503135718/http://www.col.org/resources/crsMaterials/Pages/OCW-OER.aspx Commonwealth of Learning]

=== Participatory digital resource creation by PLCs ===
Availability of quality curricular resources has been identified as critical to Quality Education by the National Curricular Framework 2005 (NCF). Traditionally, materials are created at the state level (by the SCERT) and disseminated to teachers. This has two potential limitations; one - reduced teacher participation in development of the curricular resources, and relative non-contextual content. Participatory resource creation can address both. The NCF position paper on Teacher Education also talks about how spaces of resource creation (resource forums and resource centres) are important aspects of Teacher Professional Development.

Secondly, materials created by the SCERT tend to be 'static'; once created, they are revised at infrequent intervals. This legacy approach is the limitation of a traditional 'print' based methods, which cannot allow for such continuous revision and publishing, as that would be far too expensive. However, 'content' is never 'complete' and needs continuous enrichment. Digital technologies can allow for more frequent revision of materials, which can lead to continuous enrichment.

After teacher professional development, the area in which ICT can make a significant difference is in the creation, revision and sharing of digital curricular content. Digital content creation and sharing provides the PLC an important rationale for its existence. Digital content becomes an important output of the PLC's activities. PLCs of teachers can support a dynamic model of OER creation, revision and sharing.

=== Creation, revision, sharing and publishing of resources ===
Teachers can be exposed to a variety of digital methods for developing curricular resources, for different contexts and purposes. Moving beyond the ‘text book’ to include additional formats of resources can create a rich learning environment, in which teachers have a wealth of materials to chose from, based on their needs and priorities. Digital resources can supplement and enrich the existing print based resources (existing print materials can also be digitised). The availability of new digital tools allows for multiple and richer representations of content using images, simulations, videos, info-graphics, semantic maps, etc. Digital methods of transaction using these resources can enrich classroom pedagogies. (refer TPACK framework).

Since digital resources can be easily replicated, the marginal costs of sharing digital content is negligible. Teachers also need a common space where they can access resources for their classroom teaching, and also for TPD. The PLCs can serve as the forums where teachers can share the digital content accessed or created (or accessed and modified) by them, with their colleagues.

Teachers will also learn to access the world wide web for available OER and evaluate these and adapt these for their use. Teacher will revise and re-mix both accessed OER and created OER, to create new OER.

Resources so shared in the PLCs can be vetted and curated and those meeting quality norms can be made available on-line, for easy and universal access.

The NCFTE says, "Teacher education should engage teachers with the curriculum, syllabi and textbooks to critically examine them rather than taking them as ‘given’ and accepted without question". The processes of accessing, creating, reviewing, revising, sharing and publishing OER, definitely serves as an opportunity for teachers to engage with the curriculum, and go beyond the textbook for meeting their teaching needs.

=== Licensing digital content as Open Educational Resources (OER) ===

The size of the public education system in most states could help to create a sufficient volume of interaction in the professional learning communities. The networking of teachers using digital technologies can make the large size of the system as a strength, as the large number of teachers participating in the network could be a benefit in terms of the volume of resources created and shared by them. Even if only a very small percentage of teachers from the public education system participate, in absolute numbers, it is likely to be large enough to provide a base for resource creation.

It is necessary to license all these digital resources as ‘open educational resources’ (OER), since that would enable the resources to be freely re-used, revised and re-distributed. This also needs to be formalized through state curricular policy, by which all materials developed using public funding would be released as OER. If explicit licensing as OER is not done, the default copyright would apply, which is 'all rights reserved'. In this case, teachers cannot download and re-use the materials, or make modifications for enrichment.
Reference - [http://cuhimachal.ac.in/download/2017/april-2017/20170406165216794.pdf OER policy of an educational institution]

=== Program for OER creation, revision and publishing ===
The initial phase of the PLC program can focus on building digital literacy and capacities for integrating ICT for TPD and practice. Subsequently, a program of OER creation can be designed within the PLC program. The steps for the OER program include:
# Establishing a resource creation group and an resource review group
# Designing the processes of OER creation, review, revision and publishing with the academic review group
# Workshops for capacity building of select teachers in OER access and creation
# Continuing OER creation by the OER teams post workshops, in virtual mode
# Review of OER submitted, by the academic review group
# Rework of the OER and final approval for publishing
# Publishing of OER on the state OER platform

==== Establishing structures for the OER program ====
Two teams are required for the OER program - a state resource creation/ editing group and a resource review group. The first group will collaboratively develop the OER on different topics and the second group will review these resources and provide comments and feedback for improvement. Both groups can comprise teachers and teacher educators. The second group will need to have people who have depth of knowledge of the subject matter, pedagogies as well as be familiar with the academic standards and processes of the state. The number of members will depend on the scope of the OER program, preferably, for every grade + subject, the resource creation group should have at least 5 members and the resource review group should have at least 1-2 members.

==== Designing the processes of OER creation, review, revision and publishing ====
This will include the design of the content schema of the OER platform, considering parameters such as subject / discipline, class / grade, audience (teacher / student / public), language etc. The processes of content creation and review will need to be formalized, by identifying the people who would take responsibility for these. Parameters for resource review need to be established to provide the grounds for acceptance or rejection of a resource submission. The processes of making the content public on the platform (publishing) too need to be laid out (for instance if only approved materials will be visible or all resources), including identifying the person(s) responsible.

==== Workshops for capacity building of select teachers in OER access and creation ====
The OER creation team will participate in face-to-face workshops, which should be organized by subject. In these OER workshops, teachers can be organized into teams and each team assigned (based on interest and or capacities) one or more topics from the state syllabus. Teachers can access existing resources for that topic, create resources using different digital tools, revise available and relevant OER to make new resources. The teams can also do an internal review of the resources and the plenary of teachers can review the work done by different teams during the workshop. The workshop would cover the following aspects:
# Creating OER using different digital tools
## Mathematics - Geogebra, Robocompass, Tux Math
## Science - Phet, Kalzium and Stellarium
## History - Timeline
## Geography - Marble, KGeography
## Language and all subjects - Text (LibreOffice, Freeplane), Image (GIMP, Inkscape), Audio (Audacity) and Video (Vokoscreen, Kdenlive) applications
# Learning to edit and upload materials as well as provide links on the wiki
# identifying other OER and freely available content (including mind maps, videos, images, audio clips, animations, Geogebra applets and other multimedia resources) and linking them appropriately
# Classifying, organizing existing content
# Providing metadata for the content
# Peer review content created by others
# Understanding the structures and processes for contribution, review and feedback of resources
Resource - Agenda for a OER creation workshop - [http://karnatakaeducation.org.in/KOER/en/images/0/0b/Maths_KOER_workshop_II_-_Sep_2-4.ods Mathematics], [http://karnatakaeducation.org.in/KOER/en/images/1/11/Agenda_-_Science_KOER_workshop_1_-_July_16_-20_2013.ods Science] [[Audio OER creation course for RIESI CELT|English]]

==== Continuing OER creation by the OER teams post workshops, in virtual mode ====
The processes of resource creation does not have to stop with the workshops. The department could have a program of having teachers create resources, in a collaborative manner, over virtual networks and submit the same to resource review teams electronically. The queuing of these could be automatically configured such that resources created for a subject automatically would go to the relevant reviewer / review team.

In addition, the review team can also be part of the virtual forums, so that they can review resources that are shared on these forums as well. Teachers can also be invited to contribute resources to the state OER platform, through a form on the OER platform or by email.

Resource - Specimen [http://www.karnatakaeducation.org.in/?q=node/337 contribution form]

==== Review of OER submitted, by the academic review group, rework by creator and approval ====
The review group will review the resources submitted by teachers. Resources that are 'approved', meaning those that meet pre-specified criteria, can be passed by the review group to the publishing team, for uploading on the state OER platform. If resources need to be reworked before they can be approved, the review team will share back the resources with the creator(s) with feedback for improvement. This process can iterate till the review group approves the resource.

==== Publishing of OER on the state OER Platform ====

Once the resource is approved, the 'publishing team' can upload the resource on the state OER platform, following guidelines for the process. The metadata for each and every resource in the repository must be provided, to ensure ease of access later.

As in the case of NROER, content may be of two types - content which has been reviewed for quality assurance and is 'published', i.e. visible to all. Content which has not undergone the process could be configured to be visible only to the person providing the content to the repository, and to the quality assurance team. Or all content, both approved, and waiting for approval could be made publicly visible.

Resource - Check list for resource upload on the state OER platform

==== Metadata ====
At the time of publishing of the resource, all the required metadata for the OER should also be uploaded into the repository. The NCERT uses around 31 metadata elements for its NROER data and these could be adapted by the state OER repository.

=== State Repository of OER (SROER) ===
Each state must have its own OER repository where all the content created by the department and by the teachers and teacher educators is shared for use of all.

The resources created by teachers and shared on the PLCs can be reviewed by expert groups, set-up by subject. The resources that are seen as valuable should be made available to all teachers on an on-line space. The on-line space can be designed using a FOSS Content Management System such as MediaWiki. MediaWiki is the software platform that is used by Wikipedia, the world's most popular OER repository. It has several features to support collaborative content creation and editing.

{{Collapsed|Mediawiki is a software created to support collaborative resource creation by many. It is easy for editors to add digital content in different formats (text, image, audio, video, html etc) and to revise the content added by others.

A larger number of 'widgets' are available to 'embed' resources from other websites into the Wiki page.

Mediawiki keeps history of changes made on each page, allows ‘roll back’ to an earlier version

Editing is password protected and can be configured to be restricted It is easy to add new web pages and link the content to other pages on the site, as well as from other sites (external links)

Each page can be ‘tagged’ and pages can be collaged based on tags

Metadata can be stored for each file and each page using the 'Categories' feature.

An ‘offline’ backup can be taken on DVD / pen drive and shared to access without Internet |Read More about MediaWiki ....=}}

'''National Platform v/s state platforms''' - For a country like India, with a federal structure, the national level repository [https://diksha.gov.in/ Diksha] or [http://nroer.gov.in NROER] can be seen as a role model (like NCERT published text books) and states should set up their own OER platforms, just as most of them have designed and published their own text books. State platforms can encourage greater participation of teachers in OER creation, revision and sharing. Over time the state SCERTs should encourage DIETs / district groups to make their own localised resources and publish on state platforms, this can help bring to fruit, the 1995 MHRD guidelines for teacher education, which envisioned district level text books. In theory one platform for India can meet all requirements, in practice, states should have their own spaces for autonomous resource creation, revision, curation and sharing. Hence the resources created by the program should be hosted by the state governments as OER for wide use by teachers, and for adapting, revising and re-distributing.

Telangana has developed the state OER platform using the MediaWiki CMS. Andhra Pradesh also has its state OER platform. The [http://teacher-network.in/OER/index.php Teacher Network] (on which this toolkit is available) can be used as a initial state repository. This site has been established and being maintained by IT for Change. Commonwealth Educational Media Centre for Asia ([http://cemca.org.in CEMCA]), an inter-governmental organization of the Commonwealth countries helped establish this platform.

=== Principles of SROER design ===

==== SROER design ====
Some pointers for designing the state OER repository are listed below:
# Each subject should have its own subject portal. Each subject have sections for curriculum, text books, content, assessment/question papers etc
# Each subject have class wise and chapter wise pages, on each page, the OER relevant to that chapter can be shared
# The page for any topic should have both content and pedagogy, latter through ‘activities’ / ‘projects’ explaining the transaction and assessment processes
# The site will also have external links to all useful resources.
# The same content can also be viewed through ‘resources type’ view (multiple views)
# The platform may be hosting content in more than one language (the platform can be built to support sites for each language, which is offered as a medium of instruction in the state). The sites in the different language should be inter-linked to each other, for all pages/ topics.

==== Maintenance of the SROER platform ====
The platform will require technological maintenance, in terms of software upgrades for security and functionality, which will need to be done by the Technology Support Team at the state level. The content categorisation will also need to be regularly updated, to meet new requirements. The MediaWiki Content Management System adopted in both KOER and TROER has many features that support the easy maintenance of the platform.

Case - [http://troer.telangana.gov.in/OER/index.php/Main_Page Telangana Repository of OER] (TROER)

=== Creation of OER in local languages ===
Collaborative OER creation could provide supplementing and complementing resources that are contextual, to teachers. A second aspect is that of language. Most of the OER developed and available are in the English language, and relatively much lesser in the ‘home’ languages spoke by the learners. For instance the Kannada Wikipedia (Kannada is the official language in the state of Karnataka, and spoken by vast majority of its people) has around 16,000 pages in contrast to the nearly 5 million pages in English. One of the focus areas of the 'participatory resource creation' of teachers in the sub-project 5 of ROER4D research program was the creation of resources in the local language. The study suggested that teachers have been able to create a large volume of resources in Kannada, including by translating and trans-creating materials available in English.

This model can thus enable the creation of contextual OERs in many more Indic languages. What makes this model even more potentially useful for India, is that in each state, the dominant language is different. Languages which are dominant in one state are spoken by people in the neighbouring states (at least in the border areas) as well. Hence OER prepared by Karnataka teachers in the Kannada language can be made available to Kannada language students and teachers in schools in Telangana, Andhra Pradesh, Kerala, Maharashtra and Tamil Nadu.

Most of the 30 state governments in India have their own (distinct) state languages. As per the 2001 census of India, 13 languages are spoken by more than ten million native speakers and 21 languages by more than a million. This requires OER in these languages, which the PLC teachers can support the creation of.

=== Toolkit for creating OER ===
For more information on how teachers can use these tools, please refer to the [[Teachers' toolkit for creating and re-purposing OER using FOSS]]

=== Challenges ===
# Collaborative resource creation can be a challenge. Teachers need to learn and internalize working together to create resources, working both through face-to-face interactions and through virtual networks.
# Quality assurance of resources created by the teachers can be quite difficult. To do a reasonably good review, expertise in content (subject matter), pedagogy of the subject and technology is necessary. This can be shared across members of the review team
# Configuring and maintaining a technology platform can be a challenge for a state education department, due to lack of suitable staff. However, as ICT becomes an important and integral part of school education, education departments will need to set-up technology support teams, at state and district levels, hiring suitably or taking on contract, suitable resource persons.
# Use of OER by teachers can also pose a challenge. OER may not be used due to several factors including non-availability of required infrastructure at the school, teachers not sensing a need to go beyond their text books, lack of time to explore OER and adapt for their teaching needs etc.
[[Category:A Professional Learning Community Approach for Teacher Development and OER creation - A toolkit]]

A Professional Learning Community Approach for Teacher Development and OER creation - A toolkit/Developing capabilities for OER creation

2021-02-01T06:57:59Z

Guru: /* Workshops for capacity building of select teachers in OER access and creation */

{{Navigate|Prev=Building Professional Learning Communities|Curr=Developing capabilities for OER creation|Next=Institutionalizing the program}}

Open Educational Resources (OER) as 'materials offered freely and openly to use and adapt for teaching, learning, development and research.'

- [https://web.archive.org/web/20130503135718/http://www.col.org/resources/crsMaterials/Pages/OCW-OER.aspx Commonwealth of Learning]

=== Participatory digital resource creation by PLCs ===
Availability of quality curricular resources has been identified as critical to Quality Education by the National Curricular Framework 2005 (NCF). Traditionally, materials are created at the state level (by the SCERT) and disseminated to teachers. This has two potential limitations; one - reduced teacher participation in development of the curricular resources, and relative non-contextual content. Participatory resource creation can address both. The NCF position paper on Teacher Education also talks about how spaces of resource creation (resource forums and resource centres) are important aspects of Teacher Professional Development.

Secondly, materials created by the SCERT tend to be 'static'; once created, they are revised at infrequent intervals. This legacy approach is the limitation of a traditional 'print' based methods, which cannot allow for such continuous revision and publishing, as that would be far too expensive. However, 'content' is never 'complete' and needs continuous enrichment. Digital technologies can allow for more frequent revision of materials, which can lead to continuous enrichment.

After teacher professional development, the area in which ICT can make a significant difference is in the creation, revision and sharing of digital curricular content. Digital content creation and sharing provides the PLC an important rationale for its existence. Digital content becomes an important output of the PLC's activities. PLCs of teachers can support a dynamic model of OER creation, revision and sharing.

=== Creation, revision, sharing and publishing of resources ===
Teachers can be exposed to a variety of digital methods for developing curricular resources, for different contexts and purposes. Moving beyond the ‘text book’ to include additional formats of resources can create a rich learning environment, in which teachers have a wealth of materials to chose from, based on their needs and priorities. Digital resources can supplement and enrich the existing print based resources (existing print materials can also be digitised). The availability of new digital tools allows for multiple and richer representations of content using images, simulations, videos, info-graphics, semantic maps, etc. Digital methods of transaction using these resources can enrich classroom pedagogies. (refer TPACK framework).

Since digital resources can be easily replicated, the marginal costs of sharing digital content is negligible. Teachers also need a common space where they can access resources for their classroom teaching, and also for TPD. The PLCs can serve as the forums where teachers can share the digital content accessed or created (or accessed and modified) by them, with their colleagues.

Teachers will also learn to access the world wide web for available OER and evaluate these and adapt these for their use. Teacher will revise and re-mix both accessed OER and created OER, to create new OER.

Resources so shared in the PLCs can be vetted and curated and those meeting quality norms can be made available on-line, for easy and universal access.

The NCFTE says, "Teacher education should engage teachers with the curriculum, syllabi and textbooks to critically examine them rather than taking them as ‘given’ and accepted without question". The processes of accessing, creating, reviewing, revising, sharing and publishing OER, definitely serves as an opportunity for teachers to engage with the curriculum, and go beyond the textbook for meeting their teaching needs.

=== Licensing digital content as Open Educational Resources (OER) ===

The size of the public education system in most states could help to create a sufficient volume of interaction in the professional learning communities. The networking of teachers using digital technologies can make the large size of the system as a strength, as the large number of teachers participating in the network could be a benefit in terms of the volume of resources created and shared by them. Even if only a very small percentage of teachers from the public education system participate, in absolute numbers, it is likely to be large enough to provide a base for resource creation.

It is necessary to license all these digital resources as ‘open educational resources’ (OER), since that would enable the resources to be freely re-used, revised and re-distributed. This also needs to be formalized through state curricular policy, by which all materials developed using public funding would be released as OER. If explicit licensing as OER is not done, the default copyright would apply, which is 'all rights reserved'. In this case, teachers cannot download and re-use the materials, or make modifications for enrichment.
Reference - [http://cuhimachal.ac.in/download/2017/april-2017/20170406165216794.pdf OER policy of an educational institution]

=== Program for OER creation, revision and publishing ===
The initial phase of the PLC program can focus on building digital literacy and capacities for integrating ICT for TPD and practice. Subsequently, a program of OER creation can be designed within the PLC program. The steps for the OER program include:
# Establishing a resource creation group and an resource review group
# Designing the processes of OER creation, review, revision and publishing with the academic review group
# Workshops for capacity building of select teachers in OER access and creation
# Continuing OER creation by the OER teams post workshops, in virtual mode
# Review of OER submitted, by the academic review group
# Rework of the OER and final approval for publishing
# Publishing of OER on the state OER platform

==== Establishing structures for the OER program ====
Two teams are required for the OER program - a state resource creation/ editing group and a resource review group. The first group will collaboratively develop the OER on different topics and the second group will review these resources and provide comments and feedback for improvement. Both groups can comprise teachers and teacher educators. The second group will need to have people who have depth of knowledge of the subject matter, pedagogies as well as be familiar with the academic standards and processes of the state. The number of members will depend on the scope of the OER program, preferably, for every grade + subject, the resource creation group should have at least 5 members and the resource review group should have at least 1-2 members.

==== Designing the processes of OER creation, review, revision and publishing ====
This will include the design of the content schema of the OER platform, considering parameters such as subject / discipline, class / grade, audience (teacher / student / public), language etc. The processes of content creation and review will need to be formalized, by identifying the people who would take responsibility for these. Parameters for resource review need to be established to provide the grounds for acceptance or rejection of a resource submission. The processes of making the content public on the platform (publishing) too need to be laid out (for instance if only approved materials will be visible or all resources), including identifying the person(s) responsible.

==== Workshops for capacity building of select teachers in OER access and creation ====
The OER creation team will participate in face-to-face workshops, which should be organized by subject. In these OER workshops, teachers can be organized into teams and each team assigned (based on interest and or capacities) one or more topics from the state syllabus. Teachers can access existing resources for that topic, create resources using different digital tools, revise available and relevant OER to make new resources. The teams can also do an internal review of the resources and the plenary of teachers can review the work done by different teams during the workshop. The workshop would cover the following aspects:
# Creating OER using different digital tools
## Mathematics - Geogebra, Robocompass, Tux Math
## Science - Phet, Kalzium and Stellarium
## History - Timeline
## Geography - Marble, KGeography
## Language and all subjects - Text (LibreOffice, Freeplane), Image (GIMP, Inkscape), Audio (Audacity) and Video (Vokoscreen, Kdenlive) applications
# Learning to edit and upload materials as well as provide links on the wiki
# identifying other OER and freely available content (including mind maps, videos, images, audio clips, animations, Geogebra applets and other multimedia resources) and linking them appropriately
# Classifying, organizing existing content
# Providing metadata for the content
# Peer review content created by others
# Understanding the structures and processes for contribution, review and feedback of resources
Resource - Agenda for a OER creation workshop - [http://karnatakaeducation.org.in/KOER/en/images/0/0b/Maths_KOER_workshop_II_-_Sep_2-4.ods Mathematics], [http://karnatakaeducation.org.in/KOER/en/images/1/11/Agenda_-_Science_KOER_workshop_1_-_July_16_-20_2013.ods Science] [[Audio OER creation course for RIESI CELT|English]]

==== Continuing OER creation by the OER teams post workshops, in virtual mode ====
The processes of resource creation does not have to stop with the workshops. The department could have a program of having teachers create resources, in a collaborative manner, over virtual networks and submit the same to resource review teams electronically. The queuing of these could be automatically configured such that resources created for a subject automatically would go to the relevant reviewer / review team.

In addition, the review team can also be part of the virtual forums, so that they can review resources that are shared on these forums as well. Teachers can also be invited to contribute resources to the state OER platform, through a form on the OER platform or by email.

Resource - Specimen [http://www.karnatakaeducation.org.in/?q=node/337 contribution form]

==== Review of OER submitted, by the academic review group, rework by creator and approval ====
The review group will review the resources submitted by teachers. Resources that are 'approved', meaning those that meet pre-specified criteria, can be passed by the review group to the publishing team, for uploading on the state OER platform. If resources need to be reworked before they can be approved, the review team will share back the resources with the creator(s) with feedback for improvement. This process can iterate till the review group approves the resource.

==== Publishing of OER on the state OER Platform ====

Once the resource is approved, the 'publishing team' can upload the resource on the state OER platform, following guidelines for the process. The metadata for each and every resource in the repository must be provided, to ensure ease of access later.

As in the case of NROER, content may be of two types - content which has been reviewed for quality assurance and is 'published', i.e. visible to all. Content which has not undergone the process could be configured to be visible only to the person providing the content to the repository, and to the quality assurance team. Or all content, both approved, and waiting for approval could be made publicly visible.

Resource - Check list for resource upload on the state OER platform

==== Metadata ====
At the time of publishing of the resource, all the required metadata for the OER should also be uploaded into the repository. The NCERT uses around 31 metadata elements for its NROER data and these could be adapted by the state OER repository.

=== State Repository of OER (SROER) ===
Each state must have its own OER repository where all the content created by the department and by the teachers and teacher educators is shared for use of all.

The resources created by teachers and shared on the PLCs can be reviewed by expert groups, set-up by subject. The resources that are seen as valuable should be made available to all teachers on an on-line space. The on-line space can be designed using a FOSS Content Management System such as MediaWiki. MediaWiki is the software platform that is used by Wikipedia, the world's most popular OER repository. It has several features to support collaborative content creation and editing.

{{Collapsed|Mediawiki is a software created to support collaborative resource creation by many. It is easy for editors to add digital content in different formats (text, image, audio, video, html etc) and to revise the content added by others.

A larger number of 'widgets' are available to 'embed' resources from other websites into the Wiki page.

Mediawiki keeps history of changes made on each page, allows ‘roll back’ to an earlier version

Editing is password protected and can be configured to be restricted It is easy to add new web pages and link the content to other pages on the site, as well as from other sites (external links)

Each page can be ‘tagged’ and pages can be collaged based on tags

Metadata can be stored for each file and each page using the 'Categories' feature.

An ‘offline’ backup can be taken on DVD / pen drive and shared to access without Internet |Read More about MediaWiki ....=}}

'''National Platform v/s state platforms''' - For a country like India, with a federal structure, the national level repository [http://nroer.gov.in NROER] can be seen as a role model (like NCERT published text books) and states should set up their own OER platforms, just as most of them have designed and published their own text books. State platforms can encourage greater participation of teachers in OER creation, revision and sharing. Over time the state SCERTs should encourage DIETs / district groups to make their own localised resources and publish on state platforms, this can help bring to fruit, the 1995 MHRD guidelines for teacher education, which envisioned district level text books. In theory one platform for India can meet all requirements, in practice, states should have their own spaces for autonomous resource creation, revision, curation and sharing. Hence the resources created by the program should be hosted by the state governments as OER for wide use by teachers, and for adapting, revising and re-distributing.

Telangana has developed the state OER platform using the MediaWiki CMS. Andhra Pradesh also has its state OER platform. The [http://teacher-network.in/OER/index.php Teacher Network] (on which this toolkit is available) can be used as a initial state repository. This site has been established and being maintained by IT for Change. Commonwealth Educational Media Centre for Asia ([http://cemca.org.in CEMCA]), an inter-governmental organization of the Commonwealth countries helped establish this platform.

=== Principles of SROER design ===

==== SROER design ====
Some pointers for designing the state OER repository are listed below:
# Each subject should have its own subject portal. Each subject have sections for curriculum, text books, content, assessment/question papers etc
# Each subject have class wise and chapter wise pages, on each page, the OER relevant to that chapter can be shared
# The page for any topic should have both content and pedagogy, latter through ‘activities’ / ‘projects’ explaining the transaction and assessment processes
# The site will also have external links to all useful resources.
# The same content can also be viewed through ‘resources type’ view (multiple views)
# The platform may be hosting content in more than one language (the platform can be built to support sites for each language, which is offered as a medium of instruction in the state). The sites in the different language should be inter-linked to each other, for all pages/ topics.

==== Maintenance of the SROER platform ====
The platform will require technological maintenance, in terms of software upgrades for security and functionality, which will need to be done by the Technology Support Team at the state level. The content categorisation will also need to be regularly updated, to meet new requirements. The MediaWiki Content Management System adopted in both KOER and TROER has many features that support the easy maintenance of the platform.

Case - [http://troer.telangana.gov.in/OER/index.php/Main_Page Telangana Repository of OER] (TROER)

=== Creation of OER in local languages ===
Collaborative OER creation could provide supplementing and complementing resources that are contextual, to teachers. A second aspect is that of language. Most of the OER developed and available are in the English language, and relatively much lesser in the ‘home’ languages spoke by the learners. For instance the Kannada Wikipedia (Kannada is the official language in the state of Karnataka, and spoken by vast majority of its people) has around 16,000 pages in contrast to the nearly 5 million pages in English. One of the focus areas of the 'participatory resource creation' of teachers in the sub-project 5 of ROER4D research program was the creation of resources in the local language. The study suggested that teachers have been able to create a large volume of resources in Kannada, including by translating and trans-creating materials available in English.

This model can thus enable the creation of contextual OERs in many more Indic languages. What makes this model even more potentially useful for India, is that in each state, the dominant language is different. Languages which are dominant in one state are spoken by people in the neighbouring states (at least in the border areas) as well. Hence OER prepared by Karnataka teachers in the Kannada language can be made available to Kannada language students and teachers in schools in Telangana, Andhra Pradesh, Kerala, Maharashtra and Tamil Nadu.

Most of the 30 state governments in India have their own (distinct) state languages. As per the 2001 census of India, 13 languages are spoken by more than ten million native speakers and 21 languages by more than a million. This requires OER in these languages, which the PLC teachers can support the creation of.

=== Toolkit for creating OER ===
For more information on how teachers can use these tools, please refer to the [[Teachers' toolkit for creating and re-purposing OER using FOSS]]

=== Challenges ===
# Collaborative resource creation can be a challenge. Teachers need to learn and internalize working together to create resources, working both through face-to-face interactions and through virtual networks.
# Quality assurance of resources created by the teachers can be quite difficult. To do a reasonably good review, expertise in content (subject matter), pedagogy of the subject and technology is necessary. This can be shared across members of the review team
# Configuring and maintaining a technology platform can be a challenge for a state education department, due to lack of suitable staff. However, as ICT becomes an important and integral part of school education, education departments will need to set-up technology support teams, at state and district levels, hiring suitably or taking on contract, suitable resource persons.
# Use of OER by teachers can also pose a challenge. OER may not be used due to several factors including non-availability of required infrastructure at the school, teachers not sensing a need to go beyond their text books, lack of time to explore OER and adapt for their teaching needs etc.
[[Category:A Professional Learning Community Approach for Teacher Development and OER creation - A toolkit]]

A Professional Learning Community Approach for Teacher Development and OER creation - A toolkit/Developing capabilities for OER creation

2021-02-01T06:52:21Z

Guru: /* Workshops for capacity building of select teachers in OER access and creation */

{{Navigate|Prev=Building Professional Learning Communities|Curr=Developing capabilities for OER creation|Next=Institutionalizing the program}}

Open Educational Resources (OER) as 'materials offered freely and openly to use and adapt for teaching, learning, development and research.'

- [https://web.archive.org/web/20130503135718/http://www.col.org/resources/crsMaterials/Pages/OCW-OER.aspx Commonwealth of Learning]

=== Participatory digital resource creation by PLCs ===
Availability of quality curricular resources has been identified as critical to Quality Education by the National Curricular Framework 2005 (NCF). Traditionally, materials are created at the state level (by the SCERT) and disseminated to teachers. This has two potential limitations; one - reduced teacher participation in development of the curricular resources, and relative non-contextual content. Participatory resource creation can address both. The NCF position paper on Teacher Education also talks about how spaces of resource creation (resource forums and resource centres) are important aspects of Teacher Professional Development.

Secondly, materials created by the SCERT tend to be 'static'; once created, they are revised at infrequent intervals. This legacy approach is the limitation of a traditional 'print' based methods, which cannot allow for such continuous revision and publishing, as that would be far too expensive. However, 'content' is never 'complete' and needs continuous enrichment. Digital technologies can allow for more frequent revision of materials, which can lead to continuous enrichment.

After teacher professional development, the area in which ICT can make a significant difference is in the creation, revision and sharing of digital curricular content. Digital content creation and sharing provides the PLC an important rationale for its existence. Digital content becomes an important output of the PLC's activities. PLCs of teachers can support a dynamic model of OER creation, revision and sharing.

=== Creation, revision, sharing and publishing of resources ===
Teachers can be exposed to a variety of digital methods for developing curricular resources, for different contexts and purposes. Moving beyond the ‘text book’ to include additional formats of resources can create a rich learning environment, in which teachers have a wealth of materials to chose from, based on their needs and priorities. Digital resources can supplement and enrich the existing print based resources (existing print materials can also be digitised). The availability of new digital tools allows for multiple and richer representations of content using images, simulations, videos, info-graphics, semantic maps, etc. Digital methods of transaction using these resources can enrich classroom pedagogies. (refer TPACK framework).

Since digital resources can be easily replicated, the marginal costs of sharing digital content is negligible. Teachers also need a common space where they can access resources for their classroom teaching, and also for TPD. The PLCs can serve as the forums where teachers can share the digital content accessed or created (or accessed and modified) by them, with their colleagues.

Teachers will also learn to access the world wide web for available OER and evaluate these and adapt these for their use. Teacher will revise and re-mix both accessed OER and created OER, to create new OER.

Resources so shared in the PLCs can be vetted and curated and those meeting quality norms can be made available on-line, for easy and universal access.

The NCFTE says, "Teacher education should engage teachers with the curriculum, syllabi and textbooks to critically examine them rather than taking them as ‘given’ and accepted without question". The processes of accessing, creating, reviewing, revising, sharing and publishing OER, definitely serves as an opportunity for teachers to engage with the curriculum, and go beyond the textbook for meeting their teaching needs.

=== Licensing digital content as Open Educational Resources (OER) ===

The size of the public education system in most states could help to create a sufficient volume of interaction in the professional learning communities. The networking of teachers using digital technologies can make the large size of the system as a strength, as the large number of teachers participating in the network could be a benefit in terms of the volume of resources created and shared by them. Even if only a very small percentage of teachers from the public education system participate, in absolute numbers, it is likely to be large enough to provide a base for resource creation.

It is necessary to license all these digital resources as ‘open educational resources’ (OER), since that would enable the resources to be freely re-used, revised and re-distributed. This also needs to be formalized through state curricular policy, by which all materials developed using public funding would be released as OER. If explicit licensing as OER is not done, the default copyright would apply, which is 'all rights reserved'. In this case, teachers cannot download and re-use the materials, or make modifications for enrichment.
Reference - [http://cuhimachal.ac.in/download/2017/april-2017/20170406165216794.pdf OER policy of an educational institution]

=== Program for OER creation, revision and publishing ===
The initial phase of the PLC program can focus on building digital literacy and capacities for integrating ICT for TPD and practice. Subsequently, a program of OER creation can be designed within the PLC program. The steps for the OER program include:
# Establishing a resource creation group and an resource review group
# Designing the processes of OER creation, review, revision and publishing with the academic review group
# Workshops for capacity building of select teachers in OER access and creation
# Continuing OER creation by the OER teams post workshops, in virtual mode
# Review of OER submitted, by the academic review group
# Rework of the OER and final approval for publishing
# Publishing of OER on the state OER platform

==== Establishing structures for the OER program ====
Two teams are required for the OER program - a state resource creation/ editing group and a resource review group. The first group will collaboratively develop the OER on different topics and the second group will review these resources and provide comments and feedback for improvement. Both groups can comprise teachers and teacher educators. The second group will need to have people who have depth of knowledge of the subject matter, pedagogies as well as be familiar with the academic standards and processes of the state. The number of members will depend on the scope of the OER program, preferably, for every grade + subject, the resource creation group should have at least 5 members and the resource review group should have at least 1-2 members.

==== Designing the processes of OER creation, review, revision and publishing ====
This will include the design of the content schema of the OER platform, considering parameters such as subject / discipline, class / grade, audience (teacher / student / public), language etc. The processes of content creation and review will need to be formalized, by identifying the people who would take responsibility for these. Parameters for resource review need to be established to provide the grounds for acceptance or rejection of a resource submission. The processes of making the content public on the platform (publishing) too need to be laid out (for instance if only approved materials will be visible or all resources), including identifying the person(s) responsible.

==== Workshops for capacity building of select teachers in OER access and creation ====
The OER creation team will participate in face-to-face workshops, which should be organized by subject. In these OER workshops, teachers can be organized into teams and each team assigned (based on interest and or capacities) one or more topics from the state syllabus. Teachers can access existing resources for that topic, create resources using different digital tools, revise available and relevant OER to make new resources. The teams can also do an internal review of the resources and the plenary of teachers can review the work done by different teams during the workshop. The workshop would cover the following aspects:
# Creating OER using different digital tools
## Mathematics - Geogebra, Robocompass, Tux Math
## Science - Phet, Kalzium and Stellarium
## History - Timeline
## Geography - Marble, KGeography
## Language and all subjects - Text (LibreOffice, Freeplane), Image (GIMP, Inkscape), Audio (Audacity) and Video (Vokoscreen, Kdenlive) applications
# Learning to edit and upload materials as well as provide links on the wiki
# identifying other OER and freely available content (including mind maps, videos, images, audio clips, animations, Geogebra applets and other multimedia resources) and linking them appropriately
# Classifying, organizing existing content
# Providing metadata for the content
# Peer review content created by others
# Understanding the structures and processes for contribution, review and feedback of resources
Resource - Agenda for a OER creation workshop - [http://karnatakaeducation.org.in/KOER/en/images/0/0b/Maths_KOER_workshop_II_-_Sep_2-4.ods Mathematics], [http://karnatakaeducation.org.in/KOER/en/images/1/11/Agenda_-_Science_KOER_workshop_1_-_July_16_-20_2013.ods Science]

==== Continuing OER creation by the OER teams post workshops, in virtual mode ====
The processes of resource creation does not have to stop with the workshops. The department could have a program of having teachers create resources, in a collaborative manner, over virtual networks and submit the same to resource review teams electronically. The queuing of these could be automatically configured such that resources created for a subject automatically would go to the relevant reviewer / review team.

In addition, the review team can also be part of the virtual forums, so that they can review resources that are shared on these forums as well. Teachers can also be invited to contribute resources to the state OER platform, through a form on the OER platform or by email.

Resource - Specimen [http://www.karnatakaeducation.org.in/?q=node/337 contribution form]

==== Review of OER submitted, by the academic review group, rework by creator and approval ====
The review group will review the resources submitted by teachers. Resources that are 'approved', meaning those that meet pre-specified criteria, can be passed by the review group to the publishing team, for uploading on the state OER platform. If resources need to be reworked before they can be approved, the review team will share back the resources with the creator(s) with feedback for improvement. This process can iterate till the review group approves the resource.

==== Publishing of OER on the state OER Platform ====

Once the resource is approved, the 'publishing team' can upload the resource on the state OER platform, following guidelines for the process. The metadata for each and every resource in the repository must be provided, to ensure ease of access later.

As in the case of NROER, content may be of two types - content which has been reviewed for quality assurance and is 'published', i.e. visible to all. Content which has not undergone the process could be configured to be visible only to the person providing the content to the repository, and to the quality assurance team. Or all content, both approved, and waiting for approval could be made publicly visible.

Resource - Check list for resource upload on the state OER platform

==== Metadata ====
At the time of publishing of the resource, all the required metadata for the OER should also be uploaded into the repository. The NCERT uses around 31 metadata elements for its NROER data and these could be adapted by the state OER repository.

=== State Repository of OER (SROER) ===
Each state must have its own OER repository where all the content created by the department and by the teachers and teacher educators is shared for use of all.

The resources created by teachers and shared on the PLCs can be reviewed by expert groups, set-up by subject. The resources that are seen as valuable should be made available to all teachers on an on-line space. The on-line space can be designed using a FOSS Content Management System such as MediaWiki. MediaWiki is the software platform that is used by Wikipedia, the world's most popular OER repository. It has several features to support collaborative content creation and editing.

{{Collapsed|Mediawiki is a software created to support collaborative resource creation by many. It is easy for editors to add digital content in different formats (text, image, audio, video, html etc) and to revise the content added by others.

A larger number of 'widgets' are available to 'embed' resources from other websites into the Wiki page.

Mediawiki keeps history of changes made on each page, allows ‘roll back’ to an earlier version

Editing is password protected and can be configured to be restricted It is easy to add new web pages and link the content to other pages on the site, as well as from other sites (external links)

Each page can be ‘tagged’ and pages can be collaged based on tags

Metadata can be stored for each file and each page using the 'Categories' feature.

An ‘offline’ backup can be taken on DVD / pen drive and shared to access without Internet |Read More about MediaWiki ....=}}

'''National Platform v/s state platforms''' - For a country like India, with a federal structure, the national level repository [http://nroer.gov.in NROER] can be seen as a role model (like NCERT published text books) and states should set up their own OER platforms, just as most of them have designed and published their own text books. State platforms can encourage greater participation of teachers in OER creation, revision and sharing. Over time the state SCERTs should encourage DIETs / district groups to make their own localised resources and publish on state platforms, this can help bring to fruit, the 1995 MHRD guidelines for teacher education, which envisioned district level text books. In theory one platform for India can meet all requirements, in practice, states should have their own spaces for autonomous resource creation, revision, curation and sharing. Hence the resources created by the program should be hosted by the state governments as OER for wide use by teachers, and for adapting, revising and re-distributing.

Telangana has developed the state OER platform using the MediaWiki CMS. Andhra Pradesh also has its state OER platform. The [http://teacher-network.in/OER/index.php Teacher Network] (on which this toolkit is available) can be used as a initial state repository. This site has been established and being maintained by IT for Change. Commonwealth Educational Media Centre for Asia ([http://cemca.org.in CEMCA]), an inter-governmental organization of the Commonwealth countries helped establish this platform.

=== Principles of SROER design ===

==== SROER design ====
Some pointers for designing the state OER repository are listed below:
# Each subject should have its own subject portal. Each subject have sections for curriculum, text books, content, assessment/question papers etc
# Each subject have class wise and chapter wise pages, on each page, the OER relevant to that chapter can be shared
# The page for any topic should have both content and pedagogy, latter through ‘activities’ / ‘projects’ explaining the transaction and assessment processes
# The site will also have external links to all useful resources.
# The same content can also be viewed through ‘resources type’ view (multiple views)
# The platform may be hosting content in more than one language (the platform can be built to support sites for each language, which is offered as a medium of instruction in the state). The sites in the different language should be inter-linked to each other, for all pages/ topics.

==== Maintenance of the SROER platform ====
The platform will require technological maintenance, in terms of software upgrades for security and functionality, which will need to be done by the Technology Support Team at the state level. The content categorisation will also need to be regularly updated, to meet new requirements. The MediaWiki Content Management System adopted in both KOER and TROER has many features that support the easy maintenance of the platform.

Case - [http://troer.telangana.gov.in/OER/index.php/Main_Page Telangana Repository of OER] (TROER)

=== Creation of OER in local languages ===
Collaborative OER creation could provide supplementing and complementing resources that are contextual, to teachers. A second aspect is that of language. Most of the OER developed and available are in the English language, and relatively much lesser in the ‘home’ languages spoke by the learners. For instance the Kannada Wikipedia (Kannada is the official language in the state of Karnataka, and spoken by vast majority of its people) has around 16,000 pages in contrast to the nearly 5 million pages in English. One of the focus areas of the 'participatory resource creation' of teachers in the sub-project 5 of ROER4D research program was the creation of resources in the local language. The study suggested that teachers have been able to create a large volume of resources in Kannada, including by translating and trans-creating materials available in English.

This model can thus enable the creation of contextual OERs in many more Indic languages. What makes this model even more potentially useful for India, is that in each state, the dominant language is different. Languages which are dominant in one state are spoken by people in the neighbouring states (at least in the border areas) as well. Hence OER prepared by Karnataka teachers in the Kannada language can be made available to Kannada language students and teachers in schools in Telangana, Andhra Pradesh, Kerala, Maharashtra and Tamil Nadu.

Most of the 30 state governments in India have their own (distinct) state languages. As per the 2001 census of India, 13 languages are spoken by more than ten million native speakers and 21 languages by more than a million. This requires OER in these languages, which the PLC teachers can support the creation of.

=== Toolkit for creating OER ===
For more information on how teachers can use these tools, please refer to the [[Teachers' toolkit for creating and re-purposing OER using FOSS]]

=== Challenges ===
# Collaborative resource creation can be a challenge. Teachers need to learn and internalize working together to create resources, working both through face-to-face interactions and through virtual networks.
# Quality assurance of resources created by the teachers can be quite difficult. To do a reasonably good review, expertise in content (subject matter), pedagogy of the subject and technology is necessary. This can be shared across members of the review team
# Configuring and maintaining a technology platform can be a challenge for a state education department, due to lack of suitable staff. However, as ICT becomes an important and integral part of school education, education departments will need to set-up technology support teams, at state and district levels, hiring suitably or taking on contract, suitable resource persons.
# Use of OER by teachers can also pose a challenge. OER may not be used due to several factors including non-availability of required infrastructure at the school, teachers not sensing a need to go beyond their text books, lack of time to explore OER and adapt for their teaching needs etc.
[[Category:A Professional Learning Community Approach for Teacher Development and OER creation - A toolkit]]

File:Rounding value in geogebra.gif

2021-01-09T14:46:38Z

Guru: added Category:Geogebra using HotCat

File uploaded with MsUpload

[[Category:Geogebra]]

Learn Robo-compass

2020-12-17T16:08:05Z

Guru:

=== '''Introduction''' ===
Robo-compass is an online Geometry tool for creating constructions. It allows users to make simulations of geometric constructions. The animations are exactly as we would do using a physical straightedge (ruler), compass and protractor. The construction can be viewed any number of times.

{| class="wikitable"
|ICT Competency
|This is a tool for creating resources for mathematics constructions.
|-
|Educational application and relevance
|It is possible to create drawings and animations using Geogebra to explain different concepts in geometry and algebra. It can be used by teachers as an interactive construction board in the classroom for demonstration and student learning.
|-
|Version
|
|-
|Other similar applications
|Cabri Geometry

Kig (software)
|-
|The application on mobiles and tablets
|Phone application not available. It is a web base application.
|-
|Development and community help
|Developed by MathDisk Technologies

<nowiki>http://robocompass.s3.amazonaws.com/docs/RoboCompass_Handout_Edited.pdf</nowiki>
|}

==== Overview of features ====
* The animations are exactly as we do, using a physical straightedge (scale or ruler),compass and protractor
* The construction can be viewed any number of times
* A particular step of construction can be viewed to get a better understanding
* Colorful presentation of arcs and lines will increase interest among the learner

'''Installation'''

Robo-compass is free online software hence internet connection and web browser is required to view the files designed using Robo-compass. You can view information about this application on [https://www.robocompass.com https://robocompass.com] and run the application on [https://www.robocompass.com/app https://robocompass.com/app]

=== '''Working with the application''' ===

==== Getting familiar with the interface ====
[[File:Robocompass1.png|center|thumb|600x600px]]

==== Using the toolbar – basic ====
Sign into Robo-Compass using a Gmail account before saving a worksheet.
[[File:Robocompass2.png|thumb|600x600px|Sign in to robo-compass|left]]

{{Clear}}

'''Examples''' menu gives the pre-loaded simulations in Robo-compass. They can be used as guide to create new constructions.

[[File:Robo3.png|frameless|800x800px]]

{{Clear}}

==== Using the Command Editor ====
Select “New Command” to add a new command item. Sequential construction commands for constructing geometric elements are given in command editor.

Simulations created can be viewed with play button in the command window.

[[File:Robo4.png|left|thumb|500x500px]][[File:Robo5.png|none|thumb|500x500px]]

{{Clear}}

==== Using the toolbar - advanced features ====
Additional features to view in 2D/3D, full screen and show grid – can be modified with the menu bar on the left.[[File:Robo6.png|center|thumb|700x700px]]

{{Clear}}
==== Saving and viewing saved files ====
* To save your work click the Save button. The Save dialogue box will open
[[File:Robo7.png|left|thumb|581x581px]]
[[File:Robo8.png|thumb|573x573px]]

{{Clear}}

==== Advanced features ====
Geometers Sketchpad enable both students and teachers to explore geometric relationships dynamically and to create very complex and yet very precise geometric constructions

=== '''Ideas for resource creation''' ===
Robo-compass for demonstrating geometric constructions.

Robo-compass for creating simulations that help in accuracy and understanding of geometric construction and gives the clarity of the basic ideas of construction.
=== '''References''' ===
[http://www.robocompass.com/app Robo-compass web application]

[http://robocompass.s3.amazonaws.com/docs/RoboCompass_Handout_Edited.pdf Robo-compass user guide]

[https://www.youtube.com/watch?v=e72YnquiuUg Robo-compass tutorial]

[https://colleenyoung.wordpress.com/2014/05/17/robocompass/ Mathematics, learning and technology]

[[Category:Explore an application]]

Audio Resource Creation for Language Teaching - RIESI

2020-11-25T02:32:21Z

Guru: /* Reading materials on ELT */

==Course background==
Regional Institute of English, South India (RIESI) and IT for Change (ITfC) are collaborating to design and conduct an online course on “Audio resources creation for language teaching ” for English language teachers, who are participating in the CELT program of RIESI. The course is based on the National ICT curriculum theme “Creating with ICT”. This note discusses the objectives, approach, requirements of the participants and expected outcomes from the course.
== Objectives of the course==
# To understand the connection between the word and the thought (can we communicate abstract ideas without words, i.e., sounds) and to recognize that the combinations of sounds and what they describe is arbitrary
# To explore new digital methods for language learning. Exploring Audacity FOSS ([[wikipedia:Free_and_open-source_software|Free and Open Source Software]]) tool to create rich language resources for use in a language lesson
# To learn to record and editing audio using Audacity. Making your audio resource richer by using multiple audio files (background music)
# To introduce the philosophy of creating and adapting existing audio resources ([[wikipedia:Open_educational_resources|Open Educational Resources created with FOSS]])
# To publish created audio resource on a [https://soundcloud.com/it-for-change/sets/riesi-celt-audio-workshop-jan public repository] for the benefit of all teachers

== Approach ==
The course will be held over 4 webinar sessions and each webinar duration will be for a duration of 90 mins.
# Session1: Overview of the course. Exploring the role of audio in language learning. Introduction to audio resources/ICT, and identification of audio resource to be created by each participant.
# Offline activity — Install Audacity on computer. Record an audio clip using Audacity or mobile-based apps.
# Sessions 2, 3 and 4: These sessions will be hands-on sessions. Here the participants will create the audio resource on the selected topic and will some sound effects to the recorded audio clips. The participants will present their audio files and will upload on an online repository.
# The webinar is proposed to be held on the following dates November 23rd, 25th, 26th and 28th. The webinar timings will be 3.00 PM to 4.30 PM.

==Requirements from the participants==
#All the participants should have a computer (desktop or laptop) along with a good mic + speaker (headphones).
#Audacity application must be installed on the computer. For installation instructions, refer [[Learn Audacity#Installation|https://teacher-network.in/OER/index.php/Learn_Audacity#Installation]].
#
==Join the webinar sessions==
All the 4 webinar sessions will be held on the following dates: November 23rd, 25th, 26th and 28th. The webinar timings will be 3.00 PM to 4.30 PM.

[https://karnatakaeducation.org.in/lms/mod/bigbluebuttonbn/view.php?id=2612 Click here to join the webinar session (to join the session you need to login by using CELT Moodle login details)]

==Expected Outcomes==
It is expected that at the end of the course, each participant would have created an audio resource, on their selected topic (poem or prose or any other resource). This resource would be published on a public repository. Participants who successfully complete the course and upload their resources on the repository will get a certificate of completion from RIESI and IT for Change.

== Agenda ==
{| class="wikitable"
|'''Webinars'''
|'''Particulars'''
|'''Activities'''
|'''Resources'''
|-
|Webinar 1

23-November
|Role of Audio in Language Teaching Learning
|
# Introduction to the workshop and agenda explanations
# Helping participants to install Audacity software in their computers
# Go through audio recording basic options in audacity
# 4. Save as project file, export recorded audio files
# Go through a checklist of recording a good quality audio
# Participants will choose one topic to create audio.
|Moodle course page

[[Learn Audacity]] handout
|-
|Webinar 2

25-November
|
# Using different applications for audio recording
# Understanding the technical specifications for audio headphones, microphone
# Understanding of Audacity editing tools.
|
# Edit recorded audio files using basic tools as we needed.
# Get familiar with audacity project files and the audio files.
# Use "noise removal" to clear background noise
# To understand what is a track and how tracks can be used mix audios+musics and multiple sound elements.
|[[Learn Audacity]]
|-
|Webinar 3

26-November
|
# Effectiveness of adding audio effects
# Understanding when and how to use audio effects to the audio's
# Using an audio editing tool to add sound elements.
|
# Use edit tools to refine audio by removing unwanted part
# Use multiple tracks to add background music for the audio
# Use amplification to adjust the output volume of audio files
# File export as audio files and save as project.
|Learn Audacity and [http://www.SoundCloud.com www.SoundCloud.com]
|-
|Webinar 4

28-November
|
# Using an audio editing tool to enhance an audio resource
# Understanding of using different background music to make more effective of the audio
# Publish created audio's on the web.
|
# Fade in/out to adjust the audio -voice modulation
# Use Silence, noise reduction, pitch change and echo features
# Add different audio elements to the audio in any particular places
# Use Soundcloud.com to upload and share audio's
|Learn Audacity and [[Learn Soundcloud|www.SoundCloud.com]]

[[Learn Soundcloud|SoundCloud]]

[[Learn Soundcloud|handout]]
|}

==Resources==
===Audio resources created by last batch participants===
====September CELT batch audio====
# '''[https://soundcloud.com/itfor-change/sets/riesi-celt-primary-school-teachers-audio-workshop-october-2020 Primary school teachers SoundCloud album]'''
# [https://soundcloud.com/itfor-change/sets/riesi-celt-secondary-school-teachers-audio-workshop-october-2020 '''Secondary school teachers SoundCloud album''']

===Technology resources===
#[[Learn Audacity#Installation|Install Audacity application in your computer]]
#[https://drive.google.com/drive/folders/1rpuG1V8ISYUS0IbbS7-EVNzWiDl-3VRD '''Download different background music's to your computer''']
#[https://teacher-network.in/OER/images/3/32/Checklist_to_record_good_audio.pdf Checklist for recording good audio clip]
#[https://docs.google.com/forms/d/e/1FAIpQLSff7Mu3ezMZGQK2jt6Bt9ZY3BSnSCb2-_prXBKtC8XQ9zMKVA/viewform Fill this form, with your topic for audio resource creation in the course]
#What is copyright and what is OER - See short [https://youtube.com/watch?v=zeQy4a6alU0&list=PLWUrlh2K8RdTORtWrlMIDjEPgdD-VC7BN&index=10&t=0s video]
#[https://www.youtube.com/watch?v=tq6rNIu3J1E Watch this video] to know upload your audio files on SoundCloud audio repository.
===Online OER audio repositories===
#[https://commons.wikimedia.org/wiki/Category:Audio_files WikimediaCommons]
#[https://www.bensound.com/ BenSound]
#[http://soundbible.com/ Soundible]
#[https://freesound.org/ FreeSound]
#[https://soundcloud.com/ SoundCloud]
===Reading materials on ELT===
#[[Krashen hypotheses|Krashen's hypotheses for SLA]] (Second Language Acquisition)
#[https://academia.edu/7452953/Multilinguality_education_and_harmony Multilingualism, education and harmony] - Prof Rama Kant Agnihotri (Multilingualism, as a resource for ELT
#[https://www.academia.edu/5905884/Multilingualaity_and_the_teaching_of_English_in_India Multi-linguality_and_the_teaching_of_English_in_India] - Prof Rama Kant Agnihotri
#[https://karnatakaeducation.org.in/KOER/en/index.php/English:_Curriculum_and_Syllabus National Curriculum 2005 Framework Position Paper] on Teaching English
#[https://karnatakaeducation.org.in/KOER/en/index.php/English:_Curriculum_and_Syllabus National Curriculum 2005 Framework Position Paper] on Teaching of Indian Languages
#[[:File:Revised - Digital stories - a new approach to curricular material development, Ranganathan and Kasinathan, June 2017.odt#file|Digital Storytelling, an ICT-based method of co-constructing and transacting curriculum]]
===Additional resources===
#Rich recitations
##[https://www.youtube.com/channel/UCIPCWV2LAifpieVp4akjZ_A Karadi tales] - Very rich and brilliant audio stories based on Indian stories and using Indian tunes... must listen to [https://youtube.com/user/karadionline/videos all]
###[https://youtu.be/eSEgbhGokPA Karadi tale - Blue Jackal by Naseeruddin Shah]
###[https://youtube.com/watch?v=LPMq2GOmBj8 Crickematics] with Rahul Dravid
###[https://youtu.be/hW57awyt024 Monkey on a Fast] with Sanjay Dutt
##https://www.swarasforschools.com/
#Poetry online
##[https://poets.org/poems-poets Poems online] (10,000 poems) available for download
##Access poems and upload your poems [https://allpoetry.com/ All Poetry]
##[https://poetryfoundation.org/poems Poetry foundation]
#Great speeches
##[https://www.youtube.com/watch?v=vP4iY1TtS3s I have a Dream speech by Martin Luther King .Jr]

==Course feedback==
To fill the course feedback form [https://docs.google.com/forms/d/e/1FAIpQLSclxhQQ49FfOVT3F4P0BlUtAHwz43dWd7Q653ii9nUFBNM45Q/viewform click here]
[[Category:Course]]

Learn LibreOffice Impress

2020-11-20T03:07:04Z

Guru:

''[http://karnatakaeducation.org.in/KOER/index.php/%E0%B2%B2%E0%B2%BF%E0%B2%AC%E0%B3%8D%E0%B2%B0%E0%B3%86_%E0%B2%86%E0%B2%AB%E0%B3%80%E0%B2%B8%E0%B3%8D_%E0%B2%87%E0%B2%82%E0%B2%AA%E0%B3%8D%E0%B2%B0%E0%B3%86%E0%B2%B8%E0%B3%8D_%E0%B2%95%E0%B2%B2%E0%B2%BF%E0%B2%AF%E0%B2%BF%E0%B2%B0%E0%B2%BF ಕನ್ನಡದಲ್ಲಿ ನೋಡಿ]''
{{Template:Book-sidebar}}
===Introduction===
====Basic information====
{| class="wikitable"
|-
|ICT Competency
|LibreOffice Impress is a free and open source application for creating generic resources, in the form of slide presentations.
|-
|Educational application and relevance
|LibreOffice Impress can be used to create slides that contain many different elements including text, lists, tables, charts, audio and video links etc. Slides are often used in training programs and in teaching to quickly and simply communicate ideas through points.
|-
|Version
|Version: 5.1.4.2
|-
|Configuration
|No specific configuration requirements
|-
|Other similar applications
|'''[http://sozi.baierouge.fr/ Sozi], [https://www.openoffice.org/product/impress.html Apache OpenOffice Impress],''' ''[http://google.com/slides/about Google Drive Slides] are all presentation software applications''
|-
|The application on mobiles and tablets
|In an Android based mobile or tablet, you can install [https://libreoffice.org/download/android-viewer LibreOffice viewer] through the Google Playstore
You can use [https://deckdeckgo.com/ DeckDeckGo] for creating and sharing presentations online. It is a FOSS alternative for Google Slides. Although there are similar full office-suite along with Google Drive storage service like NextCloud, this is simpler when we just want to use a clean presentation tool. It works on mobile too.
|-
|Development and community help
|1. [http://www.libreoffice.org/ Official Website]
2. [https://wiki.documentfoundation.org/images/a/ac/IG40-ImpressGuideLO.pdf LibreOffice Impress help document]
|}
===='''Overview of Features'''====
LibreOffice Impress lets you create professional slide shows that can include charts, drawing objects, text, multimedia and a variety of other items. We can import and modify Microsoft PowerPoint presentations.
On-screen slide shows, animation, slide transitions are a few of the techniques you can use to make presentation more appealing. Impress also includes a spelling checker, text styles and background styles, to communicate information in simple and powerful ways.

====Installation====
#The application is part of the Ubuntu custom distribution.
#In case you do not find it on your computer, you can install by typing <code>LibreOffice</code> on top search bar in Software Centre.
#If you would like to install through the terminal follow these steps below:
##Open terminal by clicking Applications->System Tools->Terminal or through Keyboard shortcut <code>Ctrl+Alt+T</code>
##In the terminal window, type below command and press enter to start the installation by providing your machine password:
##<code>sudo apt-get install LibreOffice</code>
To install on '''Microsoft Windows''' system, download the LibreOffice_6.4.2_Win_x64 file from https://www.libreoffice.org/download/download/ and install on your computer.

===Working with the application===

==== Opening a presentation slide ====
[[File:LO1 Introduction.png|450px|left]]
LibreOffice Impress can be opened from Applications → Office → LibreOffice Impress. When you open the LibreOffice Impress application, it will show the window like this. You can click the cursor on "Click to add title" and type the title of the information you want to enter. And then you can click the cursor on "Click to add text" and type the information you want to present. 

After completing the first slide, if you want take new slide, see the left side panel of the window and right click on slide, then choose new slide. Alternatively, you can also select any slide from from slide list and then press ENTER.
{{clear}}

==== Organising text through bullets and number lists ====
[[File:LO Bullets and Numbers.png|450px|left]]
'''To add the bullets and numbers''' to text information, choose Format - Bullets and Numbering. You can also select the different symbols of bullets and numbers here. 
An important feature of Impress is to enable you present your information through simple and short points ('bullet points').
{{clear}}
==== Inserting images ====
[[File:LO add Images.png|450px|left]]
'''To add images''' - Go to the insert menu in menu bar and click on images and select the image which you want to add. Alternatively you can click on the image icon in text field. You can move the cursor around that, and it will show the option to 'Insert Image'. Here you can see the options to 'Insert Table' , 'Insert Audio and Video' and 'Insert Graph'. Thus you can insert files in other formats also in your slide and make it a comprehensive resource on a topic. You can also add additional 'text boxes' in the slide to format your text into different boxes on the slide.
{{clear}}

==== Insert Weblink ====
[[File:LO Hyperlink.png|450px|left]]
'''Insert Web link'''- Place the text cursor in the document at the point where you want to insert the hyperlink or select the text that you want to put the hyperlink on. Select Hyperlink command from the Insert menu.
When you present your slides (using 'Slide Show' from the Menu), you will be able to click this web link and open the web page with that address (you will need internet connectivity for this). You can also use this to link a file on your own computer, which can be opened in the same manner.
{{clear}}
==== Custom animation for presentation ====
[[File:LO_Impress_5_Custom_animation.png|450px|left]]
'''Custom animation''' - Opens the Custom Animation from task panel on right side of the working window. Alternatively choose Slide from Menu Bar and then click on 'Custom Animation'. There will be varieties of styles to add, you can choose. Custom animation enables you to present your text in different styles. You can have the text come in different speeds, in different ways, this makes it interesting for the viewer by providing visual relief. Try different animation methods and have fun!
{{clear}}

==== Modifying the 'Master Page' template ====
[[File:LO Master Page.png|450px|left]]
'''Master Page''' - Impress comes with a collection of master pages. Click on the master pages section from task panel on right side of the working window, and click on master page you want to select for your presentation.
{{clear}}

====Saving the files and formats====
#Like in most applications, a file can be saved using the FILE – SAVE command, or by the shortcut key CTRL+S. Always give a meaningful file name, reading which you should get an idea of the file contents.
#The files will be saved as ".odp".
#The files can be exported to a PDF format (FILE - EXPORT as PDF). This is useful when you only need to print the file and do not want any changes to it. You can also save your file in the Microsoft ppt format (FILE - SAVE AS).
====Advanced features====
You can use custom animation in advanced ways to present text, audio, video and images in rich ways. You have different options to print your slides - only slides or as a handout.

===Ideas for resource creation===
* You can organise and structure teaching ideas through slide presentations. You can animate your slides and combine text, image, audio and video elements for richer communication.

===References===
#[https://wiki.documentfoundation.org/images/a/ac/IG40-ImpressGuideLO.pdf The Document Foundation]
#LibreOffice Impress Official [https://www.libreoffice.org/ Website]

[[Category:Explore an application]]

Learn Stellarium

2020-10-24T16:54:51Z

Guru:

''[http://karnatakaeducation.org.in/KOER/index.php/%E0%B2%B8%E0%B3%8D%E0%B2%9F%E0%B3%86%E0%B2%B2%E0%B3%8D%E0%B2%B2%E0%B2%BE%E0%B2%B0%E0%B2%BF%E0%B2%AF%E0%B2%AE%E0%B3%8D_%E0%B2%95%E0%B2%B2%E0%B2%BF%E0%B2%AF%E0%B2%BF%E0%B2%B0%E0%B2%BF ಕನ್ನಡದಲ್ಲಿ ನೋಡಿ]''
{{Template:Book-sidebar}}
=Introduction=
Stellarium is a free and open source software that converts your computer into a planetarium. It shows a realistic sky in 3 Dimension, just like what you would see with the naked eye, binoculars or a telescope. It can be projected onto domes to simulate a planetarium.

==Educational application and relevance==
==Version==
Stellarium Version - 0.12.4
==Configuration==
There is no need to configure Stellarium, it is bundled with Ubuntu Kalpavriksha. To launch it -
Application - Education - Stellarium

==Overview of Features==
Stellarium has default catalogue of over 600,000 stars, extra catalogues with more than 210 million stars and illustrations of the constellations, constellations for 20+ different cultures, images of nebulae (full Messier catalogue), realistic Milky Way, very realistic atmosphere and sunrise and sunset.

==Other similar applications==
Kstar

==Development and community help==
[http://www.stellarium.org/ Official Website]

=Working with the application=
==Functionalities==
#'''Please label images as Step 1'''
#'''Please add 500px'''
{| class="wikitable"
|-
| style="width: 50%;" |[[File:Stellarium_1.png|450px]]
| style="width: 50%;" |[[File:Stellarium_2.png|450px]]
|-
| style="width: 50%;" |On opening a new installation of Stellarium, you will be presented with a 60° view of
the sky as currently seen from Paris.
| style="width: 50%;" |At the bottom of the screen you can see additional information describing the
location, date and time.
|-
| style="width: 50%;" |[[File:Stellarium_3.png|450px]]
| style="width: 50%;" |[[File:Stellarium_4.png|450px]]
|-
| style="width: 50%;" |Cardinal indicators located on the horizon show the direction you are facing.
| style="width: 50%;" |A left mouse click on any object on the screen will display additional information in
the top left hand corner of the screen.
Right mouse click to clear the selection
|-
| style="width: 50%;" |[[File:Stellarium_5.png|450px]]
| style="width: 50%;" |[[File:Stellarium_6.png|450px]]
|-
| style="width: 50%;" |Positioning your mouse at the lower left hand corner of the screen will reveal the main tool bars. They automatically disappear when the mouse is moved away.
Basic Moves
Moving around Stellarium can be accomplished using mouse and keyboard
commands. 
Hold the left mouse button down while moving the mouse to change your orientation. 
You can also use the cursor keys on your keyboard to change your orientation. 
Press and hold the keyboard Page Up and Page Down keys to zoom in and out. Press the space bar
to centre a selected object. 
Press the forward slash key “ / ” to quickly zoom in on a selected object. 
Press the back slash key ” \ “ to return quickly to a 60° field of view. 
| style="width: 50%;" |'''Setting the Location and Time :''' 
Setting the correct location and time must be done before Stellarium can be used to
plan an evening’s observations. 
Press F6 to open the Location Window. Alternatively, click on the Location Window
icon in the tool bar. 
Type the name of the city in the search box, then select it t. Click on “use as default”
if you wish to retain the setting the next time Stellarium starts. Close when finished.
|-
| style="width: 50%;" |[[File:Stellarium_7.png|450px]]
| style="width: 50%;" |[[File:Stellarium_8.png|450px]]
|-
| style="width: 50%;" |The main display should reflect the new location details:
| style="width: 50%;" |Press F5 to bring up the Date and Time window. Set the time to 8:30 PM.
|-
| style="width: 50%;" |[[File:Stellarium_9.png|450px]]
| style="width: 50%;" |[[File:Stellarium_10.png|450px]]
|-
| style="width: 50%;" |Time
Stellarium also allows us to manipulate time. 
Press the “L” key 3 times to see the stars move across the sky. 
Press the “K” key to return time to normal speed. 
Press the “J” key repeatedly to make time move backwards. 
Press the “8” key to reset the date and time to current. 
Press the “7” key to freeze time. 
If you get lost, remember: 
The “8” key sets the date and time to current. 
The “K” key set the simulation to normal speed. 
Refer to the status bar at the bottom of the screen at any time to check on the date,
time, and simulation speed.
| style="width: 50%;" |Controls for time can also be found on the lower tool bar:
|-
| style="width: 50%;" |[[File:Stellarium_11.png|450px]]
| style="width: 50%;" |[[File:Stellarium_12.png|450px]]
|-
| style="width: 50%;" |'''Markings''' :
Various grids, lines and markings can be displayed on the celestial sphere.
Pressing “e” toggles an equatorial grid:
| style="width: 50%;" |Pressing “z” toggles the Altitude / Azimuth grid:
|-
| style="width: 50%;" |[[File:Stellarium_13.png|450px]]
| style="width: 50%;" |[[File:Stellarium_14.png|450px]]
|-
| style="width: 50%;" |Constellation lines and boundaries are toggled on and off using the “b” and “c” keys.
| style="width: 50%;" |Constellation art can be displayed by using the “r” key.
|-
| style="width: 50%;" |[[File:Solar_eclips_time_set.png|450px]]
| style="width: 50%;" |[[File:Solar_eclipse_(Sun_%26moon).png|450px]]
|-
| style="width: 50%;" |'''Solar eclipse''' :
I you know date , place and time you can check directly through stellarium . 
For example : 
Go-to Location window → type in search box Manado then select and close location window. 
Go-to date and time window : 1995-10-24 – 09.05.00 
| style="width: 50%;" |Go-tp search Window : type in SUN
then zoom in - cntrl+Up or Zoom In(scroll mouse key)
Just click on play button on below panel .
If you need a increase the time speed click on forward button or L
|-
| style="width: 50%;" |[[File:Solar_eclipse_half_jointed.png |450px]]
| style="width: 50%;" |[[File:Solar_full_eclipse.png|450px]]
|-
| style="width: 50%;" |observe to solar eclipse half sun covered .
| style="width: 50%;" |Full solar eclipse : upto 12.15pm
Total duration of solar eclipse : 3 hours 10 min.
|-
| style="width: 50%;" |Image Image Image Image (Step 19)
| style="width: 50%;" |Image Image Image Image (Step 20)
|-
| style="width: 50%;" |
| style="width: 50%;" |
|-
| style="width: 50%;" |Image Image Image Image (Step 21)
| style="width: 50%;" |Image Image Image Image (Step 22)
|-
| style="width: 50%;" |
| style="width: 50%;" |
|-
| style="width: 50%;" |Image Image Image Image (Step 23)
| style="width: 50%;" |Image Image Image Image (Step 24)
|-
| style="width: 50%;" |
| style="width: 50%;" |
|}

==File formats for creation==
Not applicable. However, you can take screenshots or videos using [[Learn Kazam|Kazam]]

==Saving the file==
Not applicable

==Export and publishing files==
Not applicable

==Advanced features==
http://www.stellarium.org/wiki/index.php/Advanced_Use

=Installation=
{| class="wikitable"
|-
! Method of installation !! Steps
|-
| From Ubuntu software Centre || Steps
|-
| From Terminal || Steps
|-
| From the web || Steps
|-
| Web based registration || Steps
|}
=The application on mobiles and tablets=
Skymap is a mobile app.

=Ideas for resource creation=
You can take screenshots to add to your lesson on astrophysics.

=References=
# http://stellarium.org/
# https://en.wikipedia.org/wiki/Stellarium_(software)
[[Category:Explore an application]]

Krashen hypotheses

2020-09-26T15:05:05Z

Guru:

The primary purpose of language is to communicate. Yet, many children who spend years learning a language in school, are unable to communicate freely in that language. This issue is visible with regard to English. Even as the age for learning English is reduced and states are moving to English as the medium of instruction, we find that children do not acquire communicative skills in English.

=== Krashen's hypotheses ===
Stephen Krashen a linguist, has done extensive research on second language learning, and his 'hypotheses' governing language learning are relevant to ELT. His hypotheses are:
# acquisition-learning hypothesis,
# input hypothesis,
# monitor hypothesis,
# affective filter and
# natural order hypothesis
[[File:Krashen hypotheses for language acquisition ITfC Sep 2020.jpg|right|frameless|1200x1200px|alt=Download concept map on Krashen's hypotheses]]
[[File:Krashen hypotheses for language acquisition ITfC Sep 2020.mm|alt=Krashen's hypotheses|thumb]]

Understanding these hypotheses and integrating the principles into our ELT program can enable the classroom to support learners acquire communicative skills in the English Language (and any other language as well).

Krashen says "'''Acquisition requires meaningful interaction in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding. The best methods are therefore those that supply 'comprehensible input' in low anxiety situations, containing messages that students really want to hear. These methods do not force early production in the second language, but allow students to produce when they are 'ready', recognizing that improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting production'''."

'''<big>Download [[:File:Krashen hypotheses for language acquisition ITfC Sep 2020.mm|concept map on Krashen's hypotheses]]</big>'''

=== Integrating Krashen's hypotheses in work with Government schools ===
In the 'Teachers Communities of Learning' (TCOL) program, IT for Change has attempted to bring these hypotheses into program design and transaction and seen significant validity for these.

Apart from the application of the hypotheses, there is one more significant benefit to ELT - we can identify pedagogies that are actually harmful to language learning, such as
# not providing adequate input (which has to be audio/video-rich, not only text rich)
# most input provided is not very contextual or meaningful to the learner (some textbook chapters) expecting production too soon - both reading and writing
# premature and excessive focus on formal grammar
# not providing adequate peer learning possibilities
# creating a stressful environment of 'achievement/production'

=== Books written by Krashen ===
[http://sdkrashen.com/content/books/sl_acquisition_and_learning.pdf Second Language Acquisition and Second Language Learning] - Stephen D Krashen URL. This book available for free download for non-commercial purposes, following chapters are especially useful:

5. The Role of the First Language in Second Language Acquisition

7. On Routines and Patterns in Language Acquisition and Performance

8. Relating Theory and Practice in Adult Second Language Acquisition

Principles and Practice in Second Language Acquisition - Krashen, S.D. URL

Book available for free download for non commercial purposes. Chapter III in this book focuses on 'Providing Input for Acquisition' - how the teacher can encourage subconscious acquisition of language. Chapter V discusses practical "Approaches to Language Teaching"

[[Category:English]]

Audio OER creation course for RIESI CELT, September 2020

2020-09-26T15:01:33Z

Guru: /* Additional resources */

==Course background==
Regional Institute of English, South India (RIESI) and IT for Change (ITfC) are collaborating to design and conduct an online course on “Audio resources creation for language teaching ” for English language teachers, who are participating in the CELT program of RIESI. The course is based on the National ICT curriculum theme “Creating with ICT”. This note discusses the objectives, approach, requirements of
participants and expected outcomes from the course.
== Objectives of the course==
# To understand the connection between the word and the thought (can we communicate abstract ideas without words, i.e., sounds) and to recognize that the combinations of sounds and what they describe are arbitrary
# To explore new digital methods for language learning. Exploring Audacity FOSS ([[wikipedia:Free_and_open-source_software|Free and Open Source Software]]) tool to create rich language resources for use in a language lesson
# To learn recording and editing audio using Audacity. Making your audio resource richer by using multiple audio files (background music)
# To introduce the philosophy of creating and adapting existing audio resources ([[wikipedia:Open_educational_resources|Open Educational Resources created with FOSS]])
# To publish created audio resource on a [https://soundcloud.com/it-for-change/sets/riesi-celt-audio-workshop-jan public repository] for the benefit of all teachers

== Approach ==
The course will be held over 4 webinar sessions and each webinar duration will be for a duration of 90 mins.
# Session1 : Overview of the course. Exploring the role of audio in language learning. Introduction to audio resources/ICT, and identification of audio resource to be created by each participant.
# Offline activity — Install Audacity on computer. Record audio clip using Audacity or mobile based apps.
# Sessions 2, 3 and 4 : These sessions will be hands-on sessions. Here the participants will create the audio resource on the selected topic and will some sound effects to the recorded audio clips. The participants will present their audio files and will upload on an online repository.
# The webinar is proposed to be held on the following dates September 28, 30 and October 1 & 3. The webinar timings will be 11 to 12:30 for the Secondary School Teachers and 3 to 4:30 for the Primary School Teachers.
==Requirements from the participants==
#All the participants should have a computer (desktop or laptop) along with a good mic + speaker (headphones).
#Audacity application must be installed on the computer. For installation instructions, refer [[Learn Audacity#Installation|https://teacher-network.in/OER/index.php/Learn_Audacity#Installation]].
#
==Join the webinar sessions==
All the 4 webinar sessions will be held on the following dates: September 28th, 30th and October 1st, 3rd. The webinar timings will be '''from 5.30 to 7 pm'''.
==Expected Outcomes==
It is expected that at the end of the course, each participant would have created an audio resource, on their selected topic (poem or prose or any other resource). This resource would be published on a public repository. Participants who successfully complete the course and upload their resources on the repository will get a certificate of completion from IT for Change and ELTA.

== Agenda ==
{| class="wikitable"
|'''Webinars'''
|'''Particulars'''
|'''Activities'''
|'''Resources'''
|-
|Webinar 1

28-Sep
|Role of Audio in Language Teaching Learning
|1. Introduction to the workshop and agenda explanations

2. Demonstration and discussion about listened audio files

3. Participants will identify different audio elements

4. Participants will choose one topic to create audio

5. Installing required software's for the hands-on session.
|Moodle course page

[[Learn Audacity]] handout
|-
|Webinar 2

30-Sep
|1. Using different applications for audio recording

2. Understanding the technical specifications for audio – headphones, microphone

3. Understanding of Audacity editing tools.
|1. Go through audio recording basic options in audacity

2. Go through check list of recording a good quality audio

3. Go through the audio recording process — record pause, play, stop

4. Save as project file, export recorded audio files

5. Edit recorded audio files using basic tools as we needed.

6. Get familiar with audacity project files and the audio files
|[[Learn Audacity]]
|-
|Webinar 3

1-Oct
|1. Effectiveness of adding audio effects

2. Understanding when and how to use audio effects to the audio's

3. Using an audio editing tool to add sound elements.
|1. Use edit tools to refine audio by removing unwanted part

2. To understand what is track and how tracks can be used

3. Use multiple tracks to add background music for the audio

4. Use "noise removal" to clear background noise

5. File export as audio files and save as project.
|Learn Audacity and [http://www.SoundCloud.com www.SoundCloud.com]
|-
|Webinar 4

3-Oct
|1. Using an audio editing tool to enhance an audio resource

2. Understanding of using different background musics to make more effective of the audio

3. Publish created audio's on web.
|1. Use amplification to adjust the output volume of audio files

2. Fade in/out to adjust the audio -voice modulation

3. Use Silence, noise reduction, pitch change and echo features

4. Add different audio elements to the audio in any particular places

5. Use Soundcloud.com to upload and share audio's
|Learn Audacity and [[Learn Soundcloud|www.SoundCloud.com]]

[[Learn Soundcloud|SoundCloud]]

[[Learn Soundcloud|handout]]
|}

==Resources==
===Technology resources===
#[[Learn Audacity#Installation|Install Audacity application in your computer]]
#[https://drive.google.com/drive/folders/1rpuG1V8ISYUS0IbbS7-EVNzWiDl-3VRD Download different background music's to your computer]
#[https://teacher-network.in/OER/images/3/32/Checklist_to_record_good_audio.pdf Checklist for recording good audio clip]
#[https://docs.google.com/forms/d/e/1FAIpQLSff7Mu3ezMZGQK2jt6Bt9ZY3BSnSCb2-_prXBKtC8XQ9zMKVA/viewform Fill this form, with your topic for audio resource creation in the course]
#What is copyright and what is OER - See short [https://youtube.com/watch?v=zeQy4a6alU0&list=PLWUrlh2K8RdTORtWrlMIDjEPgdD-VC7BN&index=10&t=0s video]
===Online OER audio repositories===
#[https://commons.wikimedia.org/wiki/Category:Audio_files WikimediaCommons]
#[https://www.bensound.com/ BenSound]
#[http://soundbible.com/ Soundible]
#[https://freesound.org/ FreeSound]
#[https://soundcloud.com/ SoundCloud]
#Audio resources [https://soundcloud.com/it-for-change-tcol-2018/sets/elta-audio-workshop-july-2020 created in this course] by participants
===Reading materials on ELT===
#[[Krashen hypotheses|Krashens hypotheses for SLA]] (Second Language Acquisition)
#[https://academia.edu/7452953/Multilinguality_education_and_harmony Multi-linguality, education and harmony] - Prof Rama Kant Agnihotri (Multi-lingualism, as a resource for ELT
#[https://www.academia.edu/5905884/Multilingualaity_and_the_teaching_of_English_in_India Multi-linguality_and_the_teaching_of_English_in_India] - Prof Rama Kant Agnihotri
#[https://karnatakaeducation.org.in/KOER/en/index.php/English:_Curriculum_and_Syllabus National Curriculum 2005 Framework Position Paper] on Teaching English
#[https://karnatakaeducation.org.in/KOER/en/index.php/English:_Curriculum_and_Syllabus National Curriculum 2005 Framework Position Paper] on Teaching of Indian Languages
#[[:File:Revised - Digital stories - a new approach to curricular material development, Ranganathan and Kasinathan, June 2017.odt#file|Digital Storytelling, an ICT-based method of co-constructing and transacting curriculum]]
===Additional resources===
#Rich recitations
##[https://www.youtube.com/channel/UCIPCWV2LAifpieVp4akjZ_A Karadi tales] - Very rich and brilliant audio stories based on Indian stories and using Indian tunes... must listen to [https://youtube.com/user/karadionline/videos all]
###[https://youtu.be/eSEgbhGokPA Karadi tale - Blue Jackal by Naseeruddin Shah]
###[https://youtube.com/watch?v=LPMq2GOmBj8 Crickematics] with Rahul Dravid
###[https://youtu.be/hW57awyt024 Monkey on a Fast] with Sanjay Dutt
##https://www.swarasforschools.com/
#Poetry online
##[https://poets.org/poems-poets Poems online] (10,000 poems) available for download
##Access poems and upload your poems [https://allpoetry.com/ All Poetry]
##[https://poetryfoundation.org/poems Poetry foundation]
#Great speeches
##[https://www.youtube.com/watch?v=vP4iY1TtS3s I Have a Dream speech by Martin Luther King .Jr]
==Course feedback==
To fill the course feedback form [https://docs.google.com/forms/d/e/1FAIpQLSclxhQQ49FfOVT3F4P0BlUtAHwz43dWd7Q653ii9nUFBNM45Q/viewform click here]
[[Category:Course]]

Krashen hypotheses

2020-09-26T13:22:35Z

Guru:

The primary purpose of language is to communicate. Yet, many children who spend years learning a language in school, are unable to communicate freely in that language. This issue is visible with regard to English. Even as the age for learning English is reduced and states are moving to English as the medium of instruction, we find that children do not acquire communicative skills in English.

=== Krashen's hypotheses ===
Stephen Krashen a linguist, has done extensive research on second language learning, and his 'hypotheses' governing language learning are relevant to ELT. His hypotheses are:
# acquisition-learning hypothesis,
# input hypothesis,
# monitor hypothesis,
# affective filter and
# natural order hypothesis
[[File:Krashen hypotheses for language acquisition ITfC Sep 2020.jpg|right|frameless|800x800px|alt=Download concept map on Krashen's hypotheses]]
[[File:Krashen hypotheses for language acquisition ITfC Sep 2020.mm|alt=Krashen's hypotheses|thumb]]

Understanding these hypotheses and integrating the principles into our ELT program can enable the classroom to support learners acquire communicative skills in the English Language (and any other language as well).

Krashen says "'''Acquisition requires meaningful interaction in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding. The best methods are therefore those that supply 'comprehensible input' in low anxiety situations, containing messages that students really want to hear. These methods do not force early production in the second language, but allow students to produce when they are 'ready', recognizing that improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting production'''."

'''<big>Download [[:File:Krashen hypotheses for language acquisition ITfC Sep 2020.mm|concept map on Krashen's hypotheses]]</big>'''

=== Integrating Krashen's hypotheses in work with Government schools ===
In the 'Teachers Communities of Learning' (TCOL) program, IT for Change has attempted to bring these hypotheses into program design and transaction and seen significant validity for these.

Apart from the application of the hypotheses, there is one more significant benefit to ELT - we can identify pedagogies that are actually harmful to language learning, such as
# not providing adequate input (which has to be audio/video-rich, not only text rich)
# most input provided is not very contextual or meaningful to the learner (some textbook chapters) expecting production too soon - both reading and writing
# premature and excessive focus on formal grammar
# not providing adequate peer learning possibilities
# creating a stressful environment of 'achievement/production'

=== Books written by Krashen ===
[http://sdkrashen.com/content/books/sl_acquisition_and_learning.pdf Second Language Acquisition and Second Language Learning] - Stephen D Krashen URL. This book available for free download for non-commercial purposes, following chapters are especially useful:

5. The Role of the First Language in Second Language Acquisition

7. On Routines and Patterns in Language Acquisition and Performance

8. Relating Theory and Practice in Adult Second Language Acquisition

Principles and Practice in Second Language Acquisition - Krashen, S.D. URL

Book available for free download for non commercial purposes. Chapter III in this book focuses on 'Providing Input for Acquisition' - how the teacher can encourage subconscious acquisition of language. Chapter V discusses practical "Approaches to Language Teaching"

[[Category:English]]

Krashen hypotheses

2020-09-26T13:20:46Z

Guru:

The primary purpose of language is to communicate. Yet, many children who spend years learning a language in school, are unable to communicate freely in that language. This issue is visible with regard to English. Even as the age for learning English is reduced and states are moving to English as the medium of instruction, we find that children do not acquire communicative skills in English.

=== Krashen's hypotheses ===
Stephen Krashen a linguist, has done extensive research on second language learning, and his 'hypotheses' governing language learning are relevant to ELT. His hypotheses are:
# acquisition-learning hypothesis,
# input hypothesis,
# monitor hypothesis,
# affective filter and
# natural order hypothesis
[[File:Krashen hypotheses for language acquisition ITfC Sep 2020.jpg|right|frameless|800x800px|alt=Download concept map on Krashen's hypotheses]]
[[File:Krashen hypotheses for language acquisition ITfC Sep 2020.mm|alt=Krashen's hypotheses|thumb]]

Understanding these hypotheses and integrating the principles into our ELT program can enable the classroom to support learners acquire communicative skills in the English Language (and any other language as well).

Krashen says "'''Acquisition requires meaningful interaction in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding. The best methods are therefore those that supply 'comprehensible input' in low anxiety situations, containing messages that students really want to hear. These methods do not force early production in the second language, but allow students to produce when they are 'ready', recognizing that improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting production'''."

=== Integrating Krashen's hypotheses in work with Government schools ===
In the 'Teachers Communities of Learning' (TCOL) program, IT for Change has attempted to bring these hypotheses into program design and transaction and seen significant validity for these.

Apart from the application of the hypotheses, there is one more significant benefit to ELT - we can identify pedagogies that are actually harmful to language learning, such as
# not providing adequate input (which has to be audio/video-rich, not only text rich)
# most input provided is not very contextual or meaningful to the learner (some textbook chapters) expecting production too soon - both reading and writing
# premature and excessive focus on formal grammar
# not providing adequate peer learning possibilities
# creating a stressful environment of 'achievement/production'

'''<big>Download [[:File:Krashen hypotheses for language acquisition ITfC Sep 2020.mm|concept map on Krashen's hypotheses]]</big>'''

=== Books written by Krashen ===
[http://sdkrashen.com/content/books/sl_acquisition_and_learning.pdf Second Language Acquisition and Second Language Learning] - Stephen D Krashen URL. This book available for free download for non-commercial purposes, following chapters are especially useful:

5. The Role of the First Language in Second Language Acquisition

7. On Routines and Patterns in Language Acquisition and Performance

8. Relating Theory and Practice in Adult Second Language Acquisition

Principles and Practice in Second Language Acquisition - Krashen, S.D. URL

Book available for free download for non commercial purposes. Chapter III in this book focuses on 'Providing Input for Acquisition' - how the teacher can encourage subconscious acquisition of language. Chapter V discusses practical "Approaches to Language Teaching"

[[Category:English]]

Krashen hypotheses

2020-09-26T13:18:20Z

Guru:

The primary purpose of language is to communicate. Yet, many children who spend years learning a language in school, are unable to communicate freely in that language. This issue is visible with regard to English. Even as the age for learning English is reduced and states are moving to English as the medium of instruction, we find that children do not acquire communicative skills in English.

=== Krashen's hypotheses ===
Stephen Krashen a linguist, has done extensive research on second language learning, and his 'hypotheses' governing language learning are relevant to ELT. His hypotheses are:
# acquisition-learning hypothesis,
# input hypothesis,
# monitor hypothesis,
# affective filter and
# natural order hypothesis
Download [[:File:Krashen hypotheses for language acquisition ITfC Sep 2020.mm|concept map on Krashen's hypotheses]]
[[File:Krashen hypotheses for language acquisition ITfC Sep 2020.jpg|right|frameless|800x800px]]
[[File:Krashen hypotheses for language acquisition ITfC Sep 2020.mm|alt=Krashen's hypotheses|thumb]]

Understanding these hypotheses and integrating the principles into our ELT program can enable the classroom to support learners acquire communicative skills in the English Language (and any other language as well).

Krashen says "'''Acquisition requires meaningful interaction in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding. The best methods are therefore those that supply 'comprehensible input' in low anxiety situations, containing messages that students really want to hear. These methods do not force early production in the second language, but allow students to produce when they are 'ready', recognizing that improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting production'''."

=== Integrating Krashen's hypotheses in work with Government schools ===
In the 'Teachers Communities of Learning' (TCOL) program, IT for Change has attempted to bring these hypotheses into program design and transaction and seen significant validity for these.

Apart from the application of the hypotheses, there is one more significant benefit to ELT - we can identify pedagogies that are actually harmful to language learning, such as
# not providing adequate input (which has to be audio/video-rich, not only text rich)
# most input provided is not very contextual or meaningful to the learner (some textbook chapters) expecting production too soon - both reading and writing
# premature and excessive focus on formal grammar
# not providing adequate peer learning possibilities
# creating a stressful environment of 'achievement/production'

=== Books written by Krashen ===
[http://sdkrashen.com/content/books/sl_acquisition_and_learning.pdf Second Language Acquisition and Second Language Learning] - Stephen D Krashen URL. This book available for free download for non commercial purposes, following chapters are especially useful:

5. The Role of the First Language in Second Language Acquisition

7. On Routines and Patterns in Language Acquisition and Performance

8. Relating Theory and Practice in Adult Second Language Acquisition

Principles and Practice in Second Language Acquisition - Krashen, S.D. URL

Book available for free download for non commercial purposes. Chapter III in this book focuses on 'Providing Input for Acquisition' - how the teacher can encourage subconscious acquisition of language. Chapter V discusses practical "Approaches to Language Teaching"

[[Category:English]]

Krashen hypotheses

2020-09-26T13:16:09Z

Guru:

The primary purpose of language is to communicate. Yet, many children who spend years learning a language in school, are unable to communicate freely in that language. This issue is visible with regard to English. Even as the age for learning English is reduced and states are moving to English as the medium of instruction, we find that children do not acquire communicative skills in English.

=== Krashen's hypotheses ===
Stephen Krashen a linguist, has done extensive research on second language learning, and his 'hypotheses' governing language learning are relevant to ELT. His hypotheses are:
# acquisition-learning hypothesis,
# input hypothesis,
# monitor hypothesis,
# affective filter and
# natural order hypothesis
Download [[:File:Krashen hypotheses for language acquisition ITfC Sep 2020.mm|concept map on Krashen's hypotheses]]
[[File:Krashen hypotheses for language acquisition ITfC Sep 2020.mm|alt=Krashen's hypotheses|thumb]]

Understanding these hypotheses and integrating the principles into our ELT program can enable the classroom to support learners acquire communicative skills in the English Language (and any other language as well).

Krashen says "'''Acquisition requires meaningful interaction in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding. The best methods are therefore those that supply 'comprehensible input' in low anxiety situations, containing messages that students really want to hear. These methods do not force early production in the second language, but allow students to produce when they are 'ready', recognizing that improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting production'''."

=== Integrating Krashen's hypotheses in work with Government schools ===
In the 'Teachers Communities of Learning' (TCOL) program, IT for Change has attempted to bring these hypotheses into program design and transaction and seen significant validity for these.

Apart from the application of the hypotheses, there is one more significant benefit to ELT - we can identify pedagogies that are actually harmful to language learning, such as
# not providing adequate input (which has to be audio/video-rich, not only text rich)
# most input provided is not very contextual or meaningful to the learner (some textbook chapters) expecting production too soon - both reading and writing
# premature and excessive focus on formal grammar
# not providing adequate peer learning possibilities
# creating a stressful environment of 'achievement/production'

=== Books written by Krashen ===
[http://sdkrashen.com/content/books/sl_acquisition_and_learning.pdf Second Language Acquisition and Second Language Learning] - Stephen D Krashen URL. This book available for free download for non commercial purposes, following chapters are especially useful:

5. The Role of the First Language in Second Language Acquisition

7. On Routines and Patterns in Language Acquisition and Performance

8. Relating Theory and Practice in Adult Second Language Acquisition

Principles and Practice in Second Language Acquisition - Krashen, S.D. URL

Book available for free download for non commercial purposes. Chapter III in this book focuses on 'Providing Input for Acquisition' - how the teacher can encourage subconscious acquisition of language. Chapter V discusses practical "Approaches to Language Teaching"

[[Category:English]]

File:Krashen hypotheses for language acquisition ITfC Sep 2020.jpg

2020-09-26T13:12:40Z

Guru:

== Licensing ==
{{cc-by-sa-4.0}}

File:Krashen hypotheses for language acquisition ITfC Sep 2020.mm

2020-09-26T13:09:28Z

Guru: {{Information |Description ={{en|1=Krashen_hypotheses_for_language_acquisition}} |Source =created |Author =Gurumurthy |Date =25-09-2020 |Name = |Alt_names = |Teaches =SLA |Based_on_url...

== Summary ==
{{Information
|Description ={{en|1=Krashen_hypotheses_for_language_acquisition}}
|Source =created
|Author =Gurumurthy
|Date =25-09-2020
|Name =
|Alt_names =
|Teaches =SLA
|Based_on_url =
|Requires =
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|Time_required =
|Tags_Telugu =
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[[Category:English]]
== Licensing ==
{{cc-by-sa-4.0}}

ELTA Audio OER course

2020-08-22T09:26:33Z

Guru: /* Additional resources */

[[Category:English]]
[[Category:Course]]
[[Category:Audacity]]
'''Audio resource creation for English language teaching - an online course from English Language Teachers Association (ELTA) and ITfC'''

=== '''Background''' ===
IT for Change and English Language Teachers Association (ELTA) are collaborating to design and conduct an online course on “'''Audio resources creation for language teaching''' ” for English language teachers. The course is based on the National ICT curriculum theme - '''Creating with ICT'''. This note discusses the objectives, approach, requirements of participants and expected outcomes from the course.

=== Objectives of the course ===
# To explore the arbitrary connections between word and thought and script and sound
# Exploring new digital methods for language learning.
# Exploring Audacity FOSS (Free and Open Source Software) to create language resources for language teaching
# Learning recording and editing audio using Audacity. Making audio resource richer by using multiple sources
# Understand the philosophy of creating and adapting existing audio resources (Open Educational Resources created with FOSS)
# Publishing created audio resource on a public repository for the benefit of all teachers

=== Approach ===
The course will be held over 5 webinar sessions and each webinar duration will be for a duration of 90 mins.
# Session1: Overview of the course. Exploring the role of audio in language learning. Introduction to audio resources/ICT, and identification of audio resource to be created by each participant.
# Offline activity – Install Audacity on your computer. Record an audio clip
# Session 2, 3 and 4: These sessions will be hands-on sessions. The participants will create the audio resource on the selected topic and will finally upload it on an online repository.

=== Requirements from the participants ===
# All the participants should have a computer (desktop or laptop) along with a good mic + speaker (headphones).
# Audacity application must be installed on the computer. For installation instructions, refer [[Learn Audacity#Installation|https://teacher-network.in/OER/index.php/Learn_Audacity#Installation]].
# Only those intending to attend all 5 webinars should register for the course. To register please fill the google form [http://tinyurl.com/ELTA-ItfC-Audioresource http://ELTA-ItfC-Audioresource]

===Join the webinar sessions===
All the 5 webinar sessions will be held on the following dates: July 21, 24, 29, 31 and August 4. The webinar timings will be '''from 5.30 to 7 pm'''.

=== Expected Outcomes ===
It is expected that at the end of the course, each participant would have created an audio resource, on their selected topic (poem or prose or any other resource). This resource would be published on a public repository. Participants who successfully complete the course and upload their resources on the repository will get a certificate of completion from IT for Change and ELTA.

=== Agenda ===
{| class="wikitable"
|'''Webinars and dates'''
|'''Particulars'''
|'''Activities'''
|'''Resources'''
|-
|Webinar 1: July 21st 2020 from 5.30 to 7 pm
|Role of Audio in Language Teaching Learning
|1. Introduction to the course and agenda. Norms
2. Demonstration and discussion about listening and ELT. Hearing a [https://youtu.be/hW57awyt024 Karadi tale]

3. Participants will identify different audio elements

4. Participants will choose one topic to create audio

5. Instructions on installing the required software for the hands-on session and doing an initial recording.
|Learn Audacity - [[Learn Audacity|https://teacher-network.in/OER/index.php/Learn_Audacity]]

Assignment - Install Audacity. Record the audio using Audacity
|-
|Webinar 2: July 24th, 2020 from 5.30 to 7 pm
|1. Using different applications for audio recording
2. Understanding the technical specifications for audio – headphones, microphone

3. Understanding of Audacity editing tools.
|1. Go through basic audio recording options in audacity
2. Go through the checklist of recording a good quality audio

3. Go through the audio recording process - record pause, play, stop

4. Save as project file, export recorded audio files

5. Edit recorded audio files using basic tools as we needed

6. Get familiar with audacity project files and the audio files
|Learn Audacity - [[Learn Audacity|https://teacher-network.in/OER/index.php/Learn_Audacity]]
|-
|Webinar 3: July 29th, 2020 from 5.30 to 7 pm
|1. Effectiveness of adding audio effects
2. Understanding when and how to use audio effects to the audio's

3. Using an audio editing tool to add sound elements.
|1. Use edit tools to refine audio by removing unwanted part
2. To understand what is tracks and how tracks can be used

3. Use multiple tracks to add background music for the audio

4. Use "noise removal" to clear background noise

5. File export as audio files and save as a project.
|[[Learn Audacity]]
|-
|Webinar 4: July 31st, 2020 from 5.30 to 7 pm
|1. Using an audio editing tool to enhance an audio resource
2. Understanding of using different background music to make more effective of the audio
|1. Use amplification to adjust the output volume of audio files
2. Fade in/out to adjust the audio -voice modulation

3. Use Silence, noise reduction, pitch change and echo features

4. Add different audio elements to the audio in any particular places
|[[Learn Audacity]] and www.SoundCloud.com
|-
|Webinar 5: August 4th, 2020 from 5.30 to 7 pm
|1. Understanding OER and different OER licenses.
2. The presentation of participants created audio files.
3. Publish created audio's on the web.
|1. Understanding about OER resources.
2. Understanding the types of OER licenses.
3. Understanding of SoundCloud audio repository.
4. Upload and share our created audio files on SoundCloud.
|SoundCloud handout : [[Learn Soundcloud|https://teacher-network.in/OER/index.php/Learn_Soundcloud]]
|}

=== Resources ===
====Technology resources====
# [[Learn_Audacity#Installation|Install Audacity application in your computer]]
# [https://drive.google.com/drive/folders/1rpuG1V8ISYUS0IbbS7-EVNzWiDl-3VRD Download different background music's to your computer]
# [https://teacher-network.in/OER/images/3/32/Checklist_to_record_good_audio.pdf Checklist for recording good audio clip]
# [https://docs.google.com/forms/d/e/1FAIpQLSff7Mu3ezMZGQK2jt6Bt9ZY3BSnSCb2-_prXBKtC8XQ9zMKVA/viewform Fill this form, with your topic for audio resource creation in the course]
# What is copyright and what is OER - See short [https://youtube.com/watch?v=zeQy4a6alU0&list=PLWUrlh2K8RdTORtWrlMIDjEPgdD-VC7BN&index=10&t=0s video]

==== Online OER audio repositories====
# [https://commons.wikimedia.org/wiki/Category:Audio_files WikimediaCommons]
# [https://www.bensound.com/ BenSound]
# [http://soundbible.com Soundible]
# [https://freesound.org FreeSound]
# [https://soundcloud.com SoundCloud]
# Audio resources [https://soundcloud.com/it-for-change-tcol-2018/sets/elta-audio-workshop-july-2020 created in this course] by participants

==== Reading materials on ELT ====
# [[Krashen hypotheses|Krashens hypotheses for SLA]] (Second Language Acquisition)
# [https://academia.edu/7452953/Multilinguality_education_and_harmony Multi-linguality, education and harmony] - Prof Rama Kant Agnihotri (Multi-lingualism, as a resource for ELT
# [https://www.academia.edu/5905884/Multilingualaity_and_the_teaching_of_English_in_India Multi-linguality_and_the_teaching_of_English_in_India] - Prof Rama Kant Agnihotri
# [https://karnatakaeducation.org.in/KOER/en/index.php/English:_Curriculum_and_Syllabus National Curriculum 2005 Framework Position Paper] on Teaching English
# [https://karnatakaeducation.org.in/KOER/en/index.php/English:_Curriculum_and_Syllabus National Curriculum 2005 Framework Position Paper] on Teaching of Indian Languages
# [[:File:Revised - Digital stories - a new approach to curricular material development, Ranganathan and Kasinathan, June 2017.odt#file|Digital Storytelling, an ICT-based method of co-constructing and transacting curriculum]]
# [https://www.sk.com.br/sk-krash.html Stephen Krashen's Theory of Second Language Acquisition]
# '''[https://drive.google.com/drive/folders/1SNUrMMwmGvZ7mxm__AhEE5IU1IUlJVEo?usp=sharing Webinar participants presentations on the above readings]'''
====Additional resources====
# Rich recitations
## [https://www.youtube.com/channel/UCIPCWV2LAifpieVp4akjZ_A Karadi tales] - Very rich and brilliant audio stories based on Indian stories and using Indian tunes... must listen to [https://youtube.com/user/karadionline/videos all]
### [https://youtu.be/eSEgbhGokPA Karadi tale - Blue Jackal by Naseeruddin Shah]
### [https://youtube.com/watch?v=LPMq2GOmBj8 Crickematics] with Rahul Dravid
### [https://youtube.com/watch?v=3sPJgJXMjWw Monkey on a Fast] with Sanjay Dutt
## https://www.swarasforschools.com/
# Poetry online
## [https://poets.org/poems-poets Poems online] (10,000 poems) available for download
## Access poems and upload your poems [https://allpoetry.com All Poetry]
## [https://poetryfoundation.org/poems Poetry foundation]
# Great speeches
## [https://www.youtube.com/watch?v=vP4iY1TtS3s I Have a Dream speech by Martin Luther King .Jr]
# [https://drive.google.com/drive/folders/1cxZhcqxYIEVtdsiojo9cgd2HPNoE6jBK?usp=sharing Click here to see the last session (August 5th) session recording]

=== Course feedback ===
To fill the course feedback form [https://docs.google.com/forms/d/e/1FAIpQLSclxhQQ49FfOVT3F4P0BlUtAHwz43dWd7Q653ii9nUFBNM45Q/viewform click here]

ELTA Audio OER course

2020-08-20T10:18:53Z

Guru:

[[Category:English]]
[[Category:Course]]
[[Category:Audacity]]
'''Audio resource creation for English language teaching - an online course from English Language Teachers Association (ELTA) and ITfC'''

=== '''Background''' ===
IT for Change and English Language Teachers Association (ELTA) are collaborating to design and conduct an online course on “'''Audio resources creation for language teaching''' ” for English language teachers. The course is based on the National ICT curriculum theme - '''Creating with ICT'''. This note discusses the objectives, approach, requirements of participants and expected outcomes from the course.

=== Objectives of the course ===
# To explore the arbitrary connections between word and thought and script and sound
# Exploring new digital methods for language learning.
# Exploring Audacity FOSS (Free and Open Source Software) to create language resources for language teaching
# Learning recording and editing audio using Audacity. Making audio resource richer by using multiple sources
# Understand the philosophy of creating and adapting existing audio resources (Open Educational Resources created with FOSS)
# Publishing created audio resource on a public repository for the benefit of all teachers

=== Approach ===
The course will be held over 5 webinar sessions and each webinar duration will be for a duration of 90 mins.
# Session1: Overview of the course. Exploring the role of audio in language learning. Introduction to audio resources/ICT, and identification of audio resource to be created by each participant.
# Offline activity – Install Audacity on your computer. Record an audio clip
# Session 2, 3 and 4: These sessions will be hands-on sessions. The participants will create the audio resource on the selected topic and will finally upload it on an online repository.

=== Requirements from the participants ===
# All the participants should have a computer (desktop or laptop) along with a good mic + speaker (headphones).
# Audacity application must be installed on the computer. For installation instructions, refer [[Learn Audacity#Installation|https://teacher-network.in/OER/index.php/Learn_Audacity#Installation]].
# Only those intending to attend all 5 webinars should register for the course. To register please fill the google form [http://tinyurl.com/ELTA-ItfC-Audioresource http://ELTA-ItfC-Audioresource]

===Join the webinar sessions===
All the 5 webinar sessions will be held on the following dates: July 21, 24, 29, 31 and August 4. The webinar timings will be '''from 5.30 to 7 pm'''.

=== Expected Outcomes ===
It is expected that at the end of the course, each participant would have created an audio resource, on their selected topic (poem or prose or any other resource). This resource would be published on a public repository. Participants who successfully complete the course and upload their resources on the repository will get a certificate of completion from IT for Change and ELTA.

=== Agenda ===
{| class="wikitable"
|'''Webinars and dates'''
|'''Particulars'''
|'''Activities'''
|'''Resources'''
|-
|Webinar 1: July 21st 2020 from 5.30 to 7 pm
|Role of Audio in Language Teaching Learning
|1. Introduction to the course and agenda. Norms
2. Demonstration and discussion about listening and ELT. Hearing a [https://youtu.be/hW57awyt024 Karadi tale]

3. Participants will identify different audio elements

4. Participants will choose one topic to create audio

5. Instructions on installing the required software for the hands-on session and doing an initial recording.
|Learn Audacity - [[Learn Audacity|https://teacher-network.in/OER/index.php/Learn_Audacity]]

Assignment - Install Audacity. Record the audio using Audacity
|-
|Webinar 2: July 24th, 2020 from 5.30 to 7 pm
|1. Using different applications for audio recording
2. Understanding the technical specifications for audio – headphones, microphone

3. Understanding of Audacity editing tools.
|1. Go through basic audio recording options in audacity
2. Go through the checklist of recording a good quality audio

3. Go through the audio recording process - record pause, play, stop

4. Save as project file, export recorded audio files

5. Edit recorded audio files using basic tools as we needed

6. Get familiar with audacity project files and the audio files
|Learn Audacity - [[Learn Audacity|https://teacher-network.in/OER/index.php/Learn_Audacity]]
|-
|Webinar 3: July 29th, 2020 from 5.30 to 7 pm
|1. Effectiveness of adding audio effects
2. Understanding when and how to use audio effects to the audio's

3. Using an audio editing tool to add sound elements.
|1. Use edit tools to refine audio by removing unwanted part
2. To understand what is tracks and how tracks can be used

3. Use multiple tracks to add background music for the audio

4. Use "noise removal" to clear background noise

5. File export as audio files and save as a project.
|[[Learn Audacity]]
|-
|Webinar 4: July 31st, 2020 from 5.30 to 7 pm
|1. Using an audio editing tool to enhance an audio resource
2. Understanding of using different background music to make more effective of the audio
|1. Use amplification to adjust the output volume of audio files
2. Fade in/out to adjust the audio -voice modulation

3. Use Silence, noise reduction, pitch change and echo features

4. Add different audio elements to the audio in any particular places
|[[Learn Audacity]] and www.SoundCloud.com
|-
|Webinar 5: August 4th, 2020 from 5.30 to 7 pm
|1. Understanding OER and different OER licenses.
2. The presentation of participants created audio files.
3. Publish created audio's on the web.
|1. Understanding about OER resources.
2. Understanding the types of OER licenses.
3. Understanding of SoundCloud audio repository.
4. Upload and share our created audio files on SoundCloud.
|SoundCloud handout : [[Learn Soundcloud|https://teacher-network.in/OER/index.php/Learn_Soundcloud]]
|}

=== Resources ===
====Technology resources====
# [[Learn_Audacity#Installation|Install Audacity application in your computer]]
# [https://drive.google.com/drive/folders/1rpuG1V8ISYUS0IbbS7-EVNzWiDl-3VRD Download different background music's to your computer]
# [https://teacher-network.in/OER/images/3/32/Checklist_to_record_good_audio.pdf Checklist for recording good audio clip]
# [https://docs.google.com/forms/d/e/1FAIpQLSff7Mu3ezMZGQK2jt6Bt9ZY3BSnSCb2-_prXBKtC8XQ9zMKVA/viewform Fill this form, with your topic for audio resource creation in the course]
# What is copyright and what is OER - See short [https://youtube.com/watch?v=zeQy4a6alU0&list=PLWUrlh2K8RdTORtWrlMIDjEPgdD-VC7BN&index=10&t=0s video]

==== Online OER audio repositories====
# [https://commons.wikimedia.org/wiki/Category:Audio_files WikimediaCommons]
# [https://www.bensound.com/ BenSound]
# [http://soundbible.com Soundible]
# [https://freesound.org FreeSound]
# [https://soundcloud.com SoundCloud]
# Audio resources [https://soundcloud.com/it-for-change-tcol-2018/sets/elta-audio-workshop-july-2020 created in this course] by participants

==== Reading materials on ELT ====
# [[Krashen hypotheses|Krashens hypotheses for SLA]] (Second Language Acquisition)
# [https://academia.edu/7452953/Multilinguality_education_and_harmony Multi-linguality, education and harmony] - Prof Rama Kant Agnihotri (Multi-lingualism, as a resource for ELT
# [https://www.academia.edu/5905884/Multilingualaity_and_the_teaching_of_English_in_India Multi-linguality_and_the_teaching_of_English_in_India] - Prof Rama Kant Agnihotri
# [https://karnatakaeducation.org.in/KOER/en/index.php/English:_Curriculum_and_Syllabus National Curriculum 2005 Framework Position Paper] on Teaching English
# [https://karnatakaeducation.org.in/KOER/en/index.php/English:_Curriculum_and_Syllabus National Curriculum 2005 Framework Position Paper] on Teaching of Indian Languages
# [[:File:Revised - Digital stories - a new approach to curricular material development, Ranganathan and Kasinathan, June 2017.odt#file|Digital Storytelling, an ICT-based method of co-constructing and transacting curriculum]]
# [https://www.sk.com.br/sk-krash.html Stephen Krashen's Theory of Second Language Acquisition]
# '''[https://drive.google.com/drive/folders/1SNUrMMwmGvZ7mxm__AhEE5IU1IUlJVEo?usp=sharing Webinar participants presentations on the above readings]'''
====Additional resources====
# Rich recitations
## [https://www.youtube.com/channel/UCIPCWV2LAifpieVp4akjZ_A Karadi tales] - Very rich and brilliant audio stories based on Indian stories and using Indian tunes... must listen to [https://youtube.com/user/karadionline/videos all]
### [https://youtu.be/eSEgbhGokPA Karadi tale - Blue Jackal by Naseeruddin Shah]
### [https://youtube.com/watch?v=LPMq2GOmBj8 Crickematics] with Rahul Dravid
### [https://youtube.com/watch?v=3sPJgJXMjWw Monkey on a Fast] with Sanjay Dutt
## https://www.swarasforschools.com/
# Poetry online
## [https://poets.org/poems-poets Poems online] (10,000 poems) available for download
## Access poems and upload your poems [https://allpoetry.com All Poetry]
# Great speeches
## [https://www.youtube.com/watch?v=vP4iY1TtS3s I Have a Dream speech by Martin Luther King .Jr]
# [https://drive.google.com/drive/folders/1cxZhcqxYIEVtdsiojo9cgd2HPNoE6jBK?usp=sharing Click here to see the last session (August 5th) session recording]

=== Course feedback ===
To fill the course feedback form [https://docs.google.com/forms/d/e/1FAIpQLSclxhQQ49FfOVT3F4P0BlUtAHwz43dWd7Q653ii9nUFBNM45Q/viewform click here]

ELTA Audio OER course

2020-08-13T13:12:52Z

Guru: /* Additional resources */

[[Category:English]]
[[Category:Course]]
[[Category:Audacity]]
'''Audio resource creation for English language teaching - an online course from English Language Teachers Association (ELTA) and ITfC'''

=== '''Background''' ===
IT for Change and English Language Teachers Association (ELTA) are collaborating to design and conduct an online course on “'''Audio resources creation for language teaching''' ” for English language teachers. The course is based on the National ICT curriculum theme - '''Creating with ICT'''. This note discusses the objectives, approach, requirements of participants and expected outcomes from the course.

=== Objectives of the course ===
# To explore the arbitrary connections between word and thought and script and sound
# Exploring new digital methods for language learning.
# Exploring Audacity FOSS (Free and Open Source Software) to create language resources for language teaching
# Learning recording and editing audio using Audacity. Making audio resource richer by using multiple sources
# Understand the philosophy of creating and adapting existing audio resources (Open Educational Resources created with FOSS)
# Publishing created audio resource on a public repository for the benefit of all teachers

=== Approach ===
The course will be held over 5 webinar sessions and each webinar duration will be for a duration of 90 mins.
# Session1: Overview of the course. Exploring the role of audio in language learning. Introduction to audio resources/ICT, and identification of audio resource to be created by each participant.
# Offline activity – Install Audacity on your computer. Record an audio clip
# Session 2, 3 and 4: These sessions will be hands-on sessions. The participants will create the audio resource on the selected topic and will finally upload it on an online repository.

=== Requirements from the participants ===
# All the participants should have a computer (desktop or laptop) along with a good mic + speaker (headphones).
# Audacity application must be installed on the computer. For installation instructions, refer [[Learn Audacity#Installation|https://teacher-network.in/OER/index.php/Learn_Audacity#Installation]].
# Only those intending to attend all 5 webinars should register for the course. To register please fill the google form http://tinyurl.com/ELTA-ItfC-Audioresource

===Join the webinar sessions===
[https://b3.teacher-network.in/b/rak-wy9-cqv Click here to join the webinar sessions] All the 5 webinar sessions will be held on the following dates: July 21, 24, 29, 31 and August 4. The webinar timings will be '''from 5.30 to 7 pm'''.

=== Expected Outcomes ===
It is expected that at the end of the course, each participant would have created an audio resource, on their selected topic (poem or prose or any other resource). This resource would be published on a public repository. Participants who successfully complete the course and upload their resources on the repository will get a certificate of completion from IT for Change and ELTA.

=== Agenda ===
{| class="wikitable"
|'''Webinars and dates'''
|'''Particulars'''
|'''Activities'''
|'''Resources'''
|-
|Webinar 1: July 21st 2020 from 5.30 to 7 pm
|Role of Audio in Language Teaching Learning
|1. Introduction to the course and agenda. Norms
2. Demonstration and discussion about listening and ELT. Hearing a [https://youtu.be/hW57awyt024 Karadi tale]

3. Participants will identify different audio elements

4. Participants will choose one topic to create audio

5. Instructions on installing the required software for the hands-on session and doing an initial recording.
|Learn Audacity - [[Learn Audacity|https://teacher-network.in/OER/index.php/Learn_Audacity]]

Assignment - Install Audacity. Record the audio using Audacity
|-
|Webinar 2: July 24th, 2020 from 5.30 to 7 pm
|1. Using different applications for audio recording
2. Understanding the technical specifications for audio – headphones, microphone

3. Understanding of Audacity editing tools.
|1. Go through basic audio recording options in audacity
2. Go through the checklist of recording a good quality audio

3. Go through the audio recording process - record pause, play, stop

4. Save as project file, export recorded audio files

5. Edit recorded audio files using basic tools as we needed

6. Get familiar with audacity project files and the audio files
|Learn Audacity - [[Learn Audacity|https://teacher-network.in/OER/index.php/Learn_Audacity]]
|-
|Webinar 3: July 29th, 2020 from 5.30 to 7 pm
|1. Effectiveness of adding audio effects
2. Understanding when and how to use audio effects to the audio's

3. Using an audio editing tool to add sound elements.
|1. Use edit tools to refine audio by removing unwanted part
2. To understand what is tracks and how tracks can be used

3. Use multiple tracks to add background music for the audio

4. Use "noise removal" to clear background noise

5. File export as audio files and save as a project.
|[[Learn Audacity]]
|-
|Webinar 4: July 31st, 2020 from 5.30 to 7 pm
|1. Using an audio editing tool to enhance an audio resource
2. Understanding of using different background music to make more effective of the audio
|1. Use amplification to adjust the output volume of audio files
2. Fade in/out to adjust the audio -voice modulation

3. Use Silence, noise reduction, pitch change and echo features

4. Add different audio elements to the audio in any particular places
|[[Learn Audacity]] and www.SoundCloud.com
|-
|Webinar 5: August 4th, 2020 from 5.30 to 7 pm
|1. Understanding OER and different OER licenses.
2. The presentation of participants created audio files.
3. Publish created audio's on the web.
|1. Understanding about OER resources.
2. Understanding the types of OER licenses.
3. Understanding of SoundCloud audio repository.
4. Upload and share our created audio files on SoundCloud.
|SoundCloud handout : [[Learn Soundcloud|https://teacher-network.in/OER/index.php/Learn_Soundcloud]]
|}

=== Resources ===
====Technology resources====
# [[Learn_Audacity#Installation|Install Audacity application in your computer]]
# [https://drive.google.com/drive/folders/1rpuG1V8ISYUS0IbbS7-EVNzWiDl-3VRD Download different background music's to your computer]
# [https://teacher-network.in/OER/images/3/32/Checklist_to_record_good_audio.pdf Checklist for recording good audio clip]
# [https://docs.google.com/forms/d/e/1FAIpQLSff7Mu3ezMZGQK2jt6Bt9ZY3BSnSCb2-_prXBKtC8XQ9zMKVA/viewform Fill this form, with your topic for audio resource creation in the course]
# What is copyright and what is OER - See short [https://youtube.com/watch?v=zeQy4a6alU0&list=PLWUrlh2K8RdTORtWrlMIDjEPgdD-VC7BN&index=10&t=0s video]

==== Online OER audio repositories====
# [https://commons.wikimedia.org/wiki/Category:Audio_files WikimediaCommons]
# [https://www.bensound.com/ BenSound]
# [http://soundbible.com Soundible]
# [https://freesound.org FreeSound]
# [https://soundcloud.com SoundCloud]
# Audio resources [https://soundcloud.com/it-for-change-tcol-2018/sets/elta-audio-workshop-july-2020 created in this course] by participants

==== Reading materials on ELT ====
# [[Krashen hypotheses|Krashens hypotheses for SLA]] (Second Language Acquisition)
# [https://academia.edu/7452953/Multilinguality_education_and_harmony Multi-linguality, education and harmony] - Prof Rama Kant Agnihotri (Multi-lingualism, as a resource for ELT
# [https://www.academia.edu/5905884/Multilingualaity_and_the_teaching_of_English_in_India Multi-linguality_and_the_teaching_of_English_in_India] - Prof Rama Kant Agnihotri
# [https://karnatakaeducation.org.in/KOER/en/index.php/English:_Curriculum_and_Syllabus National Curriculum 2005 Framework Position Paper] on Teaching English
# [https://karnatakaeducation.org.in/KOER/en/index.php/English:_Curriculum_and_Syllabus National Curriculum 2005 Framework Position Paper] on Teaching of Indian Languages
# [[:File:Revised - Digital stories - a new approach to curricular material development, Ranganathan and Kasinathan, June 2017.odt#file|Digital Storytelling, an ICT-based method of co-constructing and transacting curriculum]]
# [https://www.sk.com.br/sk-krash.html Stephen Krashen's Theory of Second Language Acquisition]
# '''[https://drive.google.com/drive/folders/1SNUrMMwmGvZ7mxm__AhEE5IU1IUlJVEo?usp=sharing Webinar participants presentations on the above readings]'''
====Additional resources====
# Rich recitations
## [https://www.youtube.com/channel/UCIPCWV2LAifpieVp4akjZ_A Karadi tales] - Very rich and brilliant audio stories based on Indian stories and using Indian tunes... must listen to [https://youtube.com/user/karadionline/videos all]
### [https://youtu.be/eSEgbhGokPA Karadi tale - Blue Jackal by Naseeruddin Shah]
### [https://youtube.com/watch?v=LPMq2GOmBj8 Crickematics] with Rahul Dravid
### [https://youtube.com/watch?v=3sPJgJXMjWw Monkey on a Fast] with Sanjay Dutt
## https://www.swarasforschools.com/
# Poetry online
## [https://poets.org/poems-poets Poems online] (10,000 poems) available for download
## Access poems and upload your poems [https://allpoetry.com All Poetry]
# Great speeches
## [https://www.youtube.com/watch?v=vP4iY1TtS3s I Have a Dream speech by Martin Luther King .Jr]
# [https://drive.google.com/drive/folders/1cxZhcqxYIEVtdsiojo9cgd2HPNoE6jBK?usp=sharing Click here to see the last session (August 5th) session recording]

=== Course feedback ===
To fill the course feedback form [https://docs.google.com/forms/d/e/1FAIpQLSclxhQQ49FfOVT3F4P0BlUtAHwz43dWd7Q653ii9nUFBNM45Q/viewform click here]