5 Module 2

National Education Policy 2020
determine simple yet accurate vocabulary for the latest concepts, and to release the latest dictionaries
on a regular basis (analogous to the successful efforts for many other languages around the world).
The Academies would also consult with each other, and in some cases take the best suggestions from
the public, in order to construct these dictionaries attempting to adopt common words whenever
possible. These dictionaries would be widely disseminated, for use in education, journalism, writing,
speechmaking, and beyond, and would be available on the web as well as in book form. These
Academies for Eighth Schedule languages will be established by the Central Government in
consultation or collaboration with State Governments. Academies for other highly spoken Indian
languages may also be similarly established by the Centre and/or States.
22.19. All languages in India, and their associated arts and culture will be documented through a
web-based platform/portal/wiki, in order to preserve endangered and all Indian languages and their
associated rich local arts and culture. The platform will contain videos, dictionaries, recordings, and
more, of people (especially elders) speaking the language, telling stories, reciting poetry, and
performing plays, folk songs and dances, and more. People from across the country will be invited to
contribute to these efforts by adding relevant material onto these platforms/portals/wikis. Universities
and their research teams will work with each other and with communities across the country towards
enriching such platforms. These preservation efforts, and the associated research projects, e.g., in
history, archaeology, linguistics, etc., will be funded by the NRF.
22.20. Scholarships for people of all ages to study Indian Languages, Arts, and Culture with local
masters and/or within the higher education system will be established. The promotion of Indian
languages is possible only if they are used regularly and if they are used for teaching and learning.
Incentives, such as prizes for outstanding poetry and prose in Indian languages across categories, will
be established to ensure vibrant poetry, novels, nonfiction books, textbooks, journalism, and other
works in all Indian languages. Proficiency in Indian languages will be included as part of
qualification parameters for employment opportunities.
23. Technology Use and Integration
23.1. India is a global leader in information and communication technology and in other cutting-edge
domains, such as space. The Digital India Campaign is helping to transform the entire nation into a
digitally empowered society and knowledge economy. While education will play a critical role in this
transformation, technology itself will play an important role in the improvement of educational
processes and outcomes; thus, the relationship between technology and education at all levels is bi-
directional.
23.2. Given the explosive pace of technological development allied with the sheer creativity of tech-
savvy teachers and entrepreneurs including student entrepreneurs, it is certain that technology will
impact education in multiple ways, only some of which can be foreseen at the present time. New
technologies involving artificial intelligence, machine learning, block chains, smart boards, handheld
computing devices, adaptive computer testing for student development, and other forms of
educational software and hardware will not just change what students learn in the classroom but how
they learn, and thus these areas and beyond will require extensive research both on the technological
as well as educational fronts.
23.3. Use and integration of technology to improve multiple aspects of education will be supported
and adopted, provided these interventions are rigorously and transparently evaluated in relevant
contexts before they are scaled up. An autonomous body, the National Educational Technology
Forum (NETF), will be created to provide a platform for the free exchange of ideas on the use of
technology to enhance learning, assessment, planning, administration, and so on, both for school and
higher education. The aim of the NETF will be to facilitate decision making on the induction,
deployment, and use of technology, by providing to the leadership of education institutions, State and
Central governments, and other stakeholders, the latest knowledge and research as well as the
opportunity to consult and share best practices. The NETF will have the following functions:
56
a) provide independent evidence-based advice to Central and State Government agencies on

technology-based interventions;
b) build intellectual and institutional capacities in educational technology;
c) envision strategic thrust areas in this domain; and
d) articulate new directions for research and innovation.
23.4. To remain relevant in the fast-changing field of educational technology, the NETF will maintain
a regular inflow of authentic data from multiple sources including educational technology innovators
and practitioners and will engage with a diverse set of researchers to analyze the data. To support the
development of a vibrant body of knowledge and practice, the NETF will organize multiple regional
and national conferences, workshops, etc. to solicit inputs from national and international educational
technology researchers, entrepreneurs, and practitioners.
23.5. The thrust of technological interventions will be for the purposes of improving teaching-
learning and evaluation processes, supporting teacher preparation and professional development,
enhancing educational access, and streamlining educational planning, management, and
administration including processes related to admissions, attendance, assessments, etc.
23.6. A rich variety of educational software, for all the above purposes, will be developed and made
available for students and teachers at all levels. All such software will be available in all major Indian
languages and will be accessible to a wide range of users including students in remote areas and
Divyang students. Teaching-learning e-content will continue to be developed by all States in all
regional languages, as well as by the NCERT, CIET, CBSE, NIOS, and other bodies/institutions, and
will be uploaded onto the DIKSHA platform. This platform may also be utilized for Teacher’s
Professional Development through e-content. CIET will be strengthened to promote and expand
DIKSHA as well as other education technology initiatives. Suitable equipment will be made available
to teachers at schools so that teachers can suitably integrate e-contents into teaching-learning
practices. Technology-based education platforms, such as DIKSHA/SWAYAM, will be better
integrated across school and higher education, and will include ratings/reviews by users, so as to
enable content developers create user friendly and qualitative content.
23.7. Particular attention will need to be paid to emerging disruptive technologies that will
necessarily transform the education system. When the 1986/1992 National Policy on Education was
formulated, it was difficult to predict the disruptive effect that the internet would have brought. Our
present education system's inability to cope with these rapid and disruptive changes places us
individually and nationally at a perilous disadvantage in an increasingly competitive world. For
example, while computers have largely surpassed humans in leveraging factual and procedural
knowledge, our education at all levels excessively burdens students with such knowledge at the
expense of developing their higher-order competencies.
23.8. This policy has been formulated at a time when an unquestionably disruptive technology -
Artificial Intelligence (AI) 3D/7D Virtual Reality - has emerged. As the cost of AI-based prediction
falls, AI will be able to match or outperform and, therefore, be a valuable aid to even skilled
professionals such as doctors in certain predictive tasks. AI's disruptive potential in the workplace is
clear, and the education system must be poised to respond quickly. One of the permanent tasks of the
NETF will be to categorize emergent technologies based on their potential and estimated timeframe
for disruption, and to periodically present this analysis to MHRD. Based on these inputs, MHRD will
formally identify those technologies whose emergence demands responses from the education
system.
23.9. In response to MHRD's formal recognition of a new disruptive technology, the National
Research Foundation will initiate or expand research efforts in the technology. In the context of AI,
NRF may consider a three-pronged approach: (a) advancing core AI research, (b) developing and
deploying application-based research, and (c) advancing international research efforts to address
global challenges in areas such as healthcare, agriculture, and climate change using AI.
57
23.10. HEIs will play an active role not only in conducting research on disruptive technologies but
also in creating initial versions of instructional materials and courses including online courses in
cutting-edge domains and assessing their impact on specific areas such as professional education.
Once the technology has attained a level of maturity, HEIs with thousands of students will be ideally
placed to scale these teaching and skilling efforts, which will include targeted training for job
readiness. Disruptive technologies will make certain jobs redundant, and hence approaches to skilling
and deskilling that are both efficient and ensure quality will be of increasing importance to create and
sustain employment. Institutions will have autonomy to approve institutional and non-institutional
partners to deliver such training, which will be integrated with skills and higher education
frameworks.
23.11. Universities will aim to offer Ph.D. and Masters programmes in core areas such as Machine
Learning as well as multidisciplinary fields “AI + X” and professional areas like health care,
agriculture, and law. They may also develop and disseminate courses in these areas via platforms,
such as SWAYAM. For rapid adoption, HEIs may blend these online courses with traditional
teaching in undergraduate and vocational programmes. HEIs may also offer targeted training in low-
expertise tasks for supporting the AI value chain such as data annotation, image classification, and
speech transcription. Efforts to teach languages to school students will be dovetailed with efforts to
enhance Natural Language Processing for India’s diverse languages.
23.12. As disruptive technologies emerge, schooling and continuing education will assist in raising
the general populace’s awareness of their potential disruptive effects and will also address related
issues. This awareness is necessary to have informed public consent on matters related to these
technologies. In school, the study of current affairs and ethical issues will include a discussion on
disruptive technologies such as those identified by NETF/MHRD. Appropriate instructional and
discussion materials will also be prepared for continuing education.
23.13. Data is a key fuel for AI-based technologies, and it is critical to raise awareness on issues of
privacy, laws, and standards associated with data handling and data protection, etc. It is also
necessary to highlight ethical issues surrounding the development and deployment of AI-based
technologies. Education will play a key role in these awareness raising efforts. Other disruptive
technologies that are expected to change the way we live, and, therefore, change the way we educate
students, include those relating to clean and renewable energy, water conservation, sustainable
farming, environmental preservation, and other green initiatives; these will also receive prioritized
attention in education.
24. Online and Digital Education: Ensuring Equitable Use of Technology
24.1. New circumstances and realities require new initiatives. The recent rise in epidemics and
pandemics necessitates that we are ready with alternative modes of quality education whenever and
wherever traditional and in-person modes of education are not possible. In this regard, the National
Education Policy 2020 recognizes the importance of leveraging the advantages of technology while
acknowledging its potential risks and dangers. It calls for carefully designed and appropriately scaled
pilot studies to determine how the benefits of online/digital education can be reaped while addressing
or mitigating the downsides. In the meantime, the existing digital platforms and ongoing ICT-based
educational initiatives must be optimized and expanded to meet the current and future challenges in
providing quality education for all.
24.2. However, the benefits of online/digital education cannot be leveraged unless the digital divide is
eliminated through concerted efforts, such as the Digital India campaign and the availability of
affordable computing devices. It is important that the use of technology for online and digital
education adequately addresses concerns of equity.
24.3. Teachers require suitable training and development to be effective online educators. It cannot be
assumed that a good teacher in a traditional classroom will automatically be a good teacher in an
online classroom. Aside from changes required in pedagogy, online assessments also require a
58
different approach. There are numerous challenges to conducting online examinations at scale,
including limitations on the types of questions that can be asked in an online environment, handling
network and power disruptions, and preventing unethical practices. Certain types of courses/subjects,
such as performing arts and science practical have limitations in the online/digital education space,
which can be overcome to a partial extent with innovative measures. Further, unless online education
is blended with experiential and activity-based learning, it will tend to become a screen-based
education with limited focus on the social, affective and psychomotor dimensions of learning.
24.4. Given the emergence of digital technologies and the emerging importance of leveraging
technology for teaching-learning at all levels from school to higher education, this Policy
recommends the following key initiatives:
(a) Pilot studies for online education: Appropriate agencies, such as the NETF, CIET, NIOS,
IGNOU, IITs, NITs, etc. will be identified to conduct a series of pilot studies, in parallel, to
evaluate the benefits of integrating education with online education while mitigating the
downsides and also to study related areas, such as, student device addiction, most preferred
formats of e-content, etc. The results of these pilot studies will be publicly communicated and
used for continuous improvement.
(b) Digital infrastructure: There is a need to invest in creation of open, interoperable, evolvable,
public digital infrastructure in the education sector that can be used by multiple platforms and
point solutions, to solve for India’s scale, diversity, complexity and device penetration. This will
ensure that the technology-based solutions do not become outdated with the rapid advances in
technology.
(c) Online teaching platform and tools: Appropriate existing e-learning platforms such as
SWAYAM, DIKSHA, will be extended to provide teachers with a structured, user-friendly, rich
set of assistive tools for monitoring progress of learners. Tools, such as, two-way video and two-
way-audio interface for holding online classes are a real necessity as the present pandemic has
shown.
(d) Content creation, digital repository, and dissemination: A digital repository of content
including creation of coursework, Learning Games & Simulations, Augmented Reality and
Virtual Reality will be developed, with a clear public system for ratings by users on effectiveness
and quality. For fun based learning student-appropriate tools like apps, gamification of Indian art
and culture, in multiple languages, with clear operating instructions, will also be created. A
reliable backup mechanism for disseminating e-content to students will be provided.
(e) Addressing the digital divide: Given the fact that there still persists a substantial section of the
population whose digital access is highly limited, the existing mass media, such as television,
radio, and community radio will be extensively used for telecast and broadcasts. Such educational
programmes will be made available 24/7 in different languages to cater to the varying needs of
the student population. A special focus on content in all Indian languages will be emphasized and
required; digital content will need to reach the teachers and students in their medium of
instruction as far as possible.
(f) Virtual Labs: Existing e-learning platforms such as DIKSHA, SWAYAM and
SWAYAMPRABHA will also be leveraged for creating virtual labs so that all students have
equal access to quality practical and hands-on experiment-based learning experiences. The
possibility of providing adequate access to SEDG students and teachers through suitable digital
devices, such as tablets with pre-loaded content, will be considered and developed.
(g) Training and incentives for teachers: Teachers will undergo rigorous training in learner-centric
pedagogy and on how to become high-quality online content creators themselves using online
teaching platforms and tools. There will be emphasis on the teacher’s role in facilitating active
student engagement with the content and with each other.
59
(h) Online assessment and examinations: Appropriate bodies, such as the proposed National
Assessment Centre or PARAKH, School Boards, NTA, and other identified bodies will design
and implement assessment frameworks encompassing design of competencies, portfolio, rubrics,
standardized assessments, and assessment analytics. Studies will be undertaken to pilot new ways
of assessment using education technologies focusing on 21st century skills.
(i) Blended models of learning: While promoting digital learning and education, the importance of
face-to-face in-person learning is fully recognized. Accordingly, different effective models of
blended learning will be identified for appropriate replication for different subjects.
(j) Laying down standards: As research on online/digital education emerges, NETF and other
appropriate bodies shall set up standards of content, technology, and pedagogy for online/digital
teaching-learning. These standards will help to formulate guidelines for e-learning by States,
Boards, schools and school complexes, HEIs, etc.
24.5 Creating a Dedicated Unit for Building of World Class, Digital Infrastructure,
Educational Digital Content and Capacity
Technology in education is a journey and not a destination and capacity will be needed to orchestrate
the various ecosystem players to implement policy objectives. A dedicated unit for the purpose of
orchestrating the building of digital infrastructure, digital content and capacity building will
be created in the Ministry to look after the e-education needs of both school and higher
education. Since technology is rapidly evolving, and needs specialists to deliver high quality
e-learning, a vibrant ecosystem has to be encouraged to create solutions that not only solve
India’s challenges of scale, diversity, equity, but also evolve in keeping with the rapid
changes in technology, whose half-life reduces with each passing year. This centre will,
therefore, consist of experts drawn from the field of administration, education, educational
technology, digital pedagogy and assessment, e-governance, etc.
Part IV. MAKING IT HAPPEN
25. Strengthening the Central Advisory Board of Education
25.1. Achieving successful implementation of this policy demands a long-term vision, availability of
expertise on a sustained basis, and concerted action from all concerned encompassing National, State,
institutional, and individual levels. In this context, the Policy recommends strengthening and
empowering the Central Advisory Board of Education (CABE) which will have a much greater
mandate and not only a forum for widespread consultation and examination of issues relating to
educational and cultural development. The remodeled and rejuvenated CABE shall also be
responsible for developing, articulating, evaluating, and revising the vision of education in the
country on a continuous basis, in close collaboration with MHRD and the corresponding apex bodies
of States. It shall also create and continuously review the institutional frameworks that shall help
attain this vision.
25.2. To bring the focus back on education and learning, it is desirable that the Ministry of Human
Resource Development (MHRD) be re-designated as the Ministry of Education (MoE).
26. Financing: Affordable and Quality Education for All
26.1. The Policy commits to significantly raising educational investment, as there is no better
investment towards a society’s future than the high-quality education of our young people.
Unfortunately, public expenditure on education in India has not come close to the recommended level
of 6% of GDP, as envisaged by the 1968 Policy, reiterated in the Policy of 1986, and which was
further reaffirmed in the 1992 review of the Policy. The current public (Government - Centre and
States) expenditure on education in India has been around 4.43% of GDP (Analysis of Budgeted
60
Digital Initiatives in
Higher Education
Government of India
MHRD Ministry of Human Resource Development
Study Webs of Active Learning for Young Aspiring Minds
https://swayam.gov.in/
SWAYAM is India's own MOOCs platform offering online courses on all disciplines viz. Engineering, Law,
Management, Humanities & Social Sciences and Professional Courses. It is designed to achieve the three
cardinal principles of Education Policy - Access, Equity and Quality. SWAYAM is an indigenously developed Cloud
based IT platform that facilitates hosting of all the courses, taught in classrooms from 9th standard till Post-
Graduation to be accessed by Anyone, Anytime, Anywhere free of cost. All the courses are interactive, prepared
by reputed teachers in the country and accessible through computers / mobile phones.
Launched on 9th July 2017 Anyone, Anytime, Anywhere Learning free of cost
Enrollments » 1.25+ Crores
Courses on SWAYAM » 2,867
Courses in Jan-2020 Semester » 567
No. of Students Certified » 5+ Lac.
National Coordinators
UGC : PG Non Engineering CEC : UG Non Engineering NPTEL : UG & PG Engineering

UGC CEC NPTEL
IGNOU : Certificate &

IIMB : Management NITTTR : Teacher Training
Diploma
IIMB IGNOU NITTTR
th th
AICTE : Annual Refresher
NIOS : Open School 9 to 12 NCERT : School 9th to 12th Programme in Teaching (ARPIT) &
Foreign Universities
NIOS NCERT AICTE
SWAYAM - Continuous Learning Experience
Download SWAYAM applications from popular app stores
Swayam helpline: 18001219025 | email: support@swayam.gov.in https://swayam.gov.in/

Key Features
Credit Transfer
Upto 20% Credit Transfer Facility Available for the Enrolled Students.
Necessary regulations issued by UGC and AICTE.
Integration with Conventional Education

Schedule of SWAYAM Courses aligned with Conventional Semester to facilitate easy
Credit Transfer.
Final Proctored Examination

The SWAYAM final proctored examination is conducted twice in a year
(May & November) across the country in about 200 Centres
(for both Computer Based Test and Pen & Paper Test).
Local Chapter
3800+ Local Chapters established in Educational Institutions for:
• To Spread Awareness among Faculty & Students.
• Facilitate use of SWAYAM Course in Blended or Flip Classroom Mode.
Online Degree Programme

Top Ranking Universities to offer Online Degree Programme through SWAYAM.
Annual Refresher Programme In Teaching (ARPIT)

Faculty Development Programme for 1.3 Million Teachers.
Global Reach
SWAYAM Courses being offered to African Students in more than 20 African Countries
under the e-VBAB Project of Ministry of External Affairs (Govt. of India).
MoU signed with Afghanistan for sharing of SWAYAM resources.

https://www.swayamprabha.gov.in
Launched on 9th July 2017
SWAYAM PRABHA is an initiative to provide 32 high quality

educational channels through DTH (Direct to Home) across the length
and breadth of the country on 24X7 basis. This would enable to deliver
e-education in a most cost effective & inclusive manner.
Higher Education: Curriculum-based course

contents at post-graduate and under-graduate level.
IIT PAL: To assist the student in the

classes 11 and 12 aspiring to join IITs.
School Education (9-12 levels): Modules for teacher's training

as well as teaching and learning aids for children of India.
Curriculum-based courses that can meet the needs of

life-long learners of Indian citizens in India and abroad.
The content for Swayam Prabha
Channels are provided by NPTEL, Freely Available on DD Free Dish , Dish Tv (Zee)
IITs, UGC CEC, IGNOU, and Jio mobile app
NCERT and NIOS
Every day, there will be new content for at least (4) hours
which would be repeated 5 more times in a day.
Channels uplinked from BISAG , Gandhinagar

using 2 transponders of GSAT-15 Satellite.
CONTACT US
swayamprabha@inflibnet.ac.in
+91 79-23268347 (Available on Monday To Friday from 9:30 AM To 6:00 PM)
https://www.swayamprabha.gov.in/
National Digital Library of India (NDLI) (https://www.ndl.gov.in/)
National Digital Library of India (NDL India) provides a framework of

virtual repository of learning resources with a single-window search
facility.
24x7 learning resource
Accessible by any one , from anywhere and anytime
Single window search facility with filters through which users can personalise.
More than 3.8 Crore e-books/journals/audio books/question banks.
Contents are available in 200 + Languages
Registrations : 52 lakh +
Number of institutions: 13,352
Mobile App downloads : 14.1 Lakhs
https://www.ndl.gov.in Launched on 19th June 2018
NATIONAL DIGITAL LIBRARY OF INDIA

Central Library • Indian Institute of Technology Kharagpur •
Kharagpur, West Bengal, India - 721302
+91-3222-282435 • ndl-support@iitkgp.ac.in
VIRTUAL L ABS http://www.vlab.co.in/
Participating Institutes
Virtual Labs provides a fully interactive simulation
environment to perform experiments, collect data, and
answer questions to assess the understanding of the
knowledge acquired. In order to achieve the objectives of
such an ambitious project, it is essential to develop virtual
laboratories with state-of-the-art computer simulation
technology to create real world environments and problem
handling capabilities. IIT Delhi as the Nodal Institute with
other 10 institutes is understanding this initiative.
To provide remote-access to Labs in various

disciplines of Science and Engineering
Implemented by IIT Delhi.
To share costly equipment and resources, which are

otherwise available to limited number of users due
to constraints on time and geographical distances.
Cover 100 Virtual Labs, approximately

1000+ web-enabled experiments.
Wireless Research Lab

Room No - 206/IIA, Bharti School of Telecom
Indian Institute of Technology Delhi, Hauz Khas, New Delhi-110016
Phone : 011-26582050 | Email : support@vlab.co.in
http://www.vlab.co.in/
http://www.e-yantra.org/
E-Yantra enable the effective education across engineering colleges in India on embedded
systems and Robotics. The training for teachers and students is imparted through workshops
where participants are taught basics of embedded systems and programming. Engagement of
teachers and students in hands-on experiments with robots by way of competition-event is
another innovative method of problem-solving with out-of-box solutions. e-Yantra also helps
colleges to set-up Robotics labs/clubs to make it a part of their routine training curriculum.
More than 275 colleges across India have benefited with this initiative. All the projects and code
are available on the e-Yantra web-site www.e-yantra.org as open source content.
F Promoting robotics as multi-disciplinary engineering project

• Supporting innovation by students
• Learning by doing through group work
F Train teachers to teach engineering better
F A project by IIT Bombay
F e-yantra Lab Setup initiative (eLSI) supports infrastructure creation
F e-yantra competitions are held across colleges to create awareness
F 296 Labs established in 32+ regions , propose to establish 500 + labs
F Over 2115 Teachers trained
F 5,932 Total Teams participated in e-Yantra Robotics Competition (eYRC)
ERTS Lab,
First Floor, KReSIT Building,
IIT Bombay, Powai,
Mumbai - 400076, Maharashtra
Phone : 022 2576 4986, 022 25720184

Email : support@e-yantra.org http://www.e-yantra.org/
FREE AND OPEN SOURCE SOFTWARE IN EDUCATION
https://fossee.in/
FOSSEE promotes the use of open source software in educational institutions

(http://fossee.in). It does through instructional material, such as spoken tutorials,
documentation, such as textbook companions, awareness programmes, such as conferences,
training workshops, and Internships. Textbook Companion (TBC) is a collection of code for
solved examples of standard textbooks.
FOSSEE project (http://fossee.in ) has been promoting use of open source software in
educational institutions.
A project by IIT Bombay.
Textbook Companion (TBC) is a collection of code for solved examples of standard

textbooks. 1,000 TBCs have been created in Scilab and Python alone.
FOSSEE is promoting the well established open source software: Open Foam,
an alternative to the proprietary software Fluent for computational fluid dynamics.
DWSIM, an alternative to the proprietary software Aspen Plus, for chemical process
simulation. eSim, an electronic design automation software, an alternative to ORCAD.
CFD - Lab, Aero. Annex Building,

Below HSS Dept., Opp. Metallurgical Dept.
IIT Bombay, Powai, Mumbai - 400076
Maharashtra
Phone : 022-25764133 | Email : info@fossee.in https://fossee.in/
Guidebook
for Learners of
NITTT Module 5
(Technology Enabled Learning & Life-Long Self Learning)
(How to Get Started – Understanding the directions of learning)
National Institute of Technical Teachers Training and Research

(An Autonomous Institute under Ministry of Education, Government of India)
Taramani, Chennai – 600 113, India
Please note: This booklet was designed for the course learners of the SWAYAM MOOC Course –
Technology Enabled Learning and Life-Long Self Learning under AICTE-NITTT Programme. The
information provided in the text may not be suitable or appropriate for other categories of course learners.
Second Edition: April 2021
Module Coordinator & Learning Material Prepared by:

Dr. G. Janardhanan., Ph.D (USA).,
Associate Professor & Head i/c
Centre for International Affairs & Centre for Curriculum Development, Planning and Coordination
Department of Civil and Environmental Engineering
NITTTR Chennai
Email: Jana@nitttrc.ac.in / dr.gjanardhanan@gmail.com
Phone / Whatsapp: +91-9445520968
Module Co-Coordinators:
Dr. V. Shanmuganeethi
Department of Computer Science and Engineering
NITTTR Chennai
Email: shanneethi@nitttrc.ac.in / shanneethi@gmail.com
&
Dr. K. S. A. Dinesh Kumar
Associate Professor
NITTTR Chennai
Email: dinesh@nitttrc.ac.in / dr.ksadinesh@gmail.com
To meet the Course Coordinators, it is preferable to have prior appointment.
2
Table of Contents
Rationale: .................................................................................................................................................... 4
What you'll learn ...................................................................................................................................... 5
Directions to the course participants: ................................................................................................. 5
Handholding – Scaffolding Group: ........................................................................................................ 6
Live Webinar Session: ............................................................................................................................. 7
Course Evaluation for certification: ..................................................................................................... 7
Evaluation and Grading Criteria ........................................................................................................... 9
Discussion Forum Do’s and Don’ts ...................................................................................................... 9
3
Module 5: Technology enabled learning
and life-long self-learning
Rationale:
The “Technology Enabled Learning and life-long self-learning” is an online SWAYAM NITTT course
specially designed and developed for the AICTE Technical Teacher Training Module. The course
is structured to provide interactive MOOC learning experience to the faculty members and also
to develop an understanding of how technology enhances and transforms classroom instruction.
Integrating and infusing technologies into classroom teaching is a challenging task and its
understanding is important for both teachers and students. Technology enabled teaching learning
facilitates in differentiated instruction, since we are aware “one size doesn’t fit all”. Despite of
your ICT literacy, this course will help you course will help you in leveraging your teaching
strengths and find the approach that is right for you, your students and your educational context.
Thus, the course facilitates and guide in the instructional planning through technology. You will
have the opportunity to develop your understanding of effective online teaching practices and
their relationship to the use of different technologies in connecting CONTENT to the
CONTEXT. You will also be encouraged to progressively design and reflect upon your own
online learning activity, assessment or resource for use in your own class if you choose to
undertake the course assignments. The course is structured with experiential sharing, input from
the experts and interviewees from the stake holders. Through many examples and case studies,
the participants will be exposed how to create technology enhanced instruction for their students
and what to address when designing these experiences. More specifically, in this course
participants will be exploring to find answers for the following questions:
✓ How classroom instruction needs to be structured for the current generation learners?
✓ What pedagogic options do we have to make our teaching successful?
✓ What does research evidence tell us about integrating ICT tools in classroom instruction?
✓ Identify and understand the range of technology enabled teaching implementation models?
✓ How blended learning provides shift in instruction, roles, and technology integration?
✓ Review the availability of technology for the blended & flipped classroom.
✓ What assessment and feedback practices can help our students learn more effectively?
4
✓ Explore various management techniques to create safe and ethical technology enabled learning
environments that includes social collaboration.
✓ Examine the challenges associated with technology enabled teaching learning implementation
and how you can address these challenges.
What you'll learn

After completing the learning tasks in this course, the participants will be able to:
1. Design effective lessons using various instructional technologies.

2. Identify online Free and Open-Source Software [FOSS], Open Educational Resource
(OER) and other digital tools for the creating active learning environment.
3. Select relevant online platforms and social media to promote student communication and
peer discussion.
4. Design different types of formative and summative assessment strategies and tools for a
technology-enabled learning.
5. Participate effectively in MOOC courses/webinars for knowledge enhancement.
6. Use different types of online journals and other learning resources for professional growth
avoiding plagiarism.
7. Use the Artificial Intelligence appropriately in classroom teaching learning situations.
Directions to the course participants:

We suggest the participants to kindly go through the course contents, survey (mandatory) and
guidelines for attending the programme. It contains very important overall course information. It
also contains the information how you need to contact the course coordinator, viz, through email
or twitter. Kindly watch the video fully, and it is kept in small nuggets to engage the audience
actively in the course. The structured four quadrant approach will provide complete learning
experience to the learners.
Participants are expected to login into the SWAYAM Portal 4-5 times a week to complete
the learning task, provide reflection about learning, assignments and participate in discussions.
Discussion postings must be made throughout the week to receive full credit. It is important to
remember a discussion is just that, posting all on one day doesn’t allow for much response by
5
your classmates or time to think over issues. Our expectations are very high on participation,
since this course is focused to teachers and aspiring teachers. We strongly believe learning take
place only through activities.
Course Delivery Mechanism
Handholding – Scaffolding Group:

In order to provide uninterrupted learning
experience, exclusive telegram group was created and
promoted the active discussion & collaboration. The
group augmented their learning and acted as a scaffolding
structure.
The participants raised their queries and it is answer
by the coordinators/resource person’s/peer members. It
was active peer-to-peer group.
6
Live Webinar Session:
To clarify the doubts and provide live interaction, it is proposed to conduct three live session
during the course. The participants need to register in the link provided to attend the session. If
you have any queries to be answered, mail the questions prior to the meeting (Preferable – to
avoid repetition).
Live Session # 1: April 24, 2021@ 10.00 to 11.30 A.M

Live Session # 2: May 08, 2021 @ 10.00 to 11.30 A.M
Live Session # 3: May 22, 2021 @ 10.00 to 11.30 A.M
Course Evaluation for certification:

The evaluation for the participants is through activities /assignment and it is grouped under five
major cluster. In this module, assignment / activities will be framed from each cluster and graded
either individually or in group. The evaluation methodology will be discussed in detail during the
course. The evaluation will be unique of its nature with change project.
Review the
Assignment - Questionnaire Change
Documentary Mini Activities
MCQ Survey Project
/ Literature
7
Cluster # 1: Assignment - Online Quiz (Five Numbers – Each 20 Questions) – Weightage 30%
The participants will be taking online quiz focusing towards the topic & objective of the week
content. Automatic graded quiz will provide the learners understanding of the content. Among
the five assignment, top three assignment score will be taken for calculating the internal marks.
Cluster # 2: Questionnaire Survey (Five Numbers) – Weightage 15%

The participant needs to complete the five-questionnaire survey. The details are collected for the
preparation of national document. All the five-questionnaire survey need to be submitted.
Cluster # 3: Documentary appreciation / Literature Review (Three Numbers) – Weightage 5%

Each participant is expected to read the article given from a journal/book and write a summary
by highlighting the problem, approach, methodology, analysis, how the author arrived at the
conclusion and its relevance to Indian context.
Films/documentaries related to classroom instruction will be shared and it need to be viewed by

the participants. The purpose of these films / documentaries is to educate the participant’s
understanding of various issues and to absorb them in planning practice. At the end of the film, a
discussion and poll will be around the film. After viewing the films, each participant is expected
to write about its main focus, its applicability to Indian classroom context by answering the given
question. Exploring and connecting the dots. All the three activities need to be participated.
Cluster # 4: Mini Activities (Seven Activities – Mandatory – Weightage 25%

The participants need to submit the activity assigned during the course. They are basically
structured towards the implementation as stated in the mentor document. A total of seven
activities is scheduled and they need to submit the same.
(a) Creation of online course (Either in Google Classroom or CANVAS or MOODLE)
(b) Creation of online learning / teaching Material.
(c) Creation of online assessment.
(d) Lesson plan for Blended Classroom.
(e) Creation of Research ID (Google Scholar / Vidwan Profile / Research Gate etc.,)
(f) Creation of OER Material / Social Media Account.
(g) Implementation of Virtual Laboratory or simulation in the classroom instruction.
8
Cluster # 5: Change Project (One project - – Weightage 25%
The aim of the change project is to exercise the learned content into the real classroom
environment. The main purpose is to make the participants appreciate the evolution and
transformation made through the new approach.
Evaluation and Grading Criteria

As you look through our assignment checklist, note the points awarded for each activity. While
we recognize this is a professional development course, modelling good technology enabled
teaching practices is an important part of this course design. In many ways, this helps you better
understand what a student sees as they participate in the technology enabled learning
environment. We also want you, the participant, to understand the importance and time
commitment of assignments. Assigning values to course assignments is a visual cue that helps you
recognize the value of a given piece and even perhaps the amount of time it would take for you
to complete that work.
If the work and entries you submit meet the requirements for each activity and show appropriate
thought and time was invested, your assignment/activity will be approved and you will be awarded
the full points.
Successful completion of the course will be based on the following requirements:
✓ Participants must complete the course activities and readings in each unit;
✓ Participants must post in discussion forum (their post and a reply to other posts); and
✓ Participants must complete the course change project and submit a summary on the
discussion board.
✓ Participants must appear for the final proctor examination.
Discussion Forum Do’s and Don’ts
In this MOOC discussion forum is to help learners engage more

with the course, their peers and the instructors. How much you
interact with others will determine to a large extent how much
you gain from the course. Everyone learns in different ways, but
9
statistics have shown that the more an online learner engages in the course discussion boards,
the more likely he or she is to succeed.
You can engage in online conversation to a lesser or greater degree depending on what you are
comfortable with:
✓ Each week we are providing prompt for the discussion, kindly participate in the
conversation and ask others to reply.
✓ Reading other people’s posts without contributing to the conversation.
✓ Reading other people’s posts and replying to them.
Given the vast number of learners who may be enrolled on the same course as you, it is a good
idea to make time to establish which fellow participants are contributing the most valuable
comments, reading their personal profiles and selecting to “follow” the chosen few. This allows
you to filter the posts down to a more manageable number.
Contributing to online discussions can be daunting, but very rewarding once you become
comfortable with it. Start by introducing yourself, and asking a question about the course or a
particular topic being covered. Make sure your question isn’t too vague and that it hasn’t been
posted before. Regular users of forums are usually keen to offer advice and feedback. Continue
posting questions as and when you need to. As you gain confidence, you can start contributing
to other people’s posts and offer feedback and advice if you feel you can help.
Some useful tips for posting in online discussion forums
✓ Create time to spend engaging with the discussions.

✓ Keep your posts short and concise, keeping to one point per post.
✓ If you start a conversation, try to encourage a discussion by making a bold statement or
posting an open-ended question. Acknowledge any replies you get by commenting on or
“liking” their responses.
✓ If you post a question, check that it hasn’t already been asked before.
✓ Support any “facts” with evidence and make sure they are accurate.
✓ Use informative keywords in your thread titles.
✓ Only post comments that actually add value to a conversation.
✓ Don’t be afraid to disagree with other people’s comments, but explain why.
10
✓ Be open to other people’s views as this can broaden your perspectives.
✓ Respond promptly, give positive feedback when it’s due and offer assistance if you can.
✓ Be polite and respect others’ views.
✓ Enjoy the interaction with peers and use the time you spend on the forums productively
to deepen your understanding and hone your skills.
One of the great advantages of MOOCs is the diversity of the people enrolled on a course at the
same time with all their experience, knowledge and skills to share with others. A considerable
amount of learning can be generated from interaction with like-minded people via the discussion
forums, so don’t be afraid to use this excellent learning tool to your advantage.
Great Teachers are made, not just born. Are you ready for the journey? …
Happy Learning
************
11
Guidebook
for Learners of
AICTE-NITTT Module 5
(How to Get Started – Understanding the directions of learning)
Coordinator:
Dr. G. Janardhanan

(An Autonomous Institute under Ministry of Human Resource Development, Government of India)
Please note: This booklet (version 2.0) was designed for the course learners of the
SWAYAM MOOC Course – Technology Enabled Learning and Life-Long Self Learning
under AICTE-NITTT Programme. The information provided in the text may not be
suitable or appropriate for other categories of course learners.
Edition: January 2020

Centre for International Affairs &
NITTTR Chennai
NITTTR Chennai
Email: shanneethi@gmail.com
&
Associate Professor
NITTTR Chennai
Email: dr.ksadinesh@gmail.com

Telephone: + 91-44-22545447/460/458/421
2
Table of Contents
Rationale: ..................................................................................................................................................... 4
What you'll learn........................................................................................................................................... 5
Directions to the course participants: ........................................................................................................ 6
Course Evaluation for certification: ............................................................................................................ 6
Discussion Forum Do’s and Don’ts ............................................................................................................ 7
Participate and Learn from the Poll: .......................................................................................................... 9
Reflection of Learning - Activity: ................................................................................................................. 9
Watch-Think-Share:...................................................................................................................................... 9
WhatsApp Group: ....................................................................................................................................... 10
Reach through Social Media: .................................................................................................................... 10
Evaluation and Grading Criteria................................................................................................................ 10
3
And life-long self-learning
Rationale:
The “Technology Enabled Learning life-long self-learning” is an online SWAYAM NITTT course specially
designed and developed for the AICTE Technical Teacher Training Module. The course is structured to
provide interactive MOOC learning experience to the faculty members and also to develop an
understanding of how technology enhances and transforms classroom instruction. Integrating and
infusing technologies into classroom teaching is a challenging task and its understanding is important
for both teachers and students. Technology enabled teaching learning facilitates in differentiated
instruction, since we are aware “one size doesn’t fit all”. Despite of your ICT literacy, this course will
help you course will help you in leveraging your teaching strengths and find the approach that is right
for you, your students and your educational context. Thus, the course facilitates and guide in the
instructional planning through technology. You will have the opportunity to develop your
understanding of effective online teaching practices and their relationship to the use of different
technologies in connecting CONTENT to the CONTEXT. You will also be encouraged to progressively
design and reflect upon your own online learning activity, assessment or resource for use in your own
class if you choose to undertake the course assignments. The course is structured with experiential
sharing, input from the experts and interviewees from the stake holders. Through many examples and
case studies, the participants will be exposed how to create technology enhanced instruction for their
students and what to address when designing these experiences. More specifically, in this course
participants will be exploring to find answers for the following questions:
✓ How classroom instruction needs to be structured for the current generation learners?
✓ What does research evidence tell us about integrating ICT tools in classroom instruction?
✓ Identify and understand the range of technology enabled teaching implementation models?
✓ How blended learning provides shift in instruction, roles, and technology integration.
4
✓ Review the availability of technology for the blended & flipped classroom.
✓ How can we ensure that this instructional design will help our students achieve their intended
learning outcomes?
✓ What pedagogic options do we have to make our teaching successful?
✓ What assessment and feedback practices can help our students learn more effectively?
✓ Explore various management techniques to create safe and ethical technology enabled
learning environments that includes social collaboration.
✓ Examine the challenges associated with technology enabled teaching learning
implementation and how you can address these challenges.
What you'll learn

After completing the learning tasks in this course, the participants will be able to:
1. Design effective lessons using various instructional technologies.
2. Identify online Free and Open Source Software [FOSS], Open Educational Resource (OER) and
other digital tools for the creating active learning environment.
3. Select relevant online platforms and social media to promote student communication and
peer discussion.
4. Design different types of formative and summative assessment strategies and tools for a
technology-enabled learning.
5. Participate effectively in MOOC courses/webinars for knowledge enhancement.
6. Use different types of online journals and other learning resources for professional growth
avoiding plagiarism.
7. Use the Artificial Intelligence appropriately in classroom teaching learning situations.
5
Directions to the course participants:
We suggest the participants to kindly go through the course contents, survey (mandatory) and
guidelines for attending the programme. It contains very important overall course information. It also
contains the information how you need to contact the course coordinator, viz, through email or twitter.
Kindly watch the video fully, and it is kept in small nuggets to engage the audience actively in the
course. The structured four quadrant approach will provide complete learning experience to the
learners.
Participants are expected to login into the SWAYAM Portal 4-5 times a week to complete the
learning task, provide reflection about learning, assignments and participate in discussions.
Discussion postings must be made throughout the week to receive full credit. It is important to
remember a discussion is just that, posting all on one day doesn’t allow for much response by your
classmates or time to think over issues. Our expectations are very high on participation, since this
course is focused to teachers and aspiring teachers. We strongly believe learning take place only
through activities.
Course Evaluation for certification:

The evaluation for the participants is through activities /assignment and it is grouped under five major
cluster. In each week, assignment / activities will be framed from each cluster and graded either
individually or in group. The evaluation methodology will be discussed in detail during the course. The
evaluation will be unique of its nature with change project.
Cluster # 1: Documentary/Film appreciation

Films/documentaries related to classroom instruction will be shared and it need to be viewed by the
participants. The purpose of these films / documentaries is to educate the participant’s understanding
of various issues and to absorb them in planning practice. At the end of the film, a discussion and poll
will be around the film.
After viewing the films, each participant is expected to write about its main focus, its
applicability to Indian classroom context by answering the given question. Exploring and connecting
the dots.
6
Cluster # 2: Literature Review
Each participant is expected to read the article given from a journal/book and write a summary by
highlighting the problem, approach, methodology, analysis, how the author arrived at the conclusion
and its relevance to Indian context.
Cluster # 3: Discussion Forum

The participants will be focusing towards the discussion on the topic of interest aligning with the
objective of the week content. The discussion should be both in width and breadth. Evaluation rubrics
is provided for better understanding.
Cluster # 4: Online Quiz

The participants will be taking online quiz focusing towards the topic & objective of the week content.
Automatic graded quiz will provide the learners understanding of the content.
Cluster # 5: Change Project

The aim of the change project is to exercise the learned content into the real classroom environment.
The main purpose is to make the participants appreciate the evolution and transformation made
through the new approach.
Discussion Forum Do’s and Don’ts

In this MOOC discussion forum is to help learners engage
more with the course, their peers and the instructors. How
much you interact with others will determine to a large
extent how much you gain from the course. Everyone learns
in different ways, but statistics have shown that the more
an online learner engages in the course discussion boards,
the more likely he or she is to succeed.
You can engage in online conversation to a lesser or greater degree depending on what you are
comfortable with:
✓ Each week we are providing prompt for the discussion, kindly participate in the conversation
and ask others to reply.
✓ Reading other people’s posts without contributing to the conversation.
✓ Reading other people’s posts and replying to them.
7
Given the vast number of learners who may be enrolled on the same course as you, it is a good idea
to make time to establish which fellow participants are contributing the most valuable comments,
reading their personal profiles and selecting to “follow” the chosen few. This allows you to filter the
posts down to a more manageable number.
Contributing to online discussions can be daunting, but very rewarding once you become comfortable
with it. Start by introducing yourself, and asking a question about the course or a particular topic being
covered. Make sure your question isn’t too vague and that it hasn’t been posted before. Regular users
of forums are usually keen to offer advice and feedback. Continue posting questions as and when you
need to. As you gain confidence, you can start contributing to other people’s posts and offer feedback
and advice if you feel you can help.
Some useful tips for posting in online discussion forums
✓ Create time to spend engaging with the discussions.

✓ Keep your posts short and concise, keeping to one point per post.
✓ If you start a conversation, try to encourage a discussion by making a bold statement or
posting an open-ended question. Acknowledge any replies you get by commenting on or
“liking” their responses.
✓ If you post a question, check that it hasn’t already been asked before.
✓ Support any “facts” with evidence and make sure they are accurate.
✓ Use informative keywords in your thread titles.
✓ Only post comments that actually add value to a conversation.
✓ Don’t be afraid to disagree with other people’s comments, but remember to explain why.
✓ Be open to other people’s views as this can broaden your perspectives.
✓ Respond promptly, give positive feedback when it’s due and offer assistance if you can.
✓ Be polite and respect others’ views.
✓ Enjoy the interaction with peers and use the time you spend on the forums productively to
deepen your understanding and hone your skills.
One of the great advantages of MOOCs is the diversity of the people enrolled on a course at the same
time with all their experience, knowledge and skills to share with others. A considerable amount of
learning can be generated from interaction with like-minded people via the discussion forums, so don’t
be afraid to use this excellent learning tool to your advantage.
8
Participate and Learn from the Poll:
Please Indicate your level of agreement with the statements presented below along the five-point scale
presented from 1 (definitely disagree) to 5 (definitely agree). Some statements are not exclusive to
teaching in the laboratory and you can provide a response based on your teaching in general.
Note that there is no right or wrong answer. There are a variety of teaching beliefs and intentions that
lead to a powerful learning environment for your students.
Completing this questionnaire should take about 10 to 20 minutes of your time and not longer. It is
important to react on your first impression/feeling!
Reflection of Learning - Activity:

The power of learning is in the action of doing the activity after watching each video. Reflection
provides the same power through the action of articulating thoughts. Reflection is the necessary
bridge in the learning process that takes place when the learner is involved in a service-learning
experience. There are the several traditional strategies such as writing in journals, or writing an essay
describing the experience. In the online SWAYAM MOOC what we adopt is to express your learning in
the activity space. The participants to self-reflective upon their learning, opinion, ideas, concern about
the content, can list the important learning from the video and connect it how to implement into their
classroom. Each week, we listed few reflections of learning activity to promote your learning.
Watch-Think-Share:
The power of learning is in the action of doing the activity after watching each video. Reflection
provides the same power through the action of articulating thoughts. Reflection is the necessary
bridge in the learning process that takes place when the learner is involved in a service-learning
experience. There are the several traditional strategies such as writing in journals, or writing an essay
describing the experience
The Watch-Think-Share strategy is designed to accommodate differentiate instruction by providing

sufficient time to learners to assimilate their learning on the given TED Talks. It enable them to
formulate watch and listen to the talk (TED Talks), develop individual ideas and share these ideas with
a peer. In this strategy, every week expert talk link is provided and it will be connected to the problem
which society is facing. Learners need to watch, have time to think about it individually, and then they
work in discussion forum to solve the problem and share their ideas in their academic
institution. Through this strategy learners develop conceptual understanding of a topic, develop the
ability to filter information and draw conclusions, and develop the ability to consider other points of
view.
9
WhatsApp Group:
In this module, we created few WhatsApp group to promote effective discussion among the learners.
WhatsApp groups facilitate you in providing solutions during the learning phase and get total guidance
about the application part of the learning. So learners don't waste time please follow below links join
in which group you want to join get you all benefits and also give your suggestions to other participants.
Reach through Social Media:

To make effective interaction, we have created exclusive social media ids for this module:
Twitter: TELLLSL; Pinterest: NITTT-TELLLSL; Instagram: TELLLSL
Evaluation and Grading Criteria

As you look through our assignment checklist, note the points awarded for each activity. While we
recognize this is a professional development course, modelling good technology enabled teaching
practices is an important part of this course design. In many ways, this helps you better understand
what a student sees as they participate in the technology enabled learning environment. We also want
you, the participant, to understand the importance and time commitment of assignments. Assigning
values to course assignments is a visual cue that helps you recognize the value of a given piece and
even perhaps the amount of time it would take for you to complete that work.
If the work and entries you submit meet the requirements for each activity and show appropriate
thought and time was invested, your assignment/activity will be approved and you will be awarded
the full points.
Successful completion of the course will be based on the following requirements:
✓ Participants must complete the course activities and readings in each unit;
✓ Participants must post in discussion forum (their post and a reply to other posts; and
✓ Participants must complete the course change project and submit a summary on the
discussion board.
✓ Participants must appear for the final proctor examination.
Happy Learning
************
10
Guidebook
for Learners of
Unit # 4: Tools & Resources for Creating Assessment

UNIT
4
under AICTE-NITTT Programme. The information provided in the text may not be
suitable or appropriate for other categories of course learners.

NITTTR Chennai
NITTTR Chennai
&
Associate Professor
NITTTR Chennai

Telephone: + 91-44-22545447/460/458/421
Join our Social Media Network:

WhatsAPP, Twitter, Instagram and Pinterest
2
UNIT
4
Table of Contents
Introduction .................................................................................................................................................. 4
Expected Outcomes: .................................................................................................................................... 4
Looking into Unit #4 Content: ..................................................................................................................... 5
Look and leap into preparation of digital assessment? ............................................................................ 8
Purpose of Assessment ............................................................................................................................... 9
Different types of assessment .................................................................................................................... 9
Selection of right technological tools for assessment ............................................................................. 12
Different ICT Tools...................................................................................................................................... 15
Tool: Google Form .................................................................................................................................. 15
Tool: Hot Potatoes.................................................................................................................................. 16
Tool: Answer Garden.............................................................................................................................. 18
Tool: Socrative ........................................................................................................................................ 20
Tool: Class kick ....................................................................................................................................... 22
Tool: Plickers .......................................................................................................................................... 27
Tool: Quizizz ............................................................................................................................................ 32
Tool: TED-Ed ........................................................................................................................................... 34
Tool: Formative....................................................................................................................................... 36
Tool: Edpuzzle ........................................................................................................................................ 37
Tool: E-Portfolio ...................................................................................................................................... 39
Activities # 4.1............................................................................................................................................ 47
Activities # 4.2............................................................................................................................................ 47
Activities # 4.3............................................................................................................................................ 47
Activities # 4.4............................................................................................................................................ 47
Activities # 4.5............................................................................................................................................ 47
3
UNIT
4
Unit # 4: Tools & Resources for Creating Assessment
I was struck by the way assessment always came at the end, not only in the unit of work
but also in teachers’ planning…Assessment was almost an afterthought….
Teachers … are being caught between competing purposes of….assessment and are often
confused and frustrated by the difficulties that they experience as they try to reconcile the
demand”..
Earle, 2003
Introduction
In this unit, the participants will be provided with some fundamental principles and practical examples
for designing formative and summative assessment that is effective and enhance the students’
learning. It will introduce the purpose of different types of assessment using technology tools will be
dealt along with their design principles, and a number of exemplary practices. How to design the
assessment plan and incorporate the qualitative assessment using rubrics is also dealt in detail. We
will also explore benefits and considerations that need to be considered when we adopt an online
assessment strategy in teaching, and how using technology can improve the efficiency and
effectiveness of the assessment process.
The content covered in this unit includes:
Fundamentals of Assessment – ICT Tools for preparing assessments viz., Google Form, Hot Potatoes,
Answer Garden, Socrative, Class kick, Edpuzzle, Plickers, Rubistar, Poll Everywhere, Quizizz,
Formative, TED Ed, Audio Feedback, e-portfolio.
Expected Outcomes:
After completing the learning activities, the participants will be able to:
1. Implement the appropriate technology tools for developing assessments.

2. Analyze the tools as per SAMR Model.
4
UNIT
4
Looking into Unit #4 Content:
The flow in which the learning needs to be done is provided in the form of table. Kindly follow it for
happy learning.
Learning Questionnaire
Videos Reading Discussion Assessment
Reflection Survey
Learning Type of
Title of the content
Sequence Material
01 Overview of Unit 4: Tools & Resources for creating assessment
02 Learning Assessment in a digital Age
03 Looking into features of technology tools for assessment
04 Questionnaire Survey – About Assessment Pattern
Discussion Prompt # 1: What ideas do you have for conducting online

05 assessment?
Discussion Prompt # 2: Factors to be aware before implement online

06 assessment?
07 Fundamentals of Assessment
08 Looking into characteristics of Assessment
09 Considerations for Choosing Technology
10 Explore ICT Tool: Google Form
11 Tool Demonstration: Google Forms (Basic)
12 Tool Demonstration: Google Forms (Add on)
5
UNIT
4
Learning Type of
Sequence Material
13 Explore ICT Tool: Hot Potatoes
14 Tool Demonstration: Hot Potatoes
15 Explore ICT Tool: Answer Garden
16 Tool Demonstration: Answer Garden
17 Explore ICT Tool: Socrative
18 Tool Demonstration: Socrative
19 Explore ICT Tool: Class kick
20 Tool Demonstration: Class kick
21 Explore ICT Tool: Edpuzzle
22 Tool Demonstration: Edpuzzle
23 Explore ICT Tool: Formative
24 Tool Demonstration: Formative
25 Explore ICT Tool: TED Ed
26 Tool Demonstration: TED Ed
27 Explore ICT Tool: Audio Feedback
28 Tool Demonstration: Audio Feedback
29 Explore ICT Tool: e-portfolio
6
UNIT
4
Learning Type of
Sequence Material
30 Tool Demonstration: e-portfolio
31 Explore ICT Tool: Poll Everywhere
32 Tool Demonstration: Poll Everywhere
33 Explore ICT Tool: Quizizz
34 Tool Demonstration: Quizizz
35 Explore ICT Tool: Inline Video Quiz
36 Tool Demonstration: Inline Video Quiz
37 Explore ICT Tool: Rubi star
38 Tool Demonstration: Framing of Rubrics
39 About ICT Tools demonstration steps
40 Reflection of Learning (Activity # 1 – Google Form)
41 Reflection of Learning (Activity # 2- Answer garden)
42 Reflection of Learning (Activity # 3- Creating Poll)
43 Reflection of Learning (Activity # 4- Framing of Rubrics)
44 Reflection of Learning (Activity # 5- Hot Potatoes)
45 Reflection of Learning (Activity # 6 - Socrative)
46 Reflection of Learning (Activity # 7 - Class kick)
7
UNIT
4
Learning Type of
Sequence Material
47 Reflection of Learning (Activity # 8- Edpuzzle)
48 Reflection of Learning (Activity # 9 - Formative)
49 Reflection of Learning (Activity # 10 - TED Ed)
50 Reflection of Learning (Activity # 11 - e-portfolio)
51 Watch – Think – Reflect: About the TED Talks Video
52 Think Pair Share: Review of the article
53 Unit # 4 Assessment
Look and leap into preparation of digital assessment?
Hello Learners, we need to understand the real meaning of Technology-Enabled Learning assessment
so that learners will have a clear how to facilitate learning through assessment. 'Which mode of
assessment is best suited for the theory, laboratory and project work?' I wish to provide those
resources as sort of 'setting the table' so to speak for conducting assessment. I wish to reiterate the
analogy, “Cooking is easy, but washing the utensils is difficult; similarly lecturing is easy but
conducting assessment is difficult. Not all student’s own responsibility for their learning, but given
the competing pressures on student’s time in a digital age, most “Successful” learners focus on what
will be examined and how they can most effectively meet the assessment requirements. Therefor
decisions about methods of assessment will in most contexts be fundamental to building an effective
learning environment.
8
UNIT
4
Purpose of Assessment
To measure the effectiveness of learning, assessment becomes the incredible tool. There are variety
of reason to assess the learners. As an instructor, faculty member or facilitator, we wish to
understand the basic tenets of assessment, because it is unlikely that one single assessment
instrument will meet all assessment needs.
It influences the student and helps him
• Know the strengths and weaknesses and direct the student to channelize is study efforts to
make up for gaps of knowledge and understanding.
• Compare the progress with that of peers and get motivated to do better.
• Develop regular and good study habits (if assessment is continuous)
It helps the teacher
• assess how effective his instructional methods and strategies are
• detect students’ learning difficulties and provide remedial help
• identify individual student differences and suitably adapt his teaching strategies
• grade the students
It helps the administrators
• find the overall effectiveness of the course.
• introduce modifications in the administrative process, if required
• identify additional financial resources required for improving the overall effectiveness and
accountability.
Different types of assessment
The main reason to use computers for assessment should be to enhance student learning. Technology
integration is a whole-of-curriculum matter and it depends upon the ICT policy of the educational
institution. It can support all aspects of assessment: you can present content and tasks, assess
students individually and in groups, provide feedback, and share and manage information about
assessment. The term “Technology enabled assessment (TEA)” encompasses the use of computers to
deliver, mark, assess and analyse assignments, assessments or examinations”. It is most suitable for the
objective testing, which includes Multiple Choice Questions, Match the following, True or False, or to
put it simple for the questions that have a clear correct or incorrect answer. In the case of subjective
assessment, where faculty intervention is required for the grading of individual answers, it is not
suitable for marking by the computer. However, the TEA helps us in enable submission of assignment
on time, detection of plagiarism and to promote collaborative work.
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You can use it for diagnostic assessment, presenting low-stakes tasks that show students
and teachers, what students are ready for in terms of learning activities. To understand, exactly
where the learners stand (assess exact entry level of behavior).
Formative assessment activities (ungraded or graded assessments that help students manage their
learning) can also be presented online. Graded, summative assessments (contributing to the final
course grade) lend themselves to online presentation. Some tests can be partly or completely
computer-marked; others allow students to review each other's work. You can also
create integrative assessment activities on digital devices, so that students can review their work
and assess how well they've learned, reflect on how closely they've met discipline standards and
teacher expectations, and analyze their own work in relation to sample good-quality responses to
online tasks.
Prepare your students for an online assessment
• Make sure the students had practice using the relevant online tool. It helps us in avoiding
any failure during the implementation phase. The tenets of online learning are equity,
equality and access.
• Trial the task with at least few people to check that the instructions are clear and
comprehensive.
• Explain why you are using online assessment. Be clear to your educational institution, why
you adopted online assessment.
• Ensure that the timeframe is realistic for students to complete the task. Anticipate all
learners are not versatile in using the digital tools. Learners difference need to be
acknowledged.
• Evaluate whether the weighting of the assessment warrants the time required to
successfully complete the online task.
• Provide support materials such as guidelines, templates and marking criteria to help
students manage the task successfully
• Provide instructions on what to do if the technology fails.
Ensure that the process of learning online is appropriately assessed, as well as the outcomes of
learning activities.
Clearly communicate assessment requirements
• Using a system such as flipgrid, padlet, or a voice tool in a Moodle course, record a general
lecture about assessment in which you provide background information about tasks and
answer students' frequently asked questions.
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• Create an assessment activity gateway within your Moodle course where you integrate
task requirements, assessment rubrics, related readings (based on the copyright, the material
must be linked; it is preferable to have OER common licensing materials), access to other
resources and support, and tools to facilitate group work.
• Provide online worked examples of an electronic assessment rubric to illustrate
performances at different levels of attainment.
Create a place for students
• Use computer-based interactive assessment activities in campus laboratories and during
the routine classroom to engage students actively in learning.
• Set up online discussion forums and monitor and assess students' contributions to the
threads.
• Provide students with authentic learning challenges using online simulations, games and
virtual worlds.
• Use web conferencing tools to involve international experts, leading scholars and
stakeholders in discussions.
• In between face-to-face meetings, use online groups to brainstorm assessment tasks.
• Set up wikis to facilitate multiple contributions to the preparation of an assessment
product, and enable assessment of individuals' contributions.
Encourage demonstration of higher order thinking and reasoning
• Use integrated blogs and wikis in your online course to facilitate students' reflective
contributions as they prepare for assessment tasks.
• Set up groups in virtual worlds to enable students to contribute creatively to authentic
assessment tasks.
• Design assessment tasks to require students to produce digital artefacts—for example,
videos or websites.
• Have students present their work for assessment using ePortfolios such as Google sites
(commercially paid version of Mahara). This can increase the portfolios' accessibility, so that
you can more easily involve peers and external experts in giving feedback.
Create learning communities around assessments
• Set up the groups yours for group work projects in the online course, to help ensure that
group memberships reflect the diversity of the class.
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• Enable your students to communicate about assessment tasks with students studying the
same material in another university, or even in another country. This can foster a more
globalized learning perspective.
• Invite off-shore students to join a synchronous virtual classroom with local students,
where the teacher provides generic feedback on assessment and then students break out into
small discussion groups.
Selection of right technological tools for assessment
The use of ICT tools for assessment is selected, if and only it improves the quality of the student
learning experience. The main purpose of integrating technology to assessment processes can:
• Facilitate student to make self-assessment and decide their learning path
• Facilitate students to submit assignments online
• To keep students at ease during assessment and make them to feel it as learning experiences
• give students more ways to learn and to demonstrate their learning
• help faculty members reconsider learning and teaching approaches
• help faculty members to adopt the methods in an innovative way to attract learners
• help faculty members to provide timely and more comprehensive feedback, and
• make it easier to manage large volumes of marking and administration.
Often if you improve assessment management using technologies, you also benefit students
educationally. For example, setting online multiple-choice quizzes with automated marking and
feedback can reduce staff marking loads and give students immediate feedback on their learning
performance. Technology tools aid faculty members in reducing their work load on evaluating
student performance when it comes to larger number. Plan carefully, and manage assessment-by-
technology to ensure that it enhances learning. Check also that it doesn't disadvantage students,
especially students with a disability. Be strategic about the integration, so that faculty workloads
remain sustainable and the university continues to comply with statutory and legislative
frameworks.
Table 4.1: Selection of ICT Assessment Tools
S.No Scenarios Tools
01 Diagnostic Assessment Google Form, Hotpotatoes, Plickers
02 Formative Assessment Classkick, Hotpotatoes, JeopardyLabs,
Formative, Socrative, Plickers,
Answergarden
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S.No Scenarios Tools
03 Summative Assessment Hotpotatoes
04 Feedback Classkick, Flipgrid, e-portfolio
05 Project Work / Laboratory Work Rubistar, e-portfolio
06 Collaborative Learning Assessment Flipgrid, JeopardyLabs, e-portfolio
There are different types of question format could be developed using ICT tools for
assessment. The question types include:
S.No Type of Question Purpose
1 Multiple choice and variantsMultiple choice questions require the participant to select
one or more options from a list of possible answers.
2 Anatomy of a Multiple- There is a specific terminology to describe the different
Choice Question (With components of a question, which is useful when
Diagrams) discussing and evaluating questions. Can you drag the
label onto the question below to show the correct name
for each of its components?
3 True or False A True or False question is similar in format to a multiple
choice question, except that there are only 2 options, True
or False,
4 Multiple response A standard type of Multiple Response, or Multiple
Answer question looks like an MCQ except that the
student can choose more than one answer. Online, an
MCQ will use a radial button, only one of which can be
chosen, whereas a Multiple Answer can easily be
identified by the check boxes, which allow more than
one to be selected.
5 True False Don't Know (TFD) This looks rather like a Multiple Answer question, but has
a crucial difference. With a Multiple Answer question the
student selects the items s/he thinks are correct.
However if an item is left blank, it is ambiguous whether
this means the student thinks it is wrong, or if s/he is not
sure. In a TFD question each item requires a definite
response, avoiding this ambiguity. This also enables TFD
questions to be used in conjunction with negative
marking, where if the student selects True or False s/he
receives 1 mark if correct and -1 if incorrect. If they
respond Don't Know they receive 0 marks. Another way
of looking at this type of question is that it is a series of
T/F questions. By using negative marking one eliminates
the problem of students being able to get 50% by guessing
the answer.
6 Extended MCQ This question style is similar to a multiple answer
question in that it allows more than one option to be
chosen. Where it differs is that it presents a long list of
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S.No Type of Question Purpose
options. It can be used to present a list of equivalent
options, e.g. possible investigations. In this example it has
been used in conjunction with negative marking. This
question is considered to be a way of replacing a
traditional short answer question where the student
would be required to list all the appropriate
investigations.
7 Matching and variants A matching question essentially presents two lists of
items and requires the student to match one item from the
first list to an item from the second. Matching questions
are very versatile and can be used to present a broad
range of exercises. They can also use three different ways
of interacting with the computer. The example below
requires the text label to be matched to the letter on the
diagram, by selecting from a pull-down list.
8 Extended matching Extended matching questions are a form of questions
popular for testing. They follow a very specific format,
which makes them easier to write and tends to result in
more consistent questions.The use of vignettes, or
scenarios to which the student has to match a
methodology, introduces an element of problem-solving
into the question and tests the application of the
student's knowledge at a deeper level than simple
recollection of facts.
9 Matching: Ranking/Ordering If you want to test students' knowledge of a sequence,
for example the order in which the stages of a process
occur, or the different levels of a hierarchy, a
conventional way of doing this with a pen and paper test
is to use a Multiple choice question containing correct
and incorrect versions of the sequence
10 Matching: Drag and drop Here the student drags the picture of the items into the
box that corresponds to its name
11 Free response questions and Our final category of questions is those where the
variants student is not presented with a choice, but is shown a
blank box into which text or numbers are entered.
12 Cloze tests A cloze test involves a piece of text, from which a
number of words have been removed. The student is
required to insert the missing words. In some cases the
missing words are supplied as a single list, from which
the student has to select. In this case one is effectively
matching a word with the space where it belongs - thus
it is a matching question.
In the activity session, the learners will be advised to develop questions in above mentioned different
format, with the ICT tools discussed in this unit.
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Different ICT Tools
The tools discussed in this section, obtained/reproduced from the various sources based on the
creative common license to share alike.
Tool: Google Form

Google Forms is a free online tool from Google* which allows users to create forms, surveys, and
quizzes as well as to collaboratively edit and share the forms with other people. Educators can use
Google forms to assess their students at the beginning of the class and gauge pre-existing knowledge.
Furthermore, Google forms can be used to give feedback to and receive feedback from students and
parents. Similarly, students can use Google forms to assess their own learning and set the learning
goals as well as to collect data for their research projects.
The quick feature of the tool:
Price Free
Type of learning Behaviorism
Ease of Use ★★★★✩
Privacy ★★★✩✩
Accessibility ★★★★★
Class Size Unlimited
Login Required Yes
Empowered learning, Global

ISTE Standards for Students
collaborator Computational thinker
Google Form & the SAMR Model

The SAMR model, developed by Dr. Ruben, is a framework for examining how technology is adopted
in a classroom. As you strive to incorporate online tools into your classroom, we encourage you to
use this model as an analytic tool.
Here is an example of how Google Forms might fit within the SAMR model:
• Substitution: Students can fill out the forms online (instead of using paper and pen).
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• Augmentation: Teachers can curate the students’ responses on the spreadsheet
automatically. Moreover, absent students also can complete the Google form out of school.
Teachers can design self-grading quizzes the offer students instant feedback.
• Modification: Teachers and students can collaboratively analyze, contrast, and compare
results immediately after individuals fill out the form.
• Redefinition: Teachers can reach unlimited learners all around the world and can share the
results with them. Likewise, students can collect data from individuals all around the world
for their research projects. Both teachers and students can reach thousands of people in their
country and across the world.
How to Create Google Form

1. Go to https://www.google.com/forms
2. Click “Go to Google Forms” and register for an account
3. Return to Google Forms and sign in
(a) Setup your profile page
(b) Click on the people silhouette icon in the top right corner (next to the “navigation menu”
button)
(c) Click on “My account”
(d) Add a photo and change the settings to which you want
4. Click the “Google Apps” icon at the top right of the page then go to the “Drive “
5. Through Google Drive click the “New” button at the top left corner of page
6. Then click the “More” in the drop-down menu
7. Finally, click the “Google Forms” on the pop-up menu
(a) Type name of your Google form clicking on the “Untitled Form”
(b) You can change the name anytime
(c) Finally, begin to create and edit your Google Form
Tool: Hot Potatoes

Google Forms is a free online tool from Google* which allows users to create forms, surveys, and
quizzes as well as to collaboratively edit and share the forms with other people. Educators can use
Google forms to assess their students at the beginning of the class and gauge pre-existing knowledge.
Furthermore, Google forms can be used to give feedback to and receive feedback from students and
parents. Similarly, students can use Google forms to assess their own learning and set the learning
goals as well as to collect data for their research projects.
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Price Free
Login Required Yes
Empowered learning, Global

collaborator Computational thinker
Google Form & the SAMR Model

Here is an example of how Google Forms might fit within the SAMR model:
• Substitution: Students can fill out the forms online (instead of using paper and pen).
• Augmentation: Teachers can curate the students’ responses on the spreadsheet
automatically. Moreover, absent students also can complete the Google form out of school.
Teachers can design self-grading quizzes the offer students instant feedback.
• Modification: Teachers and students can collaboratively analyze, contrast, and compare
results immediately after individuals fill out the form.
• Redefinition: Teachers can reach unlimited learners all around the world and can share the
results with them. Likewise, students can collect data from individuals all around the world
for their research projects. Both teachers and students can reach thousands of people in their
country and across the world.
How to Create Google Form
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8. Go to https://www.google.com/forms
9. Click “Go to Google Forms” and register for an account
10. Return to Google Forms and sign in
(e) Setup your profile page
(f) Click on the people silhouette icon in the top right corner (next to the “navigation menu”
button)
(g) Click on “My account”
(h) Add a photo and change the settings to which you want
11. Click the “Google Apps” icon at the top right of the page then go to the “Drive“
12. Through Google Drive click the “New” button at the top left corner of page
13. Then click the “More” in the drop down menu
14. Finally, click the “Google Forms” on the pop-up menu
(d) Type name of your Google form clicking on the “Untitled Form”
(e) You can change the name anytime
(f) Finally, begin to create and edit your Google Form
Tool: Answer Garden

AnswerGarden is an easy-to-use online feedback app that can be used to elicit brief answers from
your respondents. It adopts a minimalist design that allows users to create, share, answer, and
manage topic questions without signing up for accounts. Although a simple app, it has the
potential to be used to accomplish a wide range of education tasks, such as brainstorming, polling,
synchronous and asynchronous communication, and formative assessment. For example,
teacher can post a warm up question to activate students’ prior knowledge.
Price Free
Type of learning Social constructivism; Connectivism
Accessibility ★★★✩✩
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ISTE Standards for Students Empowered Learner
AnswerGarden & the SAMR Model

in a classroom. Here is an example of how Answer Garden might fit within the SAMR model:
For the Urban Environmental Management class, which I handled for PG Course:
• Substitution: Teacher posts the question, “What are the reason for Groundwater
Depletion in Urban Areas,’ on AnswerGarden and sends the link to students. Students
click on the link to add their inputs.
• Augmentation: Over the course of two weeks, students keep finding and adding reason
for GW depletion while reading books of their choices.
• Modification: Every other day, students review the answers in their AnswerGarden page
and analyze special reasons added by their peers which were not known to them
previously.
• Redefinition: The class can invite another class from another country to join their
activity. They can be peer tutors and teach these words to the students from the other
country.
How to use AnswerGarden

1. Go to https://answergarden.ch/
2. Click on Create New AnswerGarden, or click on the addition sign, as shown in the picture below.
3. Enter a topic
4. Change settings. These choices are optional.
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5. Select a Mode:
• In Brainstorm Mode, respondents can submit an unlimited number of answers, including
unlimited copies of the same answer.
• In Classroom Mode respondents can submit an unlimited number of answers, but may only
submit each answer once.
• In Moderator Mode each answer will be submitted to the AntiGarden, so you can manually
approve these entries to your AnswerGarden.
• In Locked Mode the AnswerGarden is closed and no new answers can be submitted.
• Spam Filter: The spam filter option detects and blocks ‘common unwanted answers’. These
include a range of swearwords in the English and Dutch language.
You have now created your AnswerGarden with the topic questions on the top and a rectangle
as the “answer garden.” The keywords of the responses will show in the “garden.”
Tool: Socrative
Socrative is a quiz-based, formative assessment tool with multiple features that can enrich teaching
and learning. Teachers can design quizzes, space races (picture being at the county fair and squirting
water at a target to move a horse across the field…just like that but for quizzes!), exit tickets, and
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more to collect and analyze student data in real-time to make on-the-spot teaching changes and
improve student learning.
Price Free & Paid
Privacy ★★✩✩✩
Accessibility ★★✩✩✩
Class Size 50 students (Free Version)
Socrative & the SAMR Model

Here is an example of how Socrative might fit within the SAMR model:
• Substitution: Learners can complete Socrative quizzes, quick questions, or exit tickets, and
compare their results to their peers instantaneously. Learners no longer have to wait for
teachers to tabulate classroom performance, since it is done digitally in real-time.
• Augmentation: Socrative allows teachers and learners to track their progress as individuals
and as a members of a learning community through formative assessments. Outcomes can
then be compared to other learning communities located across town, in another state, or
half-way around the world.
• Modification: Teachers have access to data-enriched reports that measure learning in three
spheres: individual students, class, and quiz questions. Reports are accessible across time
and place.
• Redefinition: Socrative’s Space Race feature can help learners engage in deep learning
activities, either alone or in groups. Learners may feel a sense of euphoria and
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accomplishment when learning activities are made into a fun challenge. Teachers can
seamlessly create a challenge, without worrying about score-keeping or tabulating results, as
these functions are handled by Socrative.
How to Create Socrative

1. Type www.socrative.com in your web browser
2. The site requires all teachers to create a free account.
3. Complete the “get account” web page.
4. Socrative will send new users an e-mail establishing the account.
5. After signing in with account credentials, the user home page provides several clickable
options:
6. To access a tutorial, click on the Getting Started icon
7. To design a quiz, quick question, space race, or exit ticket, click on the icon labeled Quizzes
8. To activate a quiz, quick question, space race, or exit ticket for student access, click on the
icon labeled Launch
9. To design a room, click on the icon labeled Rooms
10. To review student and classroom performance, click on the icon labeled Reports
11. To apply solutions for common problems encountered by users, click on the icon labeled
Troubleshooting
Tool: Class kick

Classkick is a free digital formative assessment tool that allows teachers to create lessons and
assignments that students work through on their devices at their own pace. Teachers can
observe student progress in real time and provide immediate feedback. In addition to receiving
help and feedback from the teacher, Classkick allows students to anonymously request help from
their peers. Text, images, video, and audio can be easily integrated into assignments. It is a great
tool for synchronous and asynchronous communication, blended classrooms, personalized
learning, and cooperative learning. Classkick is now both web- and app-based, it can be used from
a web-browser, Chromebook, or iPad. Some functionality in the web-based version is still under
development.
Price Free
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Cognitivism; Social
Type of learning
constructivism; Behaviorism
Ease of Use ★★★★
Privacy ★★
Accessibility ★★
Unlimited (Note: Classkick suggests keeping

rosters at 36 students or less to keep loading
Class Size times smooth and fast, but there is no limit
on the number of rosters and it is easy to
switch between rosters).
Empowered Learner, Knowledge

Constructor, Creative Communicator
Classkick & the SAMR Model

Here is an example of how Classkick might fit within the SAMR model:
• Substitution: Students use Classkick to complete assignments (as opposed to completing
assignments on paper).
• Augmentation: Teachers can also provide real-time feedback to students instead of waiting
to have papers graded the next day, allowing students to move on and continue learning
within a lesson/assignment rather than getting stuck at a certain place.
• Modification: Students can include an image, video, or audio recording in their response to
an assignment question. This gives students an opportunity to synthesize their analysis and
response in multiple modalities. Teachers embed video and text into lessons and
assignments, providing information in multiple mediums and allowing students to learn by
reading, listening, and/or watching.
• Redefinition: Students can anonymously request help from peers in real-time, and peers can
switch roles from student to teacher to assist fellow students. This challenges more advanced
students to achieve a level of understanding such that they can teach others, and provides
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additional students who are struggling more. The anonymity of requesting help makes it
easier for students who need the additional support feel comfortable asking for it.
How to Use Classkick

As a Teacher:
1. Go to http://app.classkick.com/
2. Click Teacher Login
3. Enter email and password
4. Click Sign Up
5. To create a new assignment: click plus sign in the top right hand corner.
“Classkick Teacher Dashboard” [Screenshot].

Retrieved from https://www.classkick.com
6. Give the assignment a name and a description
7. Create slides or upload a PDF.
8. “Classkick Assignment Edit” [Screenshot].

9. Slides can include text, audio, video, links, and drawings. If a slide contains a question, assign a
point value to that slide.
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“Classkick Tools” [Screenshot].

10. Provide students with the class code or send them the class code hyperlink to join the class.
11. Click View Student Work to look at student progress and provide feedback. This screenshot
shows two students from Period 1: Joe and Susie. Clicking a white rectangle opens the student’s
slide. There are 3 slides in the assignment (and thus 3 shown for each student). Each slide is
worth 10 points. The yellow hand indicates that Susie is requesting help on slide two, which
you can provide by clicking on the slide. The two green slides have been given feedback and
scored.
“Classkick View Student Work” [Screenshot].

As a Student:
12. Go to http://app.classkick.com/ or the hyperlink provided by your teacher.
13. Type in your Class Code and your name
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“Classkick Student” [Screenshot].

Retrieved from https://app.classkick.com
14. Click on the first slide, and work through the lesson and assignment
“Classkick Student View” [Screenshot].

15. You can write on the slides with a pen (drawing) or text. You can also add photos, video, and
audio to your responses.
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“Classkick Student View” [Screenshot].

16. If you need to get help or would your response checked, click the hand in the top right corner.
“Classkick Student Hand Raise” [Screenshot].

Tool: Plickers
Plickers is an assessment tool made by a teacher who was looking for a quick and simple way to check
student understanding. This assessment tool allows teachers to collect on-the-spot formative
assessment data without the need to have students use devices or paper and pencil. Teachers can use
this tool with previous planning or on the go as needed. This tool provides teachers with the data
needed to inform their instruction. “It provides students with the opportunity to participate and
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engage in learning without feeling self-conscious.” (Plickers.com) It’s a data collection tool that’s
helpful for teachers and fun for the students.
Price Free
Ease of Use ★★★★★
Privacy ★★★★✩
Accessibility ★★★★✩
Class Size Up to 63 students per class
ISTE Standards for Students Empowered learner
Plickers & the SAMR Model

Here is an example of how Plickers might fit within the SAMR model:
• Substitution: Students use Plickers as a formative assessment instead of a paper and
pencil formative assessment. Teachers also use Plickers as a formative assessment tool
instead of asking students to raise their hands to answer a question.
• Augmentation: Teacher can be made aware of instantly if a student hasn’t answered a
question.
• Modification: Teacher can instantly see who has the correct answer and have the student
revise their answer. Teachers can share how other students have answered without
giving away the correct answer so that students can re-think their answer and change it
instantly.
• Redefinition: Students can all be part of a formative assessment versus calling on
different students at a time or not having some students participate at all. Teachers can
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ask a question mid-way through a lesson to check for student understanding in real time,
in order to inform instruction instantly.
How to Use Plickers

1. Adding a class
a. Sign In
b. Go to Classes
c. Here you will see a Demo Class, and any classes already added to your account, and a tab
that says “Add new class”
Screenshot classes page Plickers.org

d. Click on Add new class
i. You will be asked to Name the class, select grade level, select subject, and assign
a color to identify the new class
ii. Click Save

iii. The new class should now appear on your Classes page
2. Creating a Folder
a. Sign In
b. go to Library
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c. Look for New Folder logo and click on it
d. You can use up to 30 characters to name the New Folder
e. Press Save
3. Adding new questions
a. Sign In
b. Go to Library
c. Click on desired Folder
d. You will see previous questions and a New Question icon , click on New
Question
e. You will be asked to
i. Add question text
ii. Choose between Multiple Choice or True/False
iii. Write in A, B, C, D answers
iv. Click on all possible correct answers
v. Click Save to leave Click Save and create new to add more questions
4. Printing the Plickers cards
a. Sign In
b. Go to Cards
c. Select desired Plickers card that suit your class needs
d. Print
5. Scanning the Plickers cards on your phone or tablet
a. Press the Plickers icon

b. Press Sign In
c. Write in Email, and Password
d. Press Done
e. Choose class
f. In Queue, you will see available questions that haven’t been used for assessment
g. In History, you will see already used questions
h. Press on the question you wish to assess students with
i. Using Live View post the question on screen
j. Press blue Scan button
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k. You will see an overlay of the students
l. Make sure the cards are visible, you may move phone to capture all cards
m. Green indicates correct answers, Red indicates incorrect answers, Dark Grey indicates
invalid answers and Light Grey indicates students have not been scanned.
i. Press the checkmark when complete
ii. Answers can be seen by teacher, using the web site you may also post students
names with answers, or chart graph without the students names with the answers
How to Sign Up for Plickers

1. Open your browser
2. In the address box type Plickers
Screenshot Homepage Plickers
3. Click on the button to create a new account.

4. You will be asked for your First name, Last name, email, and to create a password.
5. After completing the form, press Sign Up at the bottom of the form.
6. You will then shortly get an email from Plickers asking you to validate your email.
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7. Go to your email account, look in your inbox for the Plickers email, and follow directions to
validate your email.
8. Once this step is completed you can log back to Plickers.com and click on the Sign In icon.
9. Sign in using your email and password. Press Sign In.
10. You will be taken to your Library.
Screenshot Plickers Library page

11. From here you can Create New Folders for your classes, add new questions, or review your
history.
12. You may also go to: Reports, Classes, Live View, Cards, Help or your account settings.
How to download Plickers app
1. In order to scan your students’ answers you need the Plickers mobile app.
2. Go to and search for the Plickers app that’s compatible

with your phone.
3. Once you find the plickers app, press the download icon.
4. After download is complete, press the OPEN button.
5. Press SIGN IN.
6. Type your email and password, and press sign in.
Tool: Quizizz
Quizziz is an online assessment tool that allows to teachers and students to create and use one
another’s quizzes. After providing students with a unique access code, a quiz can be recorded live
as a timed competition or used as a homework with a specific deadline. After the quizzes have
been completed, students can review their answers. Furthermore, the resulting data is compiled
into a spreadsheet to give the instructor a clear visual of the students’ performance in order to
analyze trends in which areas might need the most focus in the future. This immediate feedback
can be used by teachers to revise future learning activities and altar the focus of material by
putting a larger emphasis on concepts that students are struggling with.
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UNIT
4
Price Free
Privacy ★★★★★
Unlimited (high speed internet connection

Class Size
needed for 100+) (source)
Quizziz & the SAMR Model

Here is an example of how Quizizz might fit within the SAMR model:
• Substitution: Students take an online quiz on Quizizz rather than on a piece of paper.
• Augmentation: As they take the quiz, the students can see how their responses compare to
the rest of the class while remaining anonymous.
• Modification: The students are able to review their responses immediately while still fresh in
their minds rather than having to wait for a teacher to grade each individually.
• Redefinition: The instructor reviews the trends in the class’s data (i.e. which problems took
students longest to answer, which questions the most students got wrong, etc.) and uses these
results to determine which topics need further attention.
How to Create Quizziz

1. Go to Quizizz.com and hit “GET STARTED”.
33
UNIT
4
2. If you want to use an existing quiz, you can use the “Search for quizzes” box and browse. Once
you have selected a quiz, skip to step 8. If you want to create your own quiz, select the “Create”
panel, then the “Sign Up” panel and fill in the form.
3. Enter a name for the quiz and an image if you like. You can also select its language and make it
either public or private.
4. Fill in a question, as well as answers, and be sure to click the “incorrect” icon next to the correct
answer in order to change it to “correct”. You can also add a corresponding image if you would
like.
5. Select “+ New Question” and repeat step 4. Do this until you have made all of your questions.
6. Hit “Finish” in the top right corner.
7. Select the appropriate grade range, subject(s), and topic(s). You can also add tags to make it
easier to search for.
8. You can either select “PLAY LIVE!” or “HOMEWORK” and choose the desired attributes.
9. Students can go to Quizizz.com/join and type in the 6-digit code to participate in the live quiz or
complete the homework. They will be asked to enter a name to be identified by.
10. Once the students are finished, refresh your page and you will be able to view the results of the
quiz. Click the “+” next to a name to expand and get more detailed, question-by-question results.
Tool: TED-Ed
TED-Ed is a “lesson creator” platform that allows you to structure an assignment around a video and
assess students’ engagement with the material. The lesson format consists of a lesson title, a written
introduction (“Let’s Begin”), a series of multiple choice or open-ended questions (“Think”), a place
for additional resources to encourage further exploration (“Dig Deeper”), an interactive class
discussion (“Discuss”), and a closing (“And Finally”).
Price Free
Cognitivism; Cognitive Constructivism; Social

Type of learning
Constructivism.
34
UNIT
4
Empowered Learner, Knowledge

Constructor
TED-Ed & the SAMR Model

Here is an example of how TED-Ed might fit within the SAMR model:
• Substitution: Students will independently watch a video, answer written questions, and
participate in online discussion — this takes the place of showing a video in class and having
students discuss or be quizzed in class.
• Augmentation: As students discuss and answer questions about the video, a teacher can
respond privately and individually. There is also a written record of the discussion and
exchange which can be referenced as an assessment tool.
• Modification: Through embedded “video hints,” students’ attention can be easily drawn to
specific segments of the video for independent review of complex elements of the video. The
use of the “Dig Deeper” section of the lesson plans promotes independent exploration of
curated resources.
• Redefinition: Students use TED-Ed to create their own lessons and share the link with
classmates, peers in other schools, and experts in order to broaden the discussion.
How to Create TED-Ed
1. Go to http://ed.ted.com.
2. Click “Register” to sign-up for an account.
3. View the featured lessons, click through to all existing lessons, or click “Create a Lesson.”
4. On the “Create a Lesson” page, enter a keyword to search for possible videos or a url if you know
what video you want to use.
5. After selecting a video you will be moved to the “Create a Lesson” page. Note there are currently
two versions of the page with different interfaces, but they have the same functionality and you
can switch back and forth by using the link in the upper right hand corner.
35
UNIT
4
6. Change the lesson title, if needed. Add the following content: introduction, questions,
discussion, supplemental info, and conclusion.
7. Use the “More” button to preview the lesson or get help.
8. Use the “Publish” button when you are ready to share the lesson by generating a link or sending
the lesson to entered email addresses.
9. Watch your email or login to your account to see your dashboard, which will include all the
lessons you’ve created or begun to create, as well as lessons and discussions you’ve participated
in. You can also control settings and notifications in this area.
10. The tab beneath each video on your dashboard tells you what actions you might take, e.g.,
review students work, starting a lesson, or finishing a lesson.
Tool: Formative
Formative is a real-time, interactive assessment tool. A formative assessment is a formal or

informal opportunity to do two things: identify which students are struggling AND intervene. “If an
educator does not make an intervention, then they have not done anything formative. However, if a
teacher is looking at every moment of the day as an opportunity to make an intervention, then they are in
fact always formative” .
Price Free
Type of learning Behaviorism.
Privacy ★★✩✩✩
ISTE Standards for Students Analyst
Formative & the SAMR Model
36
UNIT
4
Here is an example of how Formative might fit within the SAMR model:
• Substitution: Substitution materializes when technology supplants an analog process. The
exams provided by Formative can substitute exams that have traditionally been distributed
using pencil and paper.
• Augmentation: Augmentation occurs when technology functionally improves an analog
process. Uploading an answer key to Formative makes grading seamless, rather than
requiring the teacher to dutifully check the answer key for each student submission.
• Modification: Modification is realized when technology notably overhauls an analog or
digital process. Formative’s highly participatory community forums enables teachers to
enrich their professional learning networks with others who hold diverse, deep, and dynamic
backgrounds and experiences.
• Redefinition: Redefinition takes place when technology creates a product that was not
previously possible. The tool’s ability to let teachers observe students’ work in real-time,
from one screen, is a significant redefining characteristic.
Tool: Edpuzzle
EdPuzzle is a free assessment-centered tool that allows teachers and students to create interactive
online videos by embedding either open-ended or multiple-choice questions, audio notes, audio
tracks, or comments on a video. Edpuzzle interactive videos can be made with videos from a number
of websites, including YouTube, TED, Vimeo, and National Geographic.
Price Free
Behaviorism, Social constructivism; Cognitive

Type of learning
Constructivism, Connectivism, Teaching with technology
Ease of Use ★★★✩✩
37
UNIT
4
ISTE Standards
Empowered learner, Creative Communicator
for Students
Edpuzzle & the SAMR Model

Here is an example of how EdPuzzle might fit within the SAMR model:
• Substitution: Students answer questions on a video rather than on paper.
• Augmentation: Teachers can enhance the videos they show in class by adding their own
narration into the video to clarify concepts or highlight key points.
• Modification: Students use EDPuzzle to add multiple choice and open-ended questions to a
video from the teacher. Once they have created their own interactive videos, students can
exchange their videos with classmates, complete classmates’ video quizzes, and provide
feedback on the quality of their classmates’ interactive videos.
• Redefinition: Students and teachers can share their EdPuzzle interactive videos with people
around the world, collect data from the individuals who respond to their questions, and
analyze the data.
How to Create Edpuzzle
1. Go to EdPuzzle
2. Choose teacher account
3. Click “Sign Up” and register for an account
4. Return to EdPuzzle and login
5. Go to my classes option on the top
6. Click on “add class” option to create a class
1. Name your class
2. Invite your students to your class
3. Click on search button on the top
38
UNIT
4
7. Search for a video on the channels offered on the left side (e.g., EdPuzzle, YouTube,
Vimeo)
1. Choose the video that you want to edit and click on “use it” button
2. Edit your video by using features on the top of the video
3. Click on “Save” button and go to my content on the top middle on Homepage
4. Select your video that you just edited and assign it to your students in your class
by clicking on “assign/share” button on the top. And then, assign it for your class
on EdPuzzle.
Tool: E-Portfolio
Steps to Creating an ePortfolio
(modified from Elements of a Professional Academic ePortfolio, Bauer, 2010)
1. Collect and save documents that represent your activities, accomplishments and best work in
your area. Sometimes these are called “artifacts”.
2. Reflect and think about your growth as a teacher as you look over documents.
3. Select from the collected documents those that are representative of your work as a teacher
scholar in your field and that demonstrate competencies such as effective teaching, creativity,
collaboration, research, presentation, publication, mentoring, scholarly teaching, etc. Create a
reflection on each document that incorporates these components: (based on Gibbs Reflective
Cycle, 1988)
• DESCRIBE: What happened to create that activity, teach that class, design that lesson?
• FEEL: What were you thinking or feeling as you were creating, teaching or designing?
• EVALUATE: What was good and bad about that activity, class or lesson?
39
UNIT
4
• ANALYZE: What else can you make of the situation? Why did it go well or not so well? Do
you think students were experiencing the same thing? What kind of feedback do you have
about this activity, class or lesson?
• CONCLUDE: What conclusions can you draw? What specific (personal) conclusions do you
have?
• PLAN: What will you do the next time? What will you do differently, the same?
4. Connect and create cohesion among the various portfolio elements so that the various
elements build on each other and support each other. Make the organization clear to your reader
so they know the journey, pathway or direction they should take.
5. Collaborate and seek constructive feedback from peers, faculty, administrators, etc. both
within your institution and beyond.
6. Locate documents in digital format - maybe on your computer, shared drive, cloud drive or in
your learning management system.
7. Build a skeleton framework in a digital website tool (e.g., WordPress, Weebly) to start
uploading your content.
How to Create E-Portfolio (using Google Sites)
Step 1: Create an Eportfolio Site
40
UNIT
4
• Sign into your Google account and click on the App launcher
• Go to Sites to create your eportfolio
• Click the create button to start
• Then follow these steps to finish site creation
1. Choose a template
2. Name your site
3. Select a theme
4. Click "create" button
Add TipAsk QuestionCommentDownload
Step 2: Create Pages Within Your Site
41
UNIT
4
• From the Homepage, click the create page button to get started.
• Continue in the following order:
1. Name the page
2. Choose a page template
3. Choose where to put the page in the site
4. Click the "create" button
Step 3: Page Layout
42
UNIT
4
• To change your page layout, open "editor" mode by clicking on the pencil icon
• Choose a design option from the dropdown menu and fill in your contents. Don't forget to click save
button after entering you contents.
Step 4: Site Layout
43
UNIT
4
• Start editing your site layout by clicking on the gear at the top right corner of your browser window
• Choose Edit Site Layout and click on any of the header to enable/disable it. Changes are saved
instantly.
Step 5: Customize Site Appearance
44
UNIT
4
• Go to the gear button at the top right corner of your site

• Choose Manage Site, then General tab
• You can then edit the following
1. Site title (name)
2. Language
3. Landing page
Step 6: Add Text and Images
45
UNIT
4
How to add image to your eportfolio

Step 7: Insert Google Drive Files
You can embed Google Drive files (documents, drawings, folders, forms, images, presentations,
spreadsheets, and videos) into your e-portfolio site.
To embed a file:
• Go to the page where you want to embed the file
• At the top right, click Edit page button
• Place the cursor where you want the file to go.
• Click Insert > Drive. In the Insert window, search for a file to insert, or paste a Google file's web
address at the bottom. Click Select.
• Choose a border, title, size, and other options, then click Save.
• At the top right, click Save to save the page.
When the original Google file is updated, it updates automatically on the site.
Note: For visitors to see the embedded file on your website, make sure "sharing" is turned on from
the Share menu. It will display as view-only within the page.
Step 8: Control Access to Your Eportfolio
If your site is private, you can share your site to allow individual people to view or edit your site. If
your site is public, your site will already be viewable by anyone, but you can share your site to allow
other people to edit your site. Follow these steps to share your site with other people:
• From the gear button (More drop-down menu), select Sharing and Permissions.
46
UNIT
4
• In the Invite people text box, enter the email addresses of the people you wish to share your site
with.
• Choose the level of access you wish to give them. (Anyone you set to Can view can look at the site.
Anyone you set to Can edit can change the look and content of the site. Anyone you set to Is
owner can change the look and feel of the site as well as make administrative changes, such as
deleting the site or adding new owners.)
• Click Send
Activities # 4.1
Using Google Forms, I request the learner may kindly attempt following options:
a) Prepare the Quiz – Make it Automatic Graded

b) In the same Quiz – Try the option, Automatic but release the score after manual
review.
c) Activate the option of sending the copy of response to the learners.
d) Try to explore the following add on: (a) Form Limiter (b) Form Ranger; (c) Choice
Eliminator; (d) Control Accepting Response; (e) Form Scheduler; (f) Certify’em
and (g) Timify.me
Activities # 4.2
Create Rubrics for qualitative assessment using for the laboratory instruction. Use Rubistar
and create the same in the google form.
Activities # 4.3
Prepare e-Portfolio using google sites, documenting all the activities which has been
performed using the ICT tools discussed in this Unit.
Activities # 4.4
Select any Youtube video related to the topic which you handle in your institution, and prepare
in line video quiz at every five minutes of the video. Let the selected video duration be
minimum of 15 minutes. Use appropriate ICT Tool.
Activities # 4.5
Create a quiz using appropriate ICT tools and ask the students to mark the answer in the
digital environment.
*********Happy Learning *************
47
NITTT-MODULE 5
TECHNOLOGY ENABLED LEARNING AND LIFELONG SELF LEARNING
Course Duration: April – June 2021

Course Coordinator: Dr. G. Janardhanan
Teaching Assistant: Er. V. K. Neru Prasad
INTERNAL ASSESSMENT SCHEDULE
INTERNAL ASSESSMENT IS CARRIED OUT IN FIVE CLUSTER
Questionnaire Documentary /
Assignment (MCQ)
Survey Literature Review
Assignment ( Activities) Change Project
Complete
Clusters Open by
by
Cluster 1: Assignment (MCQ)- Weightage 30% - Top Three Scores

Assignment # 1: Introduction to TEL April 13,2021 April 18,2021
Assignment # 2: NMEICT April 19,2021 April 25,2021
Assignment # 3: EdPuzzle & SAMR Model April 19,2021 April 25,2021
Assignment # 4: Ed TED & Freemind April 29,2021 May 02,2021
Assignment # 5: Flipgrid, LMS, May 03,2021 May 09,2021
Assignment # 6: Rubrics, Google Forms, Hotpotatoes May 10,2021 May 16,2021
Assignment # 7: OER May 17,2021 May 23,2021
Assignment # 8: Plagiarism, Social Media May 20,2021 May 23,2021
Cluster 2: Questionnaire Survey – Weightage 15%
QS # 1: TEL overview survey May 01,2021 May 08,2021
QS # 2: ICT Awareness and Material Creation May 01,2021 May 08,2021
QS # 3: Blended & Flipped Approach Survey May 08,2021 May 15,2021
QS # 4: Social Media Usage May 15,2021 May 22,2021
QS # 5: TEL Institutional Policy May 22,2021 May 29,2021
Cluster 3: Documentary / Literature Review – Weightage 5%
DLR # 1: NEP 2020 – Chapter 23 May 05,2021 May 16,2021
DLR # 2: Documentary # 1: Changing Paradigm of Education – TED Talk May 12,2021 May 23,2021
DLR # 3: Documentary # 2: Immersive Technology – TED Talk May 16,2021 May 23,2021
Complete
Clusters Open by
by
Cluster 4: Assignment (Activities) – Weightage 25%
Activities # 1: Creation of online course LMS April 30,2021 May 09,2021
Activities # 2: Creation of online learning material April 30,2021 May 16,2021
Activities # 3: Administration of Online Assessment May 05,2021 May 16,2021
Activities # 4: Developing Blended classroom lesson plan May 05,2021 May 23,2021
Activities # 5: OER Material (Usage / Development) May 13,2021 May 23,2021
Activities # 6: Creation of Researcher Identity / Social Media Account May 20,2021 May 30,2021
Activities # 7: Flipgrid feedback May 20,2021 May 30,2021
Cluster 5: Change Project – Weightage 25%
Effective demonstration of tools and techniques learned through module

May 20,2021 June 06,2021
in the form of video recording
Live Session Schedule # 1 : April 24, 2021 – 10.00 a.m to 11.30 a.m
Live Session Schedule # 2 : May 08, 2021 – 10.00 a.m to 11.30 a.m
Live Session Schedule # 3 : May 22, 2021 – 10.00 a.m to 11.30 a.m
For queries Kindly join the telegram group by click link
https://t.me/joinchat/T6P1f8LQxumc_6aK
&
Email: NITTT.M5@GMAIL.COM
********
19. Technology in Education
Chapter 19
Technology in Education
Objective: Appropriate integration of technology into all
levels of education - to support teacher preparation and
development; improve teaching, learning and evaluation
processes; enhance educational access to disadvantaged
groups; and streamline educational planning, administration
and management.
India is a global leader in ICT and in other cutting-edge domains such as

space. The Digital India Campaign is helping to transform the entire nation
into a digitally empowered society. Quality education will play a critical
role in this transformation, and technology itself will play an important
role in the improvement of educational processes and outcomes. Thus, the
relationship between technology and education at all levels is bidirectional.
The use of technology in education can be classified broadly into four
categories, three of which are concerned directly with students, teachers
and classroom processes. The first and most important area is teacher
preparation and their CPD. It is essential for teachers to receive adequate
training in how to leverage technology to improve educational outcomes.
Teacher preparation may itself leverage technology (e.g. through the
use of online courses), but the quality of training must be of the highest
quality. A second important area where technology can be impactful is in
the classroom processes of teaching, learning and evaluation. Technology-
based tools must be created in response to challenges in these areas, in a
continuous process. The tools must be carefully evaluated to ensure that they
address the challenges without creating additional new ones. The third area
is the use of technology to improve access to education for disadvantaged
groups, including differently-abled students, girls and women, and students
living in remote areas. The fourth area is the planning, administration and
management of the entire education system.
339
Since technological change is rapid, it is essential to acknowledge key

technology trends in order to identify ways in which education can leverage
not just current technologies but emerging technologies as well. The first
technology trend of relevance is the increasing access to electricity, partly due
to ongoing government initiatives to expand electricity networks, and partly
due to falling costs of locally generated power such as solar energy. In view
of this trend, this Policy advocates focused electrification of all educational
institutions at the earliest, since access to electricity is a basic requirement
for all technology-based interventions. The second technology trend is the
falling cost of computation, data storage, and data connectivity. This trend is
largely driven by market forces, and it enhances the feasability of sophisticated
educational applications that can gather, process and share data (as opposed
to simpler, stand-alone applications). This immediately links to the third
technology trend, namely the increasing importance of data. Not only is it
becoming easier to gather and process data, but tools to perform sophisticated
data analysis are becoming easier to use. It is therefore important to ensure
that data is secured against misuse and that privacy concerns are carefully
addressed. A suitable institution must be empowered to analyse this data and
this task has been assigned to the CESD that is to be set up at NIEPA (see
P6.1.5). Finally, an important technological trend is the accelerated rate at
which disruptive technologies are emerging.
In view of these trends, it is worth highlighting their implications for
infrastructure, end-user hardware, software development, deployment and
data. The use of technology in education is likely to require considerable
investment in basic infrastructure such as electricity, hardware and connectivity.
The bulk of schools and colleges in remote and rural areas do not have access
to the basics (electricity, hardware and reliable connectivity) and, government
must ensure that this situation is remedied at the earliest, if not at the level of
each individual school then certainly at the level of school complexes.
With regards to end-user hardware, it is important to draw a distinction
between institutional devices such as desktop computers, classroom
projectors, WiFi routers, etc. and personal devices (such as smartphones and
laptops). Educational institutions must be allowed to purchase and maintain
institutional devices to support technology-based educational activities such
as blended learning and computer-based laboratories. A key area of concern is
the non-availability of local expertise to help use and maintain all the relevant
hardware and software at these locations. Funding for hiring trained IT staff,
at school complexes for instance, must be provided as needed. However, this
effort can be complemented imaginatively by stationing trained local youth,
either engineers or those with adequate technical training in hardware and
software, at these locations. They must be provided with special, named,
fellowships lasting two to three years during which time they can be associated
with schools, school complexes and other educational institutions in rural
areas to help them with the induction and use of technology. [see P19.4.5]
The success of solutions that require institutional devices has been limited, in
part due to non-uniform availability of resources for procuring them and in
part due the lack of knowhow available locally for maintaining equipment. For
340
this reason, the increasing availability of personal devices needs to carefully

considered. Today, low-cost personal devices provide data communication,
computation and multimedia on a single platform, and students generally
learn to operate them quickly and effectively. Hence, personal devices have
the potential to support technology-based educational interventions. There
is a need to recognise however, that access to such devices is not universal,
and that they can also be addictive and distracting, and hence detrimental
to learning. A well thought out approach to making use of personal devices
in educational institutions is needed.
Several models for the creation of software for education exist, ranging from
software platforms such as SWAYAM commissioned by the MHRD for use
by the entire country, to applications and software developed and tested
by educational institutions such as IIT Bombay that need to be scaled, and
software applications created by entrepreneurs that need to be evaluated
and inducted if found to be useful. Although several innovative software
solutions have been created over the past 2-3 decades and are in use, a
mechansim to drive the cycle of:
• Identifying stakeholder (student, teacher, administrator) needs,

• Creating technology-based solutions that address these needs,
• Assessing these solutions in meaningful pilots, and
• Deploying them at scale, with government funding as needed,
is missing in the system. This lacuna can be filled by setting up of special

body that can be assigned this task (see P19.1.1).
Both top-down and bottom up approaches to software development and
induction need to be supported on a continuous basis. The proliferation of
cloud computing technologies makes it relatively easy to scale successful
software solutions across all educational institutions, either on a State-by-
State basis or at the National level. Examples that illustrate this principle
well include software created as part of the National Mission on Education
through ICT (NMEICT), such as Virtual laboratories that provide remote-
access to laboratories in various disciplines of Science and Engineering, and
Spoken Tutorials that help students learn and use open source software
by listening to audio commentary in Indian languages. Certain types of
educational software can be standardised (at State/National levels), which
can leverage scale to reduce development and operational costs per person/
institution.
Promotion of the use of open source software in education is another area
that requires considerable support, and the existing effort of FOSSEE (Free
and Open Source Software in Education) needs to become much more
widespread. The challenge with the use of free and open source software
of course is the higher level of technical competence that is required at
each individual institution, and this challenge must be addressed too (see
P19.4.5). In addition, there must be active encouragement for faculty in
educational institutions, those who are involved in the development of key
341
pieces of software in education, to incubate companies so as to ensure that

these solutions are evaluated and inducted / actively marketed to educational
institutions. In the past, entrepreneurship among faculty, in technology or in
other areas, has been actively discouraged. This is changing now but much
more encouragement is needed for faculty and student teams to engage in
entrepreneurship. Faculty must be rewarded for this in their performance
appraisals.
While it is natural that many software initiatives are seeded by the Government
of India at premier institutions such as IIT Bombay or Homi Bhabha Centre for
Science Education (HBCSE), adequate attention needs to also be paid to the
task of making these software solutions available to all educational institutions
in the country. This can be done in more than one way and the appropriate
choice needs to be made based on considerations of the size of the target group,
the urgency and the costs:
• They can be popularised by the developers themselves as is being done now,

which is best for niche solutions in technology;
• They can be handed over to institutions such as the Centre for Development
of Advanced Computing (CDAC) so that they can maintain them with a
24x7 helpdesk that educational institutions can avail of;
• A new company is incubated by the developer institution to actively
popularise the solution and provide support for adoption and maintenance
to the educational institutions.
PPP models for these can also be explored, and government can also consider
paying for solutions created by the private sector to be deployed at scale.
Recipient educational institutions can either receive budgetary allocations
to evaluate and adopt specific technologies in the ‘PULL’ model), or have it
made available to them through the State or Central government in the ‘PUSH’
model. The two options are useful in different contexts and need to be used
appropriately, else hardware and software will remain unused as it does today
in many institutions.
With regards to data, there are at least three categories to consider. Some data
is personal to individuals - teachers and young students. In order to safeguard
privacy, the strictest possible privacy regime is necessary to ensure that
personal data cannot be shared without the explicit consent of the concerned
individuals or their guardians. Some data pertains to groups of individuals (e.g.
all students in a particular class, or all teachers in a particular institution), and
such data can be shared with appropriate safeguards to ensure privacy. A third
category consists of data generated and consumed by educational applications.
Such applications increasingly use advances in artificial intelligence to grow
in sophistication, and the value of such data is therefore growing. This Policy
recognises the need for an evolving set of guidelines related to such data, to
ensure that it is not misused.
342
19.1. Setting up of a new National

Educational Technology Forum
Many experiments and pilot studies on the use of technology for improving
the quality of education in school as well as higher education have been
undertaken all around the country over the last two decades. These need
to be reviewed for their outcomes and carefully evaluated for their benefits,
risks and effectiveness, as well as their potential to scale, in the different
contexts in which they need to be deployed. This is a complex task requiring
a wide range of expertise.
The National Educational Technology

Forum will be a platform for
the free exchange of ideas on
the use of technology to improve
learning, assessment, planning and
administration.
P19.1.1. The National Educational Technology Forum: An autonomous body, the

National Educational Technology Forum (NETF), will be created to provide
a platform for the free exchange of ideas on the use of technology to improve
learning, assessment, planning, administration, and so on. The aim of NETF
will be to facilitate decision making on the induction, deployment, and use
of technology, by providing to the leadership of educational institutions,
State and Central governments and other stakeholders the latest knowledge
and research as well as the opportunity to consult and share best practices
with each other.
P19.1.2. Role and functioning of the National Educational Technology Forum:

The NETF will have the following roles:
a. Provide independent evidence-based advice to Central and State

government agencies on technology-based interventions;
b. Build intellectual and institutional capacities in educational technology;
c. Envision strategic thrust areas in this domain; and
d. Articulate new directions for research and innovation.
343
To remain relevant in the fast-changing field of educational technology, the

NETF will maintain a regular inflow of authentic data from multiple sources
including educational technology innovators and practitioners, particularly
at the grass-roots level, and will engage with a diverse set of researchers to
analyse this data. It will act as a forum for harnessing the distributed energy
that democratising technology can unleash, particularly among the youth of
the country who continually prove their capacity to innovate and lead, while
also bringing a scholarly emphasis to ensure that the overall impact of these
efforts is positive.
P19.1.3. Funding and support to the National Educational Technology Forum: To

ensure deep connectivity with the field of education, NETF may be housed
within CIET/ NCERT/ NIEPA or any suitable body determined by the RSA.
While NETF will be supported initially with public funding, it should also be
able to receive funding from other sources such as memberships, and other
neutral technology industry bodies such as NASSCOM among others. The
work of NETF will be supported by decentralised institutional structures at
the State and District levels, whose specifics may be decided by the RSA, in
consultation with the States.
P19.1.4. Collective assessment and adoption of technology solutions: To support

the development of a vibrant body of knowledge and practice, NETF will
organise multiple regional and national conferences, workshops, etc. to solicit
inputs from national and international educational technology researchers,
entrepreneurs and practitioners. NETF will enable educational technology
experts from schools, universities, research institutions and other organisations
to evaluate these inputs against current best practices from multiple
perspectives, including pedagogical, psychological, social and economic, and
distil them into:
a. Necessary interventions, which should complement existing best-practices

and be implemented immediately in specific contexts;
b. Promising interventions, which require additional large-scale studies that
could, for example, be funded by NRF; and
c. Inappropriate interventions, which ought not be considered.
Such analysis will be regularly and publicly disseminated, and may be used
to advise Central and State governmental agencies on all matters related to
educational technology, including interventions that may be continued,
piloted at scale, or discontinued. NETF may also use this analysis to propose
strategic thrust areas and research directions in educational technology for
NRF to consider funding.
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19.2 Approach to the induction of

technology
Global evidence suggests that the effects of technology on classroom
processes and educational outcomes, particularly for very young childen, are
modest and mixed with multiple sociological and psychological side-effects.
However, many other uses of technology, including in teaching, learning and
assessment for older children, have tremendous transformative potential.
Therefore, a positive yet cautious approach to the induction of technology at
scale will be adopted, to ensure that the limited funds available and energies
devoted to educational technology are deployed in an optimal manner.
P19.2.1. Qualified support for educational technology with teachers playing

a central role: All use and integration of technology to improve multiple
aspects of education will be supported and adopted, provided these
interventions have been rigorously and transparently evaluated in relevant
contexts before they are scaled up. Education technology is amongst the
most powerful array of tools and methods that a teacher may potentially use
in her/his work. Teachers will be completely empowered through adequate
training and support to lead the activities and initiatives related to the use of
appropriate technologies in classrooms, and for all other uses of technology
in educational institutions.
P19.2.2. Technology use and integration in educational settings: Technology use

and integration will be pursued as an important strategy for improving the
overall quality of education. Thus, the focus will not just be on creating and
delivering high quality content, but also on using technology to: support
translation of content into multiple languages; assist differently-abled
learners; improve the quality of pedagogy and learning processes through
the use of intelligent tutoring systems and adaptive assessment systems;
create new types of interactive and immersive content (e.g. using augmented
and virtual reality); strengthen educational planning and management and
bring greater transparency and efficiency to the examination system as well
as to administrative and governance processes; assist in the management of
education such as supporting teacher development programmes; and scale up
the ODL system so that it can respond to the growing demand for education
from all age groups, across school education, higher education, professional
and vocational education, adult education, and lifelong learning.
P19.2.3. Centres of Excellence in Educational Technology: Centres of Excellence in

Educational Technology will be established at prominent Universities and
other institutions to perform research as well as support functions for the
uptake of appropriate technology solutions. These Centres of Excellence
will be represented at the NETF and they will engage themselves in a two-
way interaction with other members of the NETF for sharing of knowledge
and knowhow.
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P19.2.4. General guidelines for technology-based interventions: Three main

components will form an integral part of most technology-based interventions:
hardware, software and data. In general, the following guidelines will be used.
Exceptions to these guidelines, if any, will be carefully and publicly justified.
a. Hardware: Commodity hardware solutions such as cloud-based commercial

infrastructure and personal computing devices for end-users will be
preferred.
b. Software: Software for educational use will preferably be FOSSEE. Where
necessary, the government will pay for professionally developing and
maintaining the software, and will acquire the rights to distribute it to
learners, teachers and institutions for free-and-unlimited offline usage.
Steps will be taken to ensure that this software remains compatible with
popular and affordable end-user computing devices.
c. Data: All public data will be owned by the government and will be used for
improving educational standards (see Section 19.6). Individuals will retain
full ownership of their own data, which may not be used without their
explicit permission. In line with the Open Data Initiative, educational data
that has been anonymised, as per the best-practice in data security, will be
made publicly available on a regular basis for research purposes.
19.3 Teacher preparation and continuous

professional development
A very large effort towards the CPD of teachers will be needed if the
implementation of this Policy is to succeed. Many online learning experiments
do not work very well for first-time student learners who really need a classroom
environment that provides oportunities for peer learning, as well as mentoring
and guidance from faculty. However, this is not true for existing faculty who
are mature enough to be able to make the most of online courses. Most faculty
members will require upgradation of their subject knowledge, which can just
as well be done through online education.
With regard to school teacher preparation through the four-year integrated
B.Ed. programme, the considerations are similar to all undergraduate
programmes. Online, open and distance education, can both be used, but
extremely judiciously. Teachers will also need to be prepared to use education
technology in classrooms.
P19.3.1. Teacher preparation in the use of educational technology: To skill teachers

at all levels in the use of educational technology, all teacher preparation
programmes will include hands-on training in leveraging technology-based
resources, including addressing common problems related to connectivity,
maintenance of equipment and its safe operation, pedagogical strategies for
utilising e-content (including conducting classes effectively in a flipped mode
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and leveraging MOOCs), and using appropriate tools to enhance teaching-

learning processes (e.g. tools to assist CWSN and tools to help teachers
reflect on their pedagogical styles by capturing classroom practices).
Videos in the open educational repository (see P19.5.2) will be used for
teacher training discussions in every subject. Appropriate technology-based
tools will be developed to assess competencies of teacher trainees, including,
but not limited to, competence in the use of educational technology for
improving teaching, learning, and evaluation processes.
Initially, a large number of certified master teachers will be trained to
provide training to all teacher trainees in a phased manner. Hence, a suitable
initiative will be launched and run in a mission mode for 5-6 years by the
CIET.
P19.3.2. Use of educational technology for continuous teacher professional

development: An online training platform - linked to appropriate
mechanisms to certify trainees in specific areas - will be developed to
empower in-service teachers at all levels of education to stay at the cutting
edge of pedagogical techniques.
Since teachers will have increasing access to personal computing devices
(e.g. smartphones), all in-service teachers will be provided with sufficient
connectivity to access this training platform, explore high quality online
educational resources to incorporate into their pedagogy, and participate in
online teacher communities where best practices can be shared. The online
platform will also allow teachers to share ideas and showcase their pedagogy;
teachers with outstanding portfolios will be awarded due recognition,
including financial support for participating in national and international
training sessions, conferences, workshops, etc., and invitations to present
their work at NETF events.
P19.3.3. Specific technology related policy actions: The necessary interventions

must include customised courses for faculty development programmes on
a platform such as SWAYAM. Both for school teachers and for faculty in
higher education, SWAYAM can cover the theoretical aspects of learning.
At the same time, DIETs and and HRDCs will continue to provide academic
support to school teachers and faculty in higher education, respectively.
The course contents must be reengineered for the online mode and not be
simply recordings of classroom interactions. Similarly, the assessment for
certification must be designed in a way that is convenient for teachers, but
also rigorous enough to create value.
The development and widespread use of teacher professional learning
communities, where teachers can interact with other teachers teaching the
same subjects and exchange knowhow, experience, and even educational
content is a promising intervention that is already in use in some States with
great impact. This must be encouraged and expanded to cover many States
and different subjects.
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19.4 Improving teaching, learning and

evaluation processes
The Internet is a veritable treasure house of text, audio and video that can
be used for educational purposes. Availability of an adequate number of
access devices (rapidly becoming smart phones or iPads and equivalents) and
controlled access (for safety purposes) to the Internet can empower teachers as
well as students to make use of these resources and even contribute to creating
more. They can engage in many forms of active learning, using the available
material to do projects, engage in self as well as group learning methods that
can completely transform the delivery of education from the present ‘chalk-
and-talk’ models prevalent in most classrooms in India today.
P19.4.1. Integrating educational technology into the school curriculum: To prepare

school students for the digital age and bolster efforts in STEAM (Science,
Technology, Engineering, Art & Design, and Mathematics) education, the
following steps will be taken:
a. From age 6 onwards, computational thinking (the thought processes

involved in formulating problems and solutions in ways that computers can
effectively execute) will be integrated into the school curriculum. This is
a fundamental skill in the digital age, and it can be effectively taught with
well-designed paper worksheets.
b. Given the diffusion of devices and their affordability, all students are likely
to have access to connected personal computing devices by 2025. The
school curriculum will promote digital literacy using these personal devices
as well as available digital infrastructure (computer laboratories, tinkering
laboratories, makerspaces, etc.).
c. The school curriculum will offer optional subjects focused on programming
and other advanced computer-based activities at the late upper primary and
secondary stages.
P19.4.2. Developing educational software: A rich variety of educational software will

be developed and made available for students and teachers at all levels. All such
software will be available in all major Indian languages and will be accessible
to a wide range of users including CWSN and differently-abled students, and
will include:
a. Software to assist learners with disabilities (e.g. text-to-speech software in

all major Indian languages for blind/partially sighted students).
b. Intelligent Tutoring Systems to promote numeracy and foundational
literacy in all major Indian languages.
c. Educational software in the form of serious games, simulations, and
applications using augmented and virtual reality.
d. Software to create personalised learning trajectories for each learner based
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on curriculum, with content (readings, videos, interactive worksheets,

etc.) arranged in learning ladders.
e. Adaptive assessment tools that provide formative feedback to help
learners take remedial steps, such as self-study or learning collaboratively
with fellow students.
Software to help teachers create adaptive assessments, formative as well as

summative, evaluate the assessments, and provide appropriate feedback to
learners. Such assessments will minimise the importance of rote memory,
and will instead focus on 21st century skills including critical and creative
thinking, communication, and collaboration. Data generated by such tools,
that reflects the performance of individual learners and overall institutional
performance, will be appropriately recorded in the NRED for subsequent
analysis and research (see P6.1.5).
P19.4.3. Video viewing equipment: For maximal use of content in the open
educational repository, institutions will be supported with inexpensive and
portable video viewing equipment (e.g. solar powered video playback and
projection devices). Teachers will be encouraged to integrate such videos
into teaching-learning processes, along with their own teaching, where ever
they add value.
P19.4.4. Advanced online courses: Educational institutions will be encouraged to

offer course credits to students who complete specified courses (especially
advanced electives) online, e.g. via SWAYAM or other such platforms
developed in the future. This will include courses on topics such as IT
Enabled Services (ITES) and other such areas of vocational education and
adult education that can benefit from online courses.
P19.4.5. Support for appropriate information and communication technology

usage: Most educational institutions have difficulty maintaining and using
their hardware and software. This problem can be addressed through the
creation of a large number of prestigious ‘IT Ambassador’ Fellowships for
students who have completed their senior secondary courses. They can
support school complexes with managing their IT infastructure in a version
of rural service that is similar to military service in some countries. Computer
hardware and maintenance, as well as training in software installation and
maintenance (especially for open-source software) must be taught to these
students. As far as possible, local people must be given these Fellowships.
This will also help promote entrepreneurship among these Fellows at a later
date.
P19.4.6. Specific technology related policy actions: These are split into two groups,
the necessary interventions and the promising interventions. Some of
the necessary interventions in teaching, learning and assessment are the
following:
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a. Content repositories in Indian languages for educational content: along

with editorial processes for uploading content, and rating methods that will
allow the best content to surface to the top. The content must be made
available under the Creative Commons Licensing. The National Repository
for Open Educational Resources (NROER) is one such example, but it needs
to be supplemented with much more awareness building so that a lot more
content comes online and more people find it useful. A suitable financial
model to sustain such a repository needs to be selected. The content
repository could optionally be integrated with payment systems so that, in
time, content creators can be compensated in a small way for contributing
content. This will incentivise many teachers to create innovative age
appropriate content. The decision to create separate repositories for each
State, or hold all content in a single repository, can be made by the NETF
based on appropriate financial models.
b. Machine translation of content uploaded into any content repository:
This should be supplemented with editorial processes to check the quality
of translation, so that good quality content in any language can be translated
into multiple Indian languages.
Some of the promising interventions are the following:
c. Publishing software for educational material: Teachers must be able

to compile free content from one or more content repositories to devise
interesting courses for which material can be shared with students in pdf
form. Many older universities have printing divisions which can be used to
print relatively inexpensive hard copies of educational material for students
who would like to have them.
d. Online assessments: Assessments can be partly online multiple-choice
examinations combined with projects and other hands on work that
is evaluated separately by teachers. Some app-based multiple-choice
examination systems are already available now that make it very easy for
faculty to conduct quizzes.
19.5. Enhancing educational access

Appropriate use of ICT can help ensure that no student is left behind, by
helping to reach students in remote areas, women, CWSN, students who have
dropped out of schools, adults, and many others looking for lifelong education.
However, it is critical that educational content for these purposes is developed
keeping the specific requirements in mind.
P19.5.1. Access to technology in remote areas: School complexes must become the
nodal agency for reaching out to the unreached. For this, they must be equipped
with electricity, computers/ smart phones or other access devices, and Internet
access else the promise of reaching the unreached will not be realised.
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P19.5.2. High quality specialised content to be made available in open educational

repositories: To ensure that all learners have access to high quality educational
content, copyright-free educational resources including textbooks, reference
books, videos (ideally with subtitles), teaching-learning materials, etc. will
be created and curated from national and global sources at all levels of
education and in multiple Indian languages, and made available in a single
online digital repository e.g. the National Digital Library or NROER. This
repository must be organised so that anyone can quickly and easily locate
and download all relevant content. In order to reach the maximum number
of students and teachers, distributing this content in any form for a nominal
fee will be facilitated and encouraged.
P19.5.3. Maintaining content quality: It is critical to ensure that the repository in

P19.5.2 remains a high quality and up-to-date resource so that it will be of
value not only to teachers and students in the formal education system, but
will also be a powerful enabler of lifelong learning. Hence a mechanism
for creating and reviewing these learning resources will be devised (e.g.
through online feedback on quality, relevance, and usefulness of content
from users, both teachers and students, as well as competitions leading to
national recognition for outstanding content creation). Thus, the platform
will showcase the work of the best teachers, teaching in exemplary styles,
across the country in every subject, level, and language. The platform itself
(as in the case of all shared resources) once piloted and identified to be more
widely usable by NETF, must be maintained by specialist organisations such
as the CDAC or by private industry. The funding for this kind of professional
maintenance of shared resources will be provided by the Central government.
P19.5.4. Development of tools for automated language translation of educational

content: NRF will prioritise research and development of tools for automated
and/or crowd-sourced language translation of educational content into all
major Indian languages, so that additional content created in one language
can be made rapidly available in other languages.
P19.5.5. Specific technology related policy actions: In terms of necessary

interventions, software for adaptive learning for children of all ages with
special needs must be prepared. Considerable research into pedagogy will be
required for this purpose, and this can be funded by NRF at the Departments
of Education in universities. Similarly, with intelligent tutoring systems, and
many others.
The NRED will maintain all records related to institutions, teachers and
students in digital form.
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19.6. Streamlining educational planning

and management
Arguably, the most important benefits from ICT are in the area of governance
and management, where ICT tools can help with data-gathering and analysis,
and record-keeping. ICT can also help in mainstreaming education by providing
relatively simple and inexpensive solutions to problems that have plagued the
sector for a long time, such as the problem of fake degrees among others.
P19.6.1. National Repository of Educational Data: ICTs will be fully leveraged for
efficient and safe maintenance of educational information. All records related
to institutions, teachers, and students will be maintained by a single agency
in digital form in the NRED, which may be set up as part of the Digital India
programme (see P6.1.5). NRED will be tasked with:
a. Developing appropriate systems for authorised institutional users to enter

and update data. Teachers would be asked to enter data at most four times
per year, in order to ease the significant burden on teachers in collecting,
managing and transmitting data on an ongoing basis. This will be the only
mechanism for institutions to disclose data to government agencies (both
State and Central) for purposes of monitoring, accreditation, ranking,
rating, and eligibility for government schemes.
b. Validating employment records of teachers and credits earned by learners
(who will be, e.g. identified by their Aadhar numbers). This will simplify
the process for learners and teachers seeking scholarships, employment,
transfers between institutions, and re-entry into the education system. It
will also minimise the manual effort in tracking details of students and
teachers.
c. Complementing efforts to assess learning outcomes (e.g. NAS) by analyzing
the performance of individual learners and institutions, and attempting to
predict failures to meet outcomes so that proactive assistance measures can
be undertaken.
d. Maintaining records while adhering to national norms, best-practices, and
laws related to privacy of data. Practices based on “security by obscurity” will
be explicitly rejected. This Policy further states that laws be strengthened to
preserve the privacy of all individuals at the earliest.
e. Developing appropriate mechanisms to ensure the timeliness and reliability
of data, so that policies can be based on high quality data. Current best
practices employed by State and Central agencies can be studied and used
as a baseline.
f. Alerting concerned governmental agencies about important trends (both
positive and negative) as they are developing, for immediate action where
necessary, and making these analyses public on an annual basis. These
analyses will also include assessments of the quality of school education at
the district level.
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g. Monitoring migrant learners, and tracking their health and educational

progress in order to mitigate the negative impact of disruptions to their
well-being due to frequent displacement.
The National Repository of

Educational Data will maintain
all records related to institutions,
teachers and students in digital form.
P19.6.2. Technology for improving governance and administration: Educational

information management systems for community monitoring will
be created and integrated with NRED. These systems will be used to
streamline manual processes related to educational planning, admissions,
attendance, assessments, etc. Local communities, panchayats, and SMCs
will be able to look at the data and make sense of it themselves. ICT-based
tools will be used immediately for all administrative tasks where they can
improve efficiency and accuracy, including systems related to admissions,
scholarships, assessments, counselling, placements, accreditation, etc. ICT
will also be used for more efficient information dissemination and data
gathering towards decision making. To facilitate information exchange
between stakeholders, all educational institutions will provide all relevant
stakeholders (students, parents, teachers, staff, etc.) with access to official
institutional communication channels (e.g. institutional email).
P19.6.3. Specific technology related policy actions: Well over 30 years after the advent
of email, many of our educational institutions do not offer institutional email
to their faculty and students. The efficiency of communications that can be
brought in through institutional email and list servers must be provided to
all educational institutions without any further delay.
The problem of fake degrees can now be solved very elegantly by the new
Blockchain technology. Each State government must commission its own
depository of certificates, like the ‘National Academic Depository’, for all
educational institutions within the States.
A considerable degree of computerisation of the administration and
management of education has already taken place, with many aspects such
as admissions, student records and even online assesment of examinations
taking place in many universities in the State. These need to be scaled out to
all educational institutions.
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19.7. Disruptive technologies

Technology is increasingly disrupting multiple aspects of human society,
including education. Some disruptive technologies will have clear applications
to education, and methods to integrate such technologies into the education
system through the involvement of the NETF have alredy been discussed. This
section focuses on policies to address the broader consequences of disruptive
technologies that are relevant to education, namely research, de-skilling, and
awareness raising.
When the National Policy on Education 1986/1992 was formulated, it was
difficult to predict the disruptive effect that the internet was about to have,
particularly in boosting the development rates and impacts of other disruptive
technologies. Our present education system’s inability to cope with these
rapid and disruptive changes places us (individually and nationally) at a
perilous disadvantage in an increasingly competitive world. For instance, while
computers have largely surpassed humans in leveraging factual and procedural
knowledge, our education at all levels excessively burdens students with such
knowledge at the expense of developing their higher order competencies.
This Policy comes at a time when the Fourth Industrial Revolution is already
underway, and disruptive technologies such as artificial intelligence have
emerged. At its core, artificial intelligence lowers the cost of prediction tasks
that use existing data (such as, “This patient’s symptoms”) to fill information
gaps (such as, “What disease does this patient have?”). As the cost of artificial
intelligence based prediction falls, artificial intelligence will be able to match
or outperform even skilled professionals such as doctors in certain predictive
tasks and will therefore be a valuable aid to them in their work. Hence, artificial
intelligence’s disruptive potential is clear.
NITI Aayog recently produced a timely discussion paper entitled “National
Strategy for Artificial Intelligence: #AIForAll”, drawing on several prior
investigations by MHRD and other national and international institutions,
to identify challenges in leveraging artificial intelligence in India, and to
articulate a national perspective and action agenda for artificial intelligence.
This Policy broadly endorses the recommendations of NITI Aayog that pertain
to education. It further notes that artificial intelligence provides an excellent
example of how the Policy actions related to disruptive technologies can be
applied to specific technologies. Thus, each of the Policy actions below is
followed by comments on its application to artificial intelligence.
Other disruptive technologies such as Blockchain and Virtual Reality are just
two of the many new technologies that are likely to have a sizeable impact on
education.
P19.7.1. Monitoring potentially disruptive technologies: One of the permanent

tasks of the Advisory Council of the RSA (see Chapter 23) will be to categorise
emergent technologies based on their potential and estimated timeframe for
disruption, and to periodically present this analysis to the RSA. Based on these
inputs, the RSA will formally identify those technologies whose emergence
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demands responses from the education system. Given the increasing pace of
technological development, the traditional cycle of education policy revision
may be too slow to respond to such disruptions. The Advisory Council
of the RSA will propose technology-specific responses based on national
and international perspectives, which will be refined in consultation with
academia, industry and the wider public. These responses will be guided by
the EC of the RSA. While some agility in the education system is necessary, the
need for careful deliberation while assessing a specific technology’s disruptive
potential is well illustrated by artificial intelligence (which encompasses
several distinct technologies). Decades ago, some experts viewed rule-based
expert systems as an imminent disruptive artificial intelligence technology.
Artificial intelligence’s recent gains are in fact based on different techniques
developed in the 1990s (multilayer neural networks with feedback) and were
primarily triggered by recent advances in computation and the availability of
large data-sets. NITI Aayog’s discussion paper models one way in which the
Advisory Council can propose technology-specific policy changes.
P19.7.2. Research in disruptive technologies: In response to the RSA’s formal

recognition of a new disruptive technology, the NRF will initiate or expand
research efforts in appropriate areas including fundamental research in
the domain, advancing the technology’s development, and assessing the
technology’s socio-economic impact. For certain disruptive technologies,
NRF may fund mega-projects with international collaborations.
In the context of artificial intelligence, the NRF may consider a three-

pronged approach:
a) Advancing core artificial intelligence research,
b) Developing and deploying application-based research, and
c) Establishing international research efforts to address global challenges in
areas such as healthcare, agriculture, and climate change using artificial
intelligence.
P19.7.3. Skilling and re-skilling: The new institutional structure in higher education
is well suited to skilling students and re-skilling the current workforce
rapidly. Type 1 and Type 2 institutions will play an active role not only in
conducting research on disruptive technologies, but also in creating initial
versions of instructional materials and courses (including online courses) in
cutting-edge domains and assessing their impact on specific areas such as
professional education. Once the technology has attained a level of maturity,
Type III institutions are ideally placed to scale these teaching and skilling
efforts, which will include targeted training for job readiness. Disruptive
technologies will make certain jobs redundant, and hence approaches to
skilling and de-skilling that are both efficient and ensure quality will be of
increasing importance to create and sustain employment. Institutions will
have autonomy to approve institutional and non-institutional partners
to deliver such training, which will be integrated with skills and higher
education frameworks.
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In the context of artificial intelligence, Type I and Type II institutions may

offer PhD and Masters programmes in core areas (such as Machine Learning)
as well as multidisciplinary fields (“artificial intelligence + X”) and professional
areas (healthcare, agriculture and law). They may also develop and disseminate
authoritative courses in these areas via platforms such as SWAYAM. For rapid
adoption, Type III institutions may initially blend these online courses with
traditional teaching in undergraduate and vocational programmes. Type
III institutions may also offer targeted training in low-expertise tasks for
supporting the artificial intelligence value chain such as data annotation,
image classification and speech transcription. In the context of Natural
Language Processing (NLP), certain low-expertise tasks (such as translating
simple sentences) may also be valuable from a pedagogical standpoint. Thus,
efforts to teach languages to school students should be dovetailed with efforts
to enhance NLP for India’s diverse languages.
P19.7.4. Raising awareness: As disruptive technologies emerge, schooling and
continuing education will assist in raising the general populace’s awareness
of their potential disruptive effects, and will also address related issues. This
awareness is necessary to have informed public consent on matters related
to these technologies. In school, the study of ethical issues (see Section 4.6.8)
and current affairs (see Section 4.6.10) will include a discussion on disruptive
technologies such as those identified by RSA. Appropriate instructional and
Data is a key fuel for artificial intelligence based technologies, and it is critical
to raise awareness on issues of privacy, laws and standards associated with data
handling and data protection, etc. It is also necessary to highlight ethical issues
surrounding the development and deployment of artificial intelligence based
technologies. Education will play a key role in these efforts to raise awareness
around these issues.
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ISSN 2072-7925
Technology-enabled active learning environments: an appraisal
CELE Exchange 2010/7
© OECD 2010
Technology-enabled active
learning environments:
an appraisal
By Kenn Fisher, University of Melbourne, Australia
This article examines the emergence of technology-enabled active learning environments and the
reasons for their appearance. It explores three case studies and considers how effective they are in
enhancing teaching and learning outcomes.
The recent advent of wireless broadband Internet access and mobile communications devices
has provided remarkable opportunities for 21st century blended learning models – simultaneous
online and face-to-face – and seriously called into question the industrial-age traditional “egg crate
classroom” model of teaching and learning. It has also enabled the emergence of a true synchronous/
asynchronous and virtual/physical matrix of learning opportunities for which our existing built learning 1
environment infrastructure is not well suited.1
In response to these developments, many innovative learning environments are being trialed. These
include an increasing focus on the “third space” which supports social forms of student interaction.
The important issue here, especially in universities, is that students can now learn off-campus on line.
Figure 1. Blended learning matrix combining face-to-face physical and online learning
Virtual and physical online learning, time dependent and time independent
Synchronous Asynchronous
Site-specific signage
Face-to-face Exhibitions
Local
meeting places Installations
White board
Internet
Telephone video conference Web
Remote Textmessages
Shared cyberlinks Virtual studio
“Google it”
Source: Mitchell, W. (2003).
1. Mitchell, W. (2003), “21st Century Learning Environments”, presentation at a workshop on new learning environments at Queensland
University of Technology in conjunction with K. Fisher.
This is forcing us to rethink the nature of the 21st century campus, and more specifically what physical
attributes need to be provided to encourage students to attend campuses and to actually meet face-to-
face with their colleagues, rather than interacting through the now prevalent social networking tools.
Interestingly, many of these spatial developments are being instigated – through initiatives lead by
information technology and communications departments – particularly in universities and increasingly
in further education and schools.2
LEARNING TECHNOLOGIES
The above developments are blurring the boundaries between what has traditionally been seen as the
“built learning environment” and the information and communications technologies that support those
spaces. The rapidly emerging models of “technology enhanced learning environments” (TEAL) – first
introduced at MIT in 20033 – emphasises that acoustics, furniture, lighting (both natural and artificial),
mobility, flexibility, air temperature and security must support the educational technologies being
designed for those spaces. The traditional physical elements are technologies as well, but increasingly
these are interdependent with ICTs and audio-visual educational technologies.
In my view, all of these elements should be integrated under the one heading of “learning technologies”
and be considered within the same framework, whether it be budget, design, maintenance or flexibility.
The key issue is that the life cycle of each element and how these vary must be attended to in such a way
that all elements are up to date.4 “Stuff”, as Brand calls the moveable elements, includes technologies
2
such as computers which tend to have a life cycle of 3 years. The space plan may well be 7 years, the
services 10-20 years whilst the structure could be in excess of 100 years. We are, of course, finding that
inserting these new technologies into existing buildings, and especially heritage buildings, is complex.
Figure 2. Stewart Brand’s hierarchy of core building elements
Stuff
Space plan
Services
Structure
Skin
Site
Source: Brand, S. (1995), How Buildings Learn: What Happens After They’re Built, p. 15.
2. See a) Higher Education Funding Council for England (HEFCE) on behalf of JISC (2006), “Designing Spaces for Effective Learning”,
www.jisc.ac.uk/uploaded_documents/JISClearningspaces.pdf; b) Education.au Limited (2009), “21st Century Leaning Spaces”, www.educationau.
edu.au/learning-spaces; c) Scottish Funding Council (2006), “Spaces for learning: a review of learning spaces in further and higher education”,
www.jiscinfonet.ac.uk/Resources/external.../sfc-spaces-for-learning.
3. Technology-enabled active learning (TEAL) is a teaching format that merges lectures, simulations and hands-on desktop experiments to
create a rich collaborative learning experience; see web.mit.edu/8.02t/www/802TEAL3D/teal_tour.htm.
4. Brand, S. (1995), How Buildings Learn: What Happens After They’re Built, Penguin.
CELE Exchange 2010/7 – ISSN 2072-7925 – © OECD 2010

LEARNING AND TEACHING

It is paramount that these new innovations align the physical space with the educational technologies
so that both can support the pedagogies envisaged for those spaces. It is critical that this happen; after
all, the traditional classroom had to evolve from simply meeting the didactive teaching methods which
predominated prior to the emergence of significant educational technology.
I believe that the limitations of the traditional classroom in supporting these learning approaches is a cause
of concern, whether they be in the form of lecture theatres and seminar/tutorial rooms in universities,
or closed boxes for 25-35-40-45 students in schools (depending on the relevant country). The closed
classroom represents a physically outdated teaching model which does not match the inter-connected
virtual world we now live in. Students are learning collaboratively through a vast array of informal learning
spaces both on and off campus, yet are still crammed into outdated traditional models. What we know as
the “knowledge age” is rapidly morphing into a “creative age” yet classrooms, according to the students
I have surveyed, are the least creative space they can learn in.
These learning spaces need to adapt to meet the emerging needs of a wide range of pedagogies. 3
This concept is reflected in the Australian Learning and Teaching Council’s5 recent appointment of
15 discipline-specific teaching and learning advisors.
Although the original TEAL model noted above was launched to rejuvenate the teaching of Physics 1 at
MIT, many versions of it have proliferated in geology, chemistry, engineering, education, architecture
and some other disciplines. It is in engineering that the most advances have been made and this is
largely because of the need for engineers to have a wide range of competencies than cannot be assessed
solely in the examination room.
About the same time as TEAL, MIT’s Aeronautical School initiated a new pedagogical model called
CDIO (conceive, design, implement and operate). This approach has now taken off across the globe. Its
wide use and variations in practice can be seen at www.cdio.org.
These issues are important because engineering schools are preparing students who, as professional
engineers, will be required to work in self-directed ways through problem solving and collaborative
team work.6
A critical notion to understand is the concept of graduate attributes or graduate competencies. For
engineers, these might be expanded to include critical thinking, communicating to peers and the wider
community, working in multi-disciplinary teams and environmental literacy. Engineers are involved
in complex projects involving infrastructure which means they will have to work across – and in
collaboration with – a range of disciplines. To continue to learn in a didactive, teacher-centred way will
not provide students with those competencies.
5. See http://www.altc.edu.au/april2009-altc-discipline-scholars-begin.
6. Chang, R.L. et al., “Places for learning engineering: A preliminary report on informal learning spaces”, proceedings of the Research in
Engineering Education Symposium 2009, Palm Cove, QLD, The University of Melbourne, Australia.
© OECD 2010 – ISSN 2072-7925 – CELE Exchange 2010/7

This was first understood in the teaching of medical students. For some 30 years medical students have
been taught in a collaborative way with groups of ten students being supported by a tutor. This model
is difficult to achieve across all disciplines because of budget constraints, but the approach can be
modeled using the TEAL concept.
CASE STUDIES 7
In order to illustrate how effective they are in enhancing teaching and learning outcomes, three case
studies have been selected and are presented in chronological order, from 2003 to 2010.
The Australian Science and Mathematics School (ASMS) 8

Opened in 2003, this public senior high school for pupils aged 15-18 (the final three years of secondary
school) has been featured in many publications and received many international visitors because of its
innovative design which meets what was then seen as a “radical” pedagogical approach. This school
was planned around the CDIO concept before that concept became common knowledge.
View of Learning Commons

showing transparency
4 throughout the building
© ASMS
7. For further information, see www.woodsbagot.com.

8. Discussed in a previous issue of this newsletter; see http://www.oecd.org/dataoecd/46/62/34276712.pdf, pp. 24-26.

Figure 3. A comparison of the stages of the Project of Scientific Enquiry

with the ASMS model for deep learning
t to further lea
itmen rnin
mm g
Co
pm ent of rigorous t
o hin
vel kin
De Unfamiliar
g
context
Transfer and Focus on

application innovation
• Orientation to • Orientation
problem solving to creativity
Familiar Unfamiliar
problem problem
Focus on facts Analysis and
• Orientation interpretation
to mastery • Orientation to
of basics research and
experimentation
Familiar
Co context g
mm
itme ar ni n
De nt to further le g
vel
opm i nkin 5
ent of rigorous th
Source: Oliver, G. (2007), “Scientific Inquiry Promotes Deep Learning”, in “How do we meet the challenges of inspiring learners?”, iNET
online conference.
Key features of the school include:

• It focuses on problem-based learning around mathematics and science but also includes six other
key learning areas.
• Learning principles include New Sciences, Inquiry Learning, Interdisciplinary Curriculum, Standards
of Significance, Authentic Experience and Engagement and Retention.
• It is located on the campus of Flinders University in Adelaide.
• It designs and delivers the curriculum in partnership with the University’s Faculty of Science.
• It acts as a professional development centre for national and international teachers.
• It consists of “learning commons” and “learning studios” collocated to foster seamless theoretical
and practical learning.
• It enables students to organise desks in the learning commons to suit their daily agreed social and
learning needs.
• Students host visitors and explain how the school works.
• It has been used as a model to “de-privatise” teaching practice through the transparent nature of the
internal wall, most of it being glass.

4th Year and Doctoral Engineering Design Studio, the University of New South Wales
This facility, opened in April 2010, was designed for 100 4th year and 30 doctoral engineering students.
Figure 4. 3D view of the concept showing collaborative learning, research students,

gallery space and café informal learning area
©W
ood
6 s Ba
got
The key elements of the studio are as follows:

• It offers integrated collaborative learning for undergraduates, postgraduates and partners in industry
in research-led pedagogy where students work actively on projects with industry.
• It facilitates interaction between undergraduate, postgraduate and academic staff based on real-
world design and research projects.
• It simulates the project-based type of environment students will face when entering industry.
• It comprises a studio, study spaces for 30 doctoral students, a gallery/foyer and functions space, café/
kitchenette for social and other functions involving project partners from the world of industry.
• No fixed technology is used other than plasma screens at the perimeters: the technology used by
students consists of state-of-the-art wireless and battery-powered devices eliminating the need for
clumsy power and data connections which limit flexibility.
• It can accommodate 96 students in groups of 8; its 12 tables fold away to allow alternative uses for
the space.

CDIO in the Faculty of Engineering, University of Melbourne

Conceive, design, implement and operate (CDIO) is the most recent version of collaborative learning
spaces developed in the faculty. The CDIO concept allows students to work on theory and on practice
seamlessly.
© Woods Bagot
Faculty of Engineering,
Learning Collaborative
Classroom
Key points include: 7

• It is designed for ten groups of six (60 students in all), with each group of six able to work in twos or
threes.
• It allows students to work collaboratively on project-based activities in three-hour sessions. Not all
students use the practical studio or laboratory at the same time, but they work on specific set projects
in small groups.
• Social spaces and reflective spaces surround the studios for informal and collaborative study.
• It is used by the Faculty of Architecture, Building and Planning for construction students.
• Students now feel part of a community of learners and are observed within the Faculty for greater
periods of time on campus, including weekends and evenings
EVALUATION OF TEAL
These emerging TEAL models which proliferated since MIT first launched the concept in 2003 are in
the early stages of evaluation. Some publically available articles on evaluation show that these spaces
work well. Although it is difficult to argue that the physical learning environment by itself can enhance
teaching and learning, it is clear that the physical learning environment can inhibit the practice of
some forms of effective pedagogy and therefore limit the extent to which graduate competencies can
be delivered to students.
For example, on average 90% of ASMS’s students go on to university, and yet it has no classrooms. However,
another equivalent but independent senior secondary school, which only has classrooms and uses a tutor
model (but with equally motivated teachers and students) also results in 90% entry to university. The key
question, still to be researched, is whether these respective students are successful at the end of the first
year and can then move effectively through the university system. Specifically, is the TEAL approach more
effective in creating life-long learners compared to the 19th century traditional classroom model?

Some studies suggest that there are significant improvements to learning outcomes in adopting this
approach.
Overall, these Active Learning Classrooms yielded very positive responses from instructors and
students. The instructors who were interviewed enjoyed teaching in the rooms so much that their only
concern was a fear of not being able to continue to teach in these new learning spaces. Similarly, more
than 85% of students recommended the Active Learning Classrooms for other classes. Instructors and
students overwhelmingly found that this space made a difference for them. “I love this space! It makes
me feel appreciated as a student, and I feel intellectually invigorated when I work and learn in it.9
The studio space is also a significant investment and so must clearly improve learning outcomes:
engagement, attitude and collaboration in addition to absorption of the curriculum. Measures of
those outcomes are necessarily qualitative at this point, but based on comments from student and
faculty who actually learned and taught in the space, we would cautiously say that the studio has
met those goals. Of course we will need to continue to evaluate progress in outcomes as people gain
experience with using the space.10
In evaluating teachers’ learning at the ASMS, a recent doctoral graduate found significant connections
between the pedagogical process and the flexibility of the ASMS school design.11 Clearly, evaluation
of the TEAL approach involves both quantitative and qualitative examination. It is also evident that
qualitative studies show significant support for the TEAL model from both teachers and students. Further
8 quantitative study is required to support these qualitative findings and this work is currently underway at
the University of Melbourne’s LEARN centre.12 Findings will be made available as they become public.
What is most pleasing from my viewpoint is that there are exciting alternatives emerging to the traditional
closed classroom and these are gaining increasing acceptance. I certainly look forward to evaluating
and using these findings in future projects and research.
For more information, contact:

Dr. Kenn Fisher
Associate Professor Learning Environments
Faculty of Architecture, Building & Planning
Learning Environments (Action) Research Network
University of Melbourne
Parkville, Victoria
Australia
Tel.: +61424022039
E-mail: fisherk@unimelb.edu.au
9. Alexander, D. et al. (2009), “Active Learning Classrooms Pilot Evaluation: Fall 2007 Findings and Recommendations”, The University of
Minnesota, www.classroom.umn.edu/projects/ALC_Report_Final.pdf.
10. Tom, J., K. Voss and C. Scheetz (2008), “The Space is the Message: First Assessment of a Learning Studio”, www.educause.edu/EDUCAUSE+Quarterly/
EDUCAUSEQuarterlyMagazineVolum/TheSpaceIstheMessageFirstAsses/162874.
11. Bissaker, K. (2009), “The processes and outcomes of professional learning in an innovative school: the construction of an explanatory
model”, unpublished thesis.
12. The Learning Environments Action Research Network is associated with the Smart Green Schools project; see www.abp.unimelb.edu.au/
research/funded/smart-green-schools.

ORGANISATION FOR ECONOMIC CO-OPERATION
AND DEVELOPMENT
The OECD is a unique forum where the governments of 31 democracies work together to address the
economic, social and environmental challenges of globalisation. The OECD is also at the forefront of efforts
to understand and to help governments respond to new developments and concerns, such as corporate
governance, the information economy and the challenges of an ageing population. The Organisation provides
a setting where governments can compare policy experiences, seek answers to common problems, identify
good practice and work to co-ordinate domestic and international policies.
The OECD member countries are: Australia, Austria, Belgium, Canada, the Czech Republic, Chile,
Denmark, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Japan, Korea, Luxembourg, Mexico,
the Netherlands, New Zealand, Norway, Poland, Portugal, the Slovak Republic, Spain, Sweden, Switzerland,
Turkey, the United Kingdom and the United States. The Commission of the European Communities takes part
in the work of the OECD.
OECD Publishing disseminates widely the results of the Organisation’s statistics gathering and research
on economic, social and environmental issues, as well as the conventions, guidelines and standards agreed by
its members.
This work is published under the responsibility of the Secretary General of the OECD.
The opinions expressed and arguments employed herein do not necessarily reflect the
official views of the Organisation or of the governments of its member countries.
ISSN: 2072-7925
Corrigenda to OECD publications may be found on line at: www.oecd.org/publishing/corrigenda.

© OECD 2010
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for public or commercial use shall be addressed directly to the Copyright Clearance Center (CCC) at info@copyright.com or the Centre français d’exploitation du droit
de copie (CFC) contact@cfcopies.com.
Guidebook
for Learners of
Unit # 1: Introduction to Technology Enabled Learning

UNIT
1
under AICTE-NITTT Programme. The information provided in the text may not be suitable
or appropriate for other categories of course learners.

NITTTR Chennai
Phone / Whatsapp: +91-9445520968; +91-44-22545447 / 460
NITTTR Chennai
Email: shanneethi@gmail.com / shanneethi@nitttrc.ac.in
Phone / Whatsapp: +91-9444289146; +91-44-22545458
&
Associate Professor
NITTTR Chennai
Email: dr.ksadinesh@gmail.com / dinesh@nitttrc.ac.in
Phone / Whatsapp: +91-9443737315; +91-44-22545421
2
UNIT
1
Table of Contents
Introduction .......................................................................................................................... 4
Expected Outcomes: .............................................................................................................. 4
Questionnaire Survey: ............................................................................................................ 5
Looking into Unit #1 Content: ............................................................................................... 6
What you mean by Technology Enabled Learning? .................................................................. 8
Reflection of Learning (Activity # 1) ....................................................................................... 9
Digital age and the necessary skills ........................................................................................ 10
National Education Policy ..................................................................................................... 11
Digital Natives & Digital Immigrants ......................................................................................... 29
Reflection of learning: Activity # 2: Identify your learning style: ...................................................... 30
Reflection Of Learning (Activity # 3: To Explore: What Is Technology Enabled Learning?) ...... 33
Assignment # 1: Watch – Think - Reflect .............................................................................. 36
Assignment # 2: Think – Pair – Share – Review of the article: ................................................ 37
Compulsory Reading – OECD Article .................................................................................. 38
Government of India – NMEICT Initiatives ........................................................................... 47
3
UNIT
1
Unit # 1: Introduction to Technology Enabled Learning
Introduction
Faculty members and instructors are facing unprecedented change, with often larger classes, more
digitally savvy students. To handle change of this nature, faculty members need to be digitally
equipped along with their content knowledge and skills. This unit focuses on a broader scope of
what it is like teaching with technology, such as, how the faculty responsibilities are redefined in
engaging the millennials, where lies the challenges and opportunities in designing effective
classroom engagement.
We also provide quick overview on the learning theories and it is tuned towards technology
enabled teaching. The participants also explore classroom management strategies that support
active learning in ICT enabled instruction.
Introduction to Teaching into Technology – Technology in Education: National Educational Policy (Draft)
Overview - The Crucial role of the teacher in TEL - Learning Space: Teaching Environment - Teaching
Learning Principles: ICT Perspective Learning Theories - The potential benefits of adopting TEL - -
Expected Outcomes:
1. Describe and discuss some of the key skills that are needed in a technology enabled teaching
learning.
2. Identify the contributions of different factors to integrate technology into the classroom
instruction at all levels.
4
UNIT
1
3. Describe and discuss the National Educational Policy & other initiatives of Government of
India towards the technology in education.
4. Describe the learning theories associated with TEL and discuss their implications for teaching.
Questionnaire Survey:
In the unit 1, we have three questionnaire survey to understand the characteristics of learners.
Diagnostic Survey: To understand the basic attribute of the learners.
Exposure to ICT Tools: To understand the awareness about various ICT Tools.
Learning Space and Teaching Environment: To measure the awareness of the learners
about the teaching environment.
In addition to the three questionnaires, we have poll to understand the teaching beliefs and
intentions. Note that there is no right or wrong answer. There are a variety of teaching beliefs
and intentions that lead to a powerful learning environment for your students.
Poll about the learner perspective about teaching and technology tools.
Completing this questionnaire should take about 10 to 20 minutes of your time and not longer.
It is important to react on your first impression/feeling!
5
UNIT
1
The flow in which the learning needs to be done is provided in the form of table. Kindly follow
it for happy learning.
Reflection Survey
Learning Type of
Sequence Material
01 Welcome to the course – Introductory Video
02 Overview of Unit 1: Teaching into technology
03 Diagnostic Survey
04 Self-Evaluation about ICT awareness
05 How to Get Started – Understanding the directions of learning
06 Introduction to Teaching with Technology
07 What we mean by Technology Enabled Learning?
08 Reflection of Learning (Activity # 1)
09 Technology in Education - National Education Policy (NEP) 2019
10 Teacher preparation and continuous professional development- NEP’19
11 Disruptive technologies - National Education Policy 2019
6
UNIT
1
Learning Type of
Sequence Material
12 Technology in Education – NEP 2019 (Draft)
14 Learning Space – Teaching Environment
OECD Article: Technology-enabled active learning environments: an

15
appraisal
16 Experts view about the Learning Space
17 Voice of the students
18 Crucial role of Teachers in TEL
19 The skills needed in a digital age
20 Technology enabled learning principles – Part 1
21 Technology enabled learning principles – Part 2
22 Leading change in TEL due to Technology
23 AICTE – NEAT Initiative
Discussion # 1
25
What are your reasons for changing in teaching learning spectrum
26 Reading Material
7
UNIT
1
Learning Type of
Sequence Material
29 Government of India - Initiatives
Discussion # 2
30
What technology challenges will you face in your own teaching?
31 Unit # 1 Conclusion
32 Useful Links and Resources
33 Unit # 1 Quiz: Introduction to TEL
34 Unit # 2 Quiz: National Education Policy (2019) Draft
What you mean by Technology Enabled Learning?
Hello Learners, we need to understand the real meaning of Technology-Enabled Learning so that
learners will have a clear appreciation and understanding of what is being discussed from the
outset. However, this would also be quite unusual: far too often in the field of educational
technology so much is assumed or taken for granted but basic educational questions are left
unanswered. Technology without pedagogy will not provide the intended learning outcomes.
From the periphery we need to bring technology to the core and redefine the digital learning
environment. It is not necessary or worth to get into discussions about whether the learning
context can be thought of as formal, non-formal or informal. At this stage, it is sufficient to
consider that there is an intention for learning to result from the human-technology interaction.
A range of terms, which each emphasize particular characteristics of the phenomenon,
exists to describe it — for example, computer-assisted learning, networked learning, eLearning,
digital learning and, more recently, technology-enhanced learning. The latter term is being used
increasingly in various parts of the world. It suggests that technology can enhance learning in
8
UNIT
1
some way, but it is unusual to find explicit statements about what this “enhancement” actually
involves and how learners’ benefit.
In this module we use the term Technology-Enabled Learning (TEL) and Life-long self-
learning to describe the use of technology to support students’ learning. Using this term makes
it possible to avoid potential ambiguities and differing interpretations of the process. The word
enabled refers to facilitation: learning is made possible by
the use of technology. It does not imply the value Technology Enabled Learning
judgment that the word enhanced necessitates. refers to facilitation and it is made
possible by the use of technology.
Technology-Enabled Learning is just about making learning
possible, whether that means different ways of serving
existing learners or, potentially, providing opportunities for learners who were previously
regarded as being “out of reach” — that is, those learners who typically have little to no access
to educational opportunities because of a variety of circumstances.
Reflection of Learning (Activity # 1)
The main aim of reflection of learning segment is to facilitate mentors in assessing the learning of the
learners through various activities documented in the form of portfolios. The learner perspective need to
be uploaded either in the course digital wall – PADLET (https://padlet.com/drgvjana/TELLLSL) or in the
course discussion page.
a) List down the skills that student should possess to attend your teaching in the digital learning
environment.
b) Have you in recent years adopted any new technology or online learning or blended in your instruction?
If so, what is the motivating factor to do so.
c) In case, if you adopted technology in your teaching, what were the main difficulties you have faced
during the journey of instruction? Whether your colleagues or academic institution provided enough
support to tackle the situation?
d) During the teaching phase, whether any unintended or unexpected consequences you faced towards
the use of more technology in your teaching?
9
UNIT
1
Digital age and the necessary skills
In the era of technological revolution, the entire mankind is encompassed, immersed and depend
upon the technology. The rate at which the technological innovations is far ahead when compare
to the knowledge/skill updating of the individual learners. The infusion of technology has
revolutionized the various walks of life and everyone felt it is indispensable to live without
technology. Technological innovations lead to massive changes in the economy, in providing
network and communication to each other. The potential of technology enabled teaching, will
facilitate us in establishing the knowledge society, which in turn will help us in improving our GDP
and nation growth. The major challenge exists in equipping our educational institution with digital
learning space or environment. Our educational institutions were built in line with industrial era
rather than a digital era. Thus, teachers and students are faced with a massive challenge of change.
How can we ensure that we are developing the kinds of graduates from our courses and programs
that are fit for an increasingly volatile, uncertain, complex and ambiguous (VUCA) future? What
should we continue to protect in our teaching methods (and institutions), and what needs to
change? There is a transition from chalk and talk to click and talk.
The following skill set is required in the digital era for establishing the sound & healthy knowledge
society:
• communications skills
• the ability to learn independently
• ethics and responsibility
• teamwork and flexibility
• thinking skills (critical thinking, problem-solving, creativity, originality, strategizing)
• digital skills
• knowledge management
The key point here is that content and skills are tightly related and as much attention needs to
be given to skills development as to content acquisition to ensure that learners graduate with the
necessary knowledge and skills to meet the need of digital society.
10
Chapter 19
Technology in Education
Objective: Appropriate integration of technology into all
levels of education - to support teacher preparation and
development; improve teaching, learning and evaluation
processes; enhance educational access to disadvantaged
groups; and streamline educational planning, administration
and management.
India is a global leader in ICT and in other cutting-edge domains such as

space. The Digital India Campaign is helping to transform the entire nation
into a digitally empowered society. Quality education will play a critical
role in this transformation, and technology itself will play an important
role in the improvement of educational processes and outcomes. Thus, the
relationship between technology and education at all levels is bidirectional.
The use of technology in education can be classified broadly into four
categories, three of which are concerned directly with students, teachers
and classroom processes. The first and most important area is teacher
preparation and their CPD. It is essential for teachers to receive adequate
training in how to leverage technology to improve educational outcomes.
Teacher preparation may itself leverage technology (e.g. through the
use of online courses), but the quality of training must be of the highest
quality. A second important area where technology can be impactful is in
the classroom processes of teaching, learning and evaluation. Technology-
based tools must be created in response to challenges in these areas, in a
continuous process. The tools must be carefully evaluated to ensure that they
address the challenges without creating additional new ones. The third area
is the use of technology to improve access to education for disadvantaged
groups, including differently-abled students, girls and women, and students
living in remote areas. The fourth area is the planning, administration and
management of the entire education system.
339
Since technological change is rapid, it is essential to acknowledge key

technology trends in order to identify ways in which education can leverage
not just current technologies but emerging technologies as well. The first
technology trend of relevance is the increasing access to electricity, partly due
to ongoing government initiatives to expand electricity networks, and partly
due to falling costs of locally generated power such as solar energy. In view
of this trend, this Policy advocates focused electrification of all educational
institutions at the earliest, since access to electricity is a basic requirement
for all technology-based interventions. The second technology trend is the
falling cost of computation, data storage, and data connectivity. This trend is
largely driven by market forces, and it enhances the feasability of sophisticated
educational applications that can gather, process and share data (as opposed
to simpler, stand-alone applications). This immediately links to the third
technology trend, namely the increasing importance of data. Not only is it
becoming easier to gather and process data, but tools to perform sophisticated
data analysis are becoming easier to use. It is therefore important to ensure
that data is secured against misuse and that privacy concerns are carefully
addressed. A suitable institution must be empowered to analyse this data and
this task has been assigned to the CESD that is to be set up at NIEPA (see
P6.1.5). Finally, an important technological trend is the accelerated rate at
which disruptive technologies are emerging.
In view of these trends, it is worth highlighting their implications for
infrastructure, end-user hardware, software development, deployment and
data. The use of technology in education is likely to require considerable
investment in basic infrastructure such as electricity, hardware and connectivity.
The bulk of schools and colleges in remote and rural areas do not have access
to the basics (electricity, hardware and reliable connectivity) and, government
must ensure that this situation is remedied at the earliest, if not at the level of
each individual school then certainly at the level of school complexes.
With regards to end-user hardware, it is important to draw a distinction
between institutional devices such as desktop computers, classroom
projectors, WiFi routers, etc. and personal devices (such as smartphones and
laptops). Educational institutions must be allowed to purchase and maintain
institutional devices to support technology-based educational activities such
as blended learning and computer-based laboratories. A key area of concern is
the non-availability of local expertise to help use and maintain all the relevant
hardware and software at these locations. Funding for hiring trained IT staff,
at school complexes for instance, must be provided as needed. However, this
effort can be complemented imaginatively by stationing trained local youth,
either engineers or those with adequate technical training in hardware and
software, at these locations. They must be provided with special, named,
fellowships lasting two to three years during which time they can be associated
with schools, school complexes and other educational institutions in rural
areas to help them with the induction and use of technology. [see P19.4.5]
The success of solutions that require institutional devices has been limited, in
part due to non-uniform availability of resources for procuring them and in
part due the lack of knowhow available locally for maintaining equipment. For
340
this reason, the increasing availability of personal devices needs to carefully

considered. Today, low-cost personal devices provide data communication,
computation and multimedia on a single platform, and students generally
learn to operate them quickly and effectively. Hence, personal devices have
the potential to support technology-based educational interventions. There
is a need to recognise however, that access to such devices is not universal,
and that they can also be addictive and distracting, and hence detrimental
to learning. A well thought out approach to making use of personal devices
in educational institutions is needed.
Several models for the creation of software for education exist, ranging from
software platforms such as SWAYAM commissioned by the MHRD for use
by the entire country, to applications and software developed and tested
by educational institutions such as IIT Bombay that need to be scaled, and
software applications created by entrepreneurs that need to be evaluated
and inducted if found to be useful. Although several innovative software
solutions have been created over the past 2-3 decades and are in use, a
mechansim to drive the cycle of:
• Identifying stakeholder (student, teacher, administrator) needs,

• Creating technology-based solutions that address these needs,
• Assessing these solutions in meaningful pilots, and
• Deploying them at scale, with government funding as needed,
is missing in the system. This lacuna can be filled by setting up of special

body that can be assigned this task (see P19.1.1).
Both top-down and bottom up approaches to software development and
induction need to be supported on a continuous basis. The proliferation of
cloud computing technologies makes it relatively easy to scale successful
software solutions across all educational institutions, either on a State-by-
State basis or at the National level. Examples that illustrate this principle
well include software created as part of the National Mission on Education
through ICT (NMEICT), such as Virtual laboratories that provide remote-
access to laboratories in various disciplines of Science and Engineering, and
Spoken Tutorials that help students learn and use open source software
by listening to audio commentary in Indian languages. Certain types of
educational software can be standardised (at State/National levels), which
can leverage scale to reduce development and operational costs per person/
institution.
Promotion of the use of open source software in education is another area
that requires considerable support, and the existing effort of FOSSEE (Free
and Open Source Software in Education) needs to become much more
widespread. The challenge with the use of free and open source software
of course is the higher level of technical competence that is required at
each individual institution, and this challenge must be addressed too (see
P19.4.5). In addition, there must be active encouragement for faculty in
educational institutions, those who are involved in the development of key
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pieces of software in education, to incubate companies so as to ensure that

these solutions are evaluated and inducted / actively marketed to educational
institutions. In the past, entrepreneurship among faculty, in technology or in
other areas, has been actively discouraged. This is changing now but much
more encouragement is needed for faculty and student teams to engage in
entrepreneurship. Faculty must be rewarded for this in their performance
appraisals.
While it is natural that many software initiatives are seeded by the Government
of India at premier institutions such as IIT Bombay or Homi Bhabha Centre for
Science Education (HBCSE), adequate attention needs to also be paid to the
task of making these software solutions available to all educational institutions
in the country. This can be done in more than one way and the appropriate
choice needs to be made based on considerations of the size of the target group,
the urgency and the costs:
• They can be popularised by the developers themselves as is being done now,

which is best for niche solutions in technology;
• They can be handed over to institutions such as the Centre for Development
of Advanced Computing (CDAC) so that they can maintain them with a
24x7 helpdesk that educational institutions can avail of;
• A new company is incubated by the developer institution to actively
popularise the solution and provide support for adoption and maintenance
to the educational institutions.
PPP models for these can also be explored, and government can also consider
paying for solutions created by the private sector to be deployed at scale.
Recipient educational institutions can either receive budgetary allocations
to evaluate and adopt specific technologies in the ‘PULL’ model), or have it
made available to them through the State or Central government in the ‘PUSH’
model. The two options are useful in different contexts and need to be used
appropriately, else hardware and software will remain unused as it does today
in many institutions.
With regards to data, there are at least three categories to consider. Some data
is personal to individuals - teachers and young students. In order to safeguard
privacy, the strictest possible privacy regime is necessary to ensure that
personal data cannot be shared without the explicit consent of the concerned
individuals or their guardians. Some data pertains to groups of individuals (e.g.
all students in a particular class, or all teachers in a particular institution), and
such data can be shared with appropriate safeguards to ensure privacy. A third
category consists of data generated and consumed by educational applications.
Such applications increasingly use advances in artificial intelligence to grow
in sophistication, and the value of such data is therefore growing. This Policy
recognises the need for an evolving set of guidelines related to such data, to
ensure that it is not misused.
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19.1. Setting up of a new National

Educational Technology Forum
Many experiments and pilot studies on the use of technology for improving
the quality of education in school as well as higher education have been
undertaken all around the country over the last two decades. These need
to be reviewed for their outcomes and carefully evaluated for their benefits,
risks and effectiveness, as well as their potential to scale, in the different
contexts in which they need to be deployed. This is a complex task requiring
a wide range of expertise.
The National Educational Technology

Forum will be a platform for
the free exchange of ideas on
the use of technology to improve
learning, assessment, planning and
administration.
P19.1.1. The National Educational Technology Forum: An autonomous body, the

National Educational Technology Forum (NETF), will be created to provide
a platform for the free exchange of ideas on the use of technology to improve
learning, assessment, planning, administration, and so on. The aim of NETF
will be to facilitate decision making on the induction, deployment, and use
of technology, by providing to the leadership of educational institutions,
State and Central governments and other stakeholders the latest knowledge
and research as well as the opportunity to consult and share best practices
with each other.
P19.1.2. Role and functioning of the National Educational Technology Forum:

The NETF will have the following roles:
a. Provide independent evidence-based advice to Central and State

government agencies on technology-based interventions;
b. Build intellectual and institutional capacities in educational technology;
c. Envision strategic thrust areas in this domain; and
d. Articulate new directions for research and innovation.
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To remain relevant in the fast-changing field of educational technology, the

NETF will maintain a regular inflow of authentic data from multiple sources
including educational technology innovators and practitioners, particularly
at the grass-roots level, and will engage with a diverse set of researchers to
analyse this data. It will act as a forum for harnessing the distributed energy
that democratising technology can unleash, particularly among the youth of
the country who continually prove their capacity to innovate and lead, while
also bringing a scholarly emphasis to ensure that the overall impact of these
efforts is positive.
P19.1.3. Funding and support to the National Educational Technology Forum: To

ensure deep connectivity with the field of education, NETF may be housed
within CIET/ NCERT/ NIEPA or any suitable body determined by the RSA.
While NETF will be supported initially with public funding, it should also be
able to receive funding from other sources such as memberships, and other
neutral technology industry bodies such as NASSCOM among others. The
work of NETF will be supported by decentralised institutional structures at
the State and District levels, whose specifics may be decided by the RSA, in
consultation with the States.
P19.1.4. Collective assessment and adoption of technology solutions: To support

the development of a vibrant body of knowledge and practice, NETF will
organise multiple regional and national conferences, workshops, etc. to solicit
inputs from national and international educational technology researchers,
entrepreneurs and practitioners. NETF will enable educational technology
experts from schools, universities, research institutions and other organisations
to evaluate these inputs against current best practices from multiple
perspectives, including pedagogical, psychological, social and economic, and
distil them into:
a. Necessary interventions, which should complement existing best-practices

and be implemented immediately in specific contexts;
b. Promising interventions, which require additional large-scale studies that
could, for example, be funded by NRF; and
c. Inappropriate interventions, which ought not be considered.
Such analysis will be regularly and publicly disseminated, and may be used
to advise Central and State governmental agencies on all matters related to
educational technology, including interventions that may be continued,
piloted at scale, or discontinued. NETF may also use this analysis to propose
strategic thrust areas and research directions in educational technology for
NRF to consider funding.
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19.2 Approach to the induction of

technology
Global evidence suggests that the effects of technology on classroom
processes and educational outcomes, particularly for very young childen, are
modest and mixed with multiple sociological and psychological side-effects.
However, many other uses of technology, including in teaching, learning and
assessment for older children, have tremendous transformative potential.
Therefore, a positive yet cautious approach to the induction of technology at
scale will be adopted, to ensure that the limited funds available and energies
devoted to educational technology are deployed in an optimal manner.
P19.2.1. Qualified support for educational technology with teachers playing

a central role: All use and integration of technology to improve multiple
aspects of education will be supported and adopted, provided these
interventions have been rigorously and transparently evaluated in relevant
contexts before they are scaled up. Education technology is amongst the
most powerful array of tools and methods that a teacher may potentially use
in her/his work. Teachers will be completely empowered through adequate
training and support to lead the activities and initiatives related to the use of
appropriate technologies in classrooms, and for all other uses of technology
in educational institutions.
P19.2.2. Technology use and integration in educational settings: Technology use

and integration will be pursued as an important strategy for improving the
overall quality of education. Thus, the focus will not just be on creating and
delivering high quality content, but also on using technology to: support
translation of content into multiple languages; assist differently-abled
learners; improve the quality of pedagogy and learning processes through
the use of intelligent tutoring systems and adaptive assessment systems;
create new types of interactive and immersive content (e.g. using augmented
and virtual reality); strengthen educational planning and management and
bring greater transparency and efficiency to the examination system as well
as to administrative and governance processes; assist in the management of
education such as supporting teacher development programmes; and scale up
the ODL system so that it can respond to the growing demand for education
from all age groups, across school education, higher education, professional
and vocational education, adult education, and lifelong learning.
P19.2.3. Centres of Excellence in Educational Technology: Centres of Excellence in

Educational Technology will be established at prominent Universities and
other institutions to perform research as well as support functions for the
uptake of appropriate technology solutions. These Centres of Excellence
will be represented at the NETF and they will engage themselves in a two-
way interaction with other members of the NETF for sharing of knowledge
and knowhow.
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P19.2.4. General guidelines for technology-based interventions: Three main

components will form an integral part of most technology-based interventions:
hardware, software and data. In general, the following guidelines will be used.
Exceptions to these guidelines, if any, will be carefully and publicly justified.
a. Hardware: Commodity hardware solutions such as cloud-based commercial

infrastructure and personal computing devices for end-users will be
preferred.
b. Software: Software for educational use will preferably be FOSSEE. Where
necessary, the government will pay for professionally developing and
maintaining the software, and will acquire the rights to distribute it to
learners, teachers and institutions for free-and-unlimited offline usage.
Steps will be taken to ensure that this software remains compatible with
popular and affordable end-user computing devices.
c. Data: All public data will be owned by the government and will be used for
improving educational standards (see Section 19.6). Individuals will retain
full ownership of their own data, which may not be used without their
explicit permission. In line with the Open Data Initiative, educational data
that has been anonymised, as per the best-practice in data security, will be
made publicly available on a regular basis for research purposes.
19.3 Teacher preparation and continuous

professional development
A very large effort towards the CPD of teachers will be needed if the
implementation of this Policy is to succeed. Many online learning experiments
do not work very well for first-time student learners who really need a classroom
environment that provides oportunities for peer learning, as well as mentoring
and guidance from faculty. However, this is not true for existing faculty who
are mature enough to be able to make the most of online courses. Most faculty
members will require upgradation of their subject knowledge, which can just
as well be done through online education.
With regard to school teacher preparation through the four-year integrated
B.Ed. programme, the considerations are similar to all undergraduate
programmes. Online, open and distance education, can both be used, but
extremely judiciously. Teachers will also need to be prepared to use education
technology in classrooms.
P19.3.1. Teacher preparation in the use of educational technology: To skill teachers

at all levels in the use of educational technology, all teacher preparation
programmes will include hands-on training in leveraging technology-based
resources, including addressing common problems related to connectivity,
maintenance of equipment and its safe operation, pedagogical strategies for
utilising e-content (including conducting classes effectively in a flipped mode
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and leveraging MOOCs), and using appropriate tools to enhance teaching-

learning processes (e.g. tools to assist CWSN and tools to help teachers
reflect on their pedagogical styles by capturing classroom practices).
Videos in the open educational repository (see P19.5.2) will be used for
teacher training discussions in every subject. Appropriate technology-based
tools will be developed to assess competencies of teacher trainees, including,
but not limited to, competence in the use of educational technology for
improving teaching, learning, and evaluation processes.
Initially, a large number of certified master teachers will be trained to
provide training to all teacher trainees in a phased manner. Hence, a suitable
initiative will be launched and run in a mission mode for 5-6 years by the
CIET.
P19.3.2. Use of educational technology for continuous teacher professional

development: An online training platform - linked to appropriate
mechanisms to certify trainees in specific areas - will be developed to
empower in-service teachers at all levels of education to stay at the cutting
edge of pedagogical techniques.
Since teachers will have increasing access to personal computing devices
(e.g. smartphones), all in-service teachers will be provided with sufficient
connectivity to access this training platform, explore high quality online
educational resources to incorporate into their pedagogy, and participate in
online teacher communities where best practices can be shared. The online
platform will also allow teachers to share ideas and showcase their pedagogy;
teachers with outstanding portfolios will be awarded due recognition,
including financial support for participating in national and international
training sessions, conferences, workshops, etc., and invitations to present
their work at NETF events.
P19.3.3. Specific technology related policy actions: The necessary interventions

must include customised courses for faculty development programmes on
a platform such as SWAYAM. Both for school teachers and for faculty in
higher education, SWAYAM can cover the theoretical aspects of learning.
At the same time, DIETs and and HRDCs will continue to provide academic
support to school teachers and faculty in higher education, respectively.
The course contents must be reengineered for the online mode and not be
simply recordings of classroom interactions. Similarly, the assessment for
certification must be designed in a way that is convenient for teachers, but
also rigorous enough to create value.
The development and widespread use of teacher professional learning
communities, where teachers can interact with other teachers teaching the
same subjects and exchange knowhow, experience, and even educational
content is a promising intervention that is already in use in some States with
great impact. This must be encouraged and expanded to cover many States
and different subjects.
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19.4 Improving teaching, learning and

evaluation processes
The Internet is a veritable treasure house of text, audio and video that can
be used for educational purposes. Availability of an adequate number of
access devices (rapidly becoming smart phones or iPads and equivalents) and
controlled access (for safety purposes) to the Internet can empower teachers as
well as students to make use of these resources and even contribute to creating
more. They can engage in many forms of active learning, using the available
material to do projects, engage in self as well as group learning methods that
can completely transform the delivery of education from the present ‘chalk-
and-talk’ models prevalent in most classrooms in India today.
P19.4.1. Integrating educational technology into the school curriculum: To prepare

school students for the digital age and bolster efforts in STEAM (Science,
Technology, Engineering, Art & Design, and Mathematics) education, the
following steps will be taken:
a. From age 6 onwards, computational thinking (the thought processes

involved in formulating problems and solutions in ways that computers can
effectively execute) will be integrated into the school curriculum. This is
a fundamental skill in the digital age, and it can be effectively taught with
well-designed paper worksheets.
b. Given the diffusion of devices and their affordability, all students are likely
to have access to connected personal computing devices by 2025. The
school curriculum will promote digital literacy using these personal devices
as well as available digital infrastructure (computer laboratories, tinkering
laboratories, makerspaces, etc.).
c. The school curriculum will offer optional subjects focused on programming
and other advanced computer-based activities at the late upper primary and
secondary stages.
P19.4.2. Developing educational software: A rich variety of educational software will

be developed and made available for students and teachers at all levels. All such
software will be available in all major Indian languages and will be accessible
to a wide range of users including CWSN and differently-abled students, and
will include:
a. Software to assist learners with disabilities (e.g. text-to-speech software in

all major Indian languages for blind/partially sighted students).
b. Intelligent Tutoring Systems to promote numeracy and foundational
literacy in all major Indian languages.
c. Educational software in the form of serious games, simulations, and
applications using augmented and virtual reality.
d. Software to create personalised learning trajectories for each learner based
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on curriculum, with content (readings, videos, interactive worksheets,

etc.) arranged in learning ladders.
e. Adaptive assessment tools that provide formative feedback to help
learners take remedial steps, such as self-study or learning collaboratively
with fellow students.
Software to help teachers create adaptive assessments, formative as well as

summative, evaluate the assessments, and provide appropriate feedback to
learners. Such assessments will minimise the importance of rote memory,
and will instead focus on 21st century skills including critical and creative
thinking, communication, and collaboration. Data generated by such tools,
that reflects the performance of individual learners and overall institutional
performance, will be appropriately recorded in the NRED for subsequent
analysis and research (see P6.1.5).
P19.4.3. Video viewing equipment: For maximal use of content in the open
educational repository, institutions will be supported with inexpensive and
portable video viewing equipment (e.g. solar powered video playback and
projection devices). Teachers will be encouraged to integrate such videos
into teaching-learning processes, along with their own teaching, where ever
they add value.
P19.4.4. Advanced online courses: Educational institutions will be encouraged to

offer course credits to students who complete specified courses (especially
advanced electives) online, e.g. via SWAYAM or other such platforms
developed in the future. This will include courses on topics such as IT
Enabled Services (ITES) and other such areas of vocational education and
adult education that can benefit from online courses.
P19.4.5. Support for appropriate information and communication technology

usage: Most educational institutions have difficulty maintaining and using
their hardware and software. This problem can be addressed through the
creation of a large number of prestigious ‘IT Ambassador’ Fellowships for
students who have completed their senior secondary courses. They can
support school complexes with managing their IT infastructure in a version
of rural service that is similar to military service in some countries. Computer
hardware and maintenance, as well as training in software installation and
maintenance (especially for open-source software) must be taught to these
students. As far as possible, local people must be given these Fellowships.
This will also help promote entrepreneurship among these Fellows at a later
date.
P19.4.6. Specific technology related policy actions: These are split into two groups,
the necessary interventions and the promising interventions. Some of
the necessary interventions in teaching, learning and assessment are the
following:
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a. Content repositories in Indian languages for educational content: along

with editorial processes for uploading content, and rating methods that will
allow the best content to surface to the top. The content must be made
available under the Creative Commons Licensing. The National Repository
for Open Educational Resources (NROER) is one such example, but it needs
to be supplemented with much more awareness building so that a lot more
content comes online and more people find it useful. A suitable financial
model to sustain such a repository needs to be selected. The content
repository could optionally be integrated with payment systems so that, in
time, content creators can be compensated in a small way for contributing
content. This will incentivise many teachers to create innovative age
appropriate content. The decision to create separate repositories for each
State, or hold all content in a single repository, can be made by the NETF
based on appropriate financial models.
b. Machine translation of content uploaded into any content repository:
This should be supplemented with editorial processes to check the quality
of translation, so that good quality content in any language can be translated
into multiple Indian languages.
Some of the promising interventions are the following:
c. Publishing software for educational material: Teachers must be able

to compile free content from one or more content repositories to devise
interesting courses for which material can be shared with students in pdf
form. Many older universities have printing divisions which can be used to
print relatively inexpensive hard copies of educational material for students
who would like to have them.
d. Online assessments: Assessments can be partly online multiple-choice
examinations combined with projects and other hands on work that
is evaluated separately by teachers. Some app-based multiple-choice
examination systems are already available now that make it very easy for
faculty to conduct quizzes.
19.5. Enhancing educational access

Appropriate use of ICT can help ensure that no student is left behind, by
helping to reach students in remote areas, women, CWSN, students who have
dropped out of schools, adults, and many others looking for lifelong education.
However, it is critical that educational content for these purposes is developed
keeping the specific requirements in mind.
P19.5.1. Access to technology in remote areas: School complexes must become the
nodal agency for reaching out to the unreached. For this, they must be equipped
with electricity, computers/ smart phones or other access devices, and Internet
access else the promise of reaching the unreached will not be realised.
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P19.5.2. High quality specialised content to be made available in open educational

repositories: To ensure that all learners have access to high quality educational
content, copyright-free educational resources including textbooks, reference
books, videos (ideally with subtitles), teaching-learning materials, etc. will
be created and curated from national and global sources at all levels of
education and in multiple Indian languages, and made available in a single
online digital repository e.g. the National Digital Library or NROER. This
repository must be organised so that anyone can quickly and easily locate
and download all relevant content. In order to reach the maximum number
of students and teachers, distributing this content in any form for a nominal
fee will be facilitated and encouraged.
P19.5.3. Maintaining content quality: It is critical to ensure that the repository in

P19.5.2 remains a high quality and up-to-date resource so that it will be of
value not only to teachers and students in the formal education system, but
will also be a powerful enabler of lifelong learning. Hence a mechanism
for creating and reviewing these learning resources will be devised (e.g.
through online feedback on quality, relevance, and usefulness of content
from users, both teachers and students, as well as competitions leading to
national recognition for outstanding content creation). Thus, the platform
will showcase the work of the best teachers, teaching in exemplary styles,
across the country in every subject, level, and language. The platform itself
(as in the case of all shared resources) once piloted and identified to be more
widely usable by NETF, must be maintained by specialist organisations such
as the CDAC or by private industry. The funding for this kind of professional
maintenance of shared resources will be provided by the Central government.
P19.5.4. Development of tools for automated language translation of educational

content: NRF will prioritise research and development of tools for automated
and/or crowd-sourced language translation of educational content into all
major Indian languages, so that additional content created in one language
can be made rapidly available in other languages.
P19.5.5. Specific technology related policy actions: In terms of necessary

interventions, software for adaptive learning for children of all ages with
special needs must be prepared. Considerable research into pedagogy will be
required for this purpose, and this can be funded by NRF at the Departments
of Education in universities. Similarly, with intelligent tutoring systems, and
many others.
The NRED will maintain all records related to institutions, teachers and
students in digital form.
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19.6. Streamlining educational planning

and management
Arguably, the most important benefits from ICT are in the area of governance
and management, where ICT tools can help with data-gathering and analysis,
and record-keeping. ICT can also help in mainstreaming education by providing
relatively simple and inexpensive solutions to problems that have plagued the
sector for a long time, such as the problem of fake degrees among others.
P19.6.1. National Repository of Educational Data: ICTs will be fully leveraged for
efficient and safe maintenance of educational information. All records related
to institutions, teachers, and students will be maintained by a single agency
in digital form in the NRED, which may be set up as part of the Digital India
programme (see P6.1.5). NRED will be tasked with:
a. Developing appropriate systems for authorised institutional users to enter

and update data. Teachers would be asked to enter data at most four times
per year, in order to ease the significant burden on teachers in collecting,
managing and transmitting data on an ongoing basis. This will be the only
mechanism for institutions to disclose data to government agencies (both
State and Central) for purposes of monitoring, accreditation, ranking,
rating, and eligibility for government schemes.
b. Validating employment records of teachers and credits earned by learners
(who will be, e.g. identified by their Aadhar numbers). This will simplify
the process for learners and teachers seeking scholarships, employment,
transfers between institutions, and re-entry into the education system. It
will also minimise the manual effort in tracking details of students and
teachers.
c. Complementing efforts to assess learning outcomes (e.g. NAS) by analyzing
the performance of individual learners and institutions, and attempting to
predict failures to meet outcomes so that proactive assistance measures can
be undertaken.
d. Maintaining records while adhering to national norms, best-practices, and
laws related to privacy of data. Practices based on “security by obscurity” will
be explicitly rejected. This Policy further states that laws be strengthened to
preserve the privacy of all individuals at the earliest.
e. Developing appropriate mechanisms to ensure the timeliness and reliability
of data, so that policies can be based on high quality data. Current best
practices employed by State and Central agencies can be studied and used
as a baseline.
f. Alerting concerned governmental agencies about important trends (both
positive and negative) as they are developing, for immediate action where
necessary, and making these analyses public on an annual basis. These
analyses will also include assessments of the quality of school education at
the district level.
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g. Monitoring migrant learners, and tracking their health and educational

progress in order to mitigate the negative impact of disruptions to their
well-being due to frequent displacement.
The National Repository of

Educational Data will maintain
all records related to institutions,
teachers and students in digital form.
P19.6.2. Technology for improving governance and administration: Educational

information management systems for community monitoring will
be created and integrated with NRED. These systems will be used to
streamline manual processes related to educational planning, admissions,
attendance, assessments, etc. Local communities, panchayats, and SMCs
will be able to look at the data and make sense of it themselves. ICT-based
tools will be used immediately for all administrative tasks where they can
improve efficiency and accuracy, including systems related to admissions,
scholarships, assessments, counselling, placements, accreditation, etc. ICT
will also be used for more efficient information dissemination and data
gathering towards decision making. To facilitate information exchange
between stakeholders, all educational institutions will provide all relevant
stakeholders (students, parents, teachers, staff, etc.) with access to official
institutional communication channels (e.g. institutional email).
P19.6.3. Specific technology related policy actions: Well over 30 years after the advent
of email, many of our educational institutions do not offer institutional email
to their faculty and students. The efficiency of communications that can be
brought in through institutional email and list servers must be provided to
all educational institutions without any further delay.
The problem of fake degrees can now be solved very elegantly by the new
Blockchain technology. Each State government must commission its own
depository of certificates, like the ‘National Academic Depository’, for all
educational institutions within the States.
A considerable degree of computerisation of the administration and
management of education has already taken place, with many aspects such
as admissions, student records and even online assesment of examinations
taking place in many universities in the State. These need to be scaled out to
all educational institutions.
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19.7. Disruptive technologies

Technology is increasingly disrupting multiple aspects of human society,
including education. Some disruptive technologies will have clear applications
to education, and methods to integrate such technologies into the education
system through the involvement of the NETF have alredy been discussed. This
section focuses on policies to address the broader consequences of disruptive
technologies that are relevant to education, namely research, de-skilling, and
awareness raising.
When the National Policy on Education 1986/1992 was formulated, it was
difficult to predict the disruptive effect that the internet was about to have,
particularly in boosting the development rates and impacts of other disruptive
technologies. Our present education system’s inability to cope with these
rapid and disruptive changes places us (individually and nationally) at a
perilous disadvantage in an increasingly competitive world. For instance, while
computers have largely surpassed humans in leveraging factual and procedural
knowledge, our education at all levels excessively burdens students with such
knowledge at the expense of developing their higher order competencies.
This Policy comes at a time when the Fourth Industrial Revolution is already
underway, and disruptive technologies such as artificial intelligence have
emerged. At its core, artificial intelligence lowers the cost of prediction tasks
that use existing data (such as, “This patient’s symptoms”) to fill information
gaps (such as, “What disease does this patient have?”). As the cost of artificial
intelligence based prediction falls, artificial intelligence will be able to match
or outperform even skilled professionals such as doctors in certain predictive
tasks and will therefore be a valuable aid to them in their work. Hence, artificial
intelligence’s disruptive potential is clear.
NITI Aayog recently produced a timely discussion paper entitled “National
Strategy for Artificial Intelligence: #AIForAll”, drawing on several prior
investigations by MHRD and other national and international institutions,
to identify challenges in leveraging artificial intelligence in India, and to
articulate a national perspective and action agenda for artificial intelligence.
This Policy broadly endorses the recommendations of NITI Aayog that pertain
to education. It further notes that artificial intelligence provides an excellent
example of how the Policy actions related to disruptive technologies can be
applied to specific technologies. Thus, each of the Policy actions below is
followed by comments on its application to artificial intelligence.
Other disruptive technologies such as Blockchain and Virtual Reality are just
two of the many new technologies that are likely to have a sizeable impact on
education.
P19.7.1. Monitoring potentially disruptive technologies: One of the permanent

tasks of the Advisory Council of the RSA (see Chapter 23) will be to categorise
emergent technologies based on their potential and estimated timeframe for
disruption, and to periodically present this analysis to the RSA. Based on these
inputs, the RSA will formally identify those technologies whose emergence
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demands responses from the education system. Given the increasing pace of
technological development, the traditional cycle of education policy revision
may be too slow to respond to such disruptions. The Advisory Council
of the RSA will propose technology-specific responses based on national
and international perspectives, which will be refined in consultation with
academia, industry and the wider public. These responses will be guided by
the EC of the RSA. While some agility in the education system is necessary, the
need for careful deliberation while assessing a specific technology’s disruptive
potential is well illustrated by artificial intelligence (which encompasses
several distinct technologies). Decades ago, some experts viewed rule-based
expert systems as an imminent disruptive artificial intelligence technology.
Artificial intelligence’s recent gains are in fact based on different techniques
developed in the 1990s (multilayer neural networks with feedback) and were
primarily triggered by recent advances in computation and the availability of
large data-sets. NITI Aayog’s discussion paper models one way in which the
Advisory Council can propose technology-specific policy changes.
P19.7.2. Research in disruptive technologies: In response to the RSA’s formal

recognition of a new disruptive technology, the NRF will initiate or expand
research efforts in appropriate areas including fundamental research in
the domain, advancing the technology’s development, and assessing the
technology’s socio-economic impact. For certain disruptive technologies,
NRF may fund mega-projects with international collaborations.
In the context of artificial intelligence, the NRF may consider a three-

pronged approach:
a) Advancing core artificial intelligence research,
b) Developing and deploying application-based research, and
c) Establishing international research efforts to address global challenges in
areas such as healthcare, agriculture, and climate change using artificial
intelligence.
P19.7.3. Skilling and re-skilling: The new institutional structure in higher education
is well suited to skilling students and re-skilling the current workforce
rapidly. Type 1 and Type 2 institutions will play an active role not only in
conducting research on disruptive technologies, but also in creating initial
versions of instructional materials and courses (including online courses) in
cutting-edge domains and assessing their impact on specific areas such as
professional education. Once the technology has attained a level of maturity,
Type III institutions are ideally placed to scale these teaching and skilling
efforts, which will include targeted training for job readiness. Disruptive
technologies will make certain jobs redundant, and hence approaches to
skilling and de-skilling that are both efficient and ensure quality will be of
increasing importance to create and sustain employment. Institutions will
have autonomy to approve institutional and non-institutional partners
to deliver such training, which will be integrated with skills and higher
education frameworks.
355
In the context of artificial intelligence, Type I and Type II institutions may

offer PhD and Masters programmes in core areas (such as Machine Learning)
as well as multidisciplinary fields (“artificial intelligence + X”) and professional
areas (healthcare, agriculture and law). They may also develop and disseminate
authoritative courses in these areas via platforms such as SWAYAM. For rapid
adoption, Type III institutions may initially blend these online courses with
traditional teaching in undergraduate and vocational programmes. Type
III institutions may also offer targeted training in low-expertise tasks for
supporting the artificial intelligence value chain such as data annotation,
image classification and speech transcription. In the context of Natural
Language Processing (NLP), certain low-expertise tasks (such as translating
simple sentences) may also be valuable from a pedagogical standpoint. Thus,
efforts to teach languages to school students should be dovetailed with efforts
to enhance NLP for India’s diverse languages.
P19.7.4. Raising awareness: As disruptive technologies emerge, schooling and
continuing education will assist in raising the general populace’s awareness
of their potential disruptive effects, and will also address related issues. This
awareness is necessary to have informed public consent on matters related
to these technologies. In school, the study of ethical issues (see Section 4.6.8)
and current affairs (see Section 4.6.10) will include a discussion on disruptive
technologies such as those identified by RSA. Appropriate instructional and
Data is a key fuel for artificial intelligence based technologies, and it is critical
to raise awareness on issues of privacy, laws and standards associated with data
handling and data protection, etc. It is also necessary to highlight ethical issues
surrounding the development and deployment of artificial intelligence based
technologies. Education will play a key role in these efforts to raise awareness
around these issues.
356
UNIT
1
Digital Natives & Digital Immigrants
The current generation learners/students are somewhat different today, they are always immersed in and
deeply engrossed to the digital technology, and in particular social media: instant messaging, Twitter, video
games, Facebook, and a whole host of applications (apps) that run on a variety of mobile devices. Such
students are constantly ‘on’. Most students come to university or college immersed in social media, and
much of their life revolves around such media. They prefer to look the life and education from a different
perspective and also learn fundamentally different. They expect to use social media in all other aspects
of their life. Why should their learning experience be different? It may seem obvious that different students
will have different preferences for different kinds of technology or media. The design of teaching would
cater for these differences. Thus, if students are ‘visual’ learners, they would be provided with diagrams
and illustrations. If they are auditory learners, they will prefer lectures and podcasts. It might appear then
that identifying dominant learning styles should then provide strong criteria for media and technology
selection. However, it is not as simple as that. Hence, we recommend the teachers to deploy the VARK
analysis in the class and understand the characteristics of the learners.
The terms “digital native” and “digital immigrant” are invented by Marc Prensky. He proclaimed that
digital natives and digital immigrants perceive and use technology in different ways as well as in learning.
New technologies have been a defining feature in the lives of younger generations in a way that they
predict a fundamental change in the way young people communicate, socialize, create and learn. The
Internet has reshaped the way we search for information and the way we think.
Digital natives see everyone on the equal level and are not dividing the world into hierarchies, they view
the world horizontally. They cross boundaries and embrace the benefits of sharing with each other. Those
values exist because of what they are driven by. We can learn a lot about digital native generations
because their world is a genuine democracy and equality. They reject centralized and control-based forms
of governance. More aggressive, competitive and result-obsessed generation, the advantage is their
productivity. The difference between digital natives and digital immigrants is that digital immigrants are
goal oriented and digital natives are value oriented. Digital natives like to parallel process and multi-task.
Because of interacting with technology, digital natives “think and process information fundamentally
differently” (Prensky) to digital immigrants. Digital natives, according to Prensky, process information
quickly, enjoy multi-tasking and gaming, while digital immigrants process information slowly, working on
29
UNIT
1
one thing at a time and do not appreciate less serious approaches to learning. This divide, Prensky argued,
is the greatest problem facing education today and teachers must change the way they teach in order to
engage their students. Children raised with the computer think differently. They develop hypertext minds.
There is a need for education to change in order to create better generation expectations. Prensky
claims the digital native is becoming the dominant global demographic, and the digital immigrant
is in decline.
The thing is that digital natives first check their social platforms, not TV. They would rather be engaged
than marked to something, they do not care if the content is professionally produced, but that it is
authentic and on their level. They develop their culture — IT culture.
Reflection of learning: Activity # 2: Identify your learning style:

VARK tells you something about yourself that you may or may not know. It can be used to
understand yourself. It is a short, simple inventory that has been well-received because its
dimensions are intuitively understood and its applications are practical. It has helped people
understand each other and assists them to learn more effectively in many situations.
The VARK Questionnaire Scoring Chart Use the following scoring chart to find the VARK
category that each of your answers corresponds to. Circle the letters that correspond to your
answers e.g. If you answered b and c for question 3, circle V and R in the question 3 row.
Scoring Chart
Question A B C D Question A B C D
1 K A R V 9 R A K V
2 V A R K 10 K V R A
3 K V R A 11 V R A K
4 K A V R 12 A R V K
5 A V K R 13 K A R V
6 K R V A 14 K R A V
7 K A V R 15 K A R V
8 R K A V 16 V A R K
30
UNIT
1
1. You are helping someone who wants to go to your airport, the center of town or railway
station. You would:
a. go with her.
b. tell her the directions.
c. write down the directions.
d. draw, or give her a map.
2. You are not sure whether a word should be spelled `dependent' or `dependant'. You
would:
a. see the words in your mind and choose by the way they look.
b. think about how each word sounds and choose one.
c. find it online or in a dictionary.
d. write both words on paper and choose one.
3. You are planning a vacation for a group. You want some feedback from them about the
plan. You would:
a. describe some of the highlights.
b. use a map or website to show them the places.
c. give them a copy of the printed itinerary.
d. phone, text or email them.
4. You are going to cook something as a special treat for your family. You would:
a. cook something you know without the need for instructions.
b. ask friends for suggestions.
c. look through the cookbook for ideas from the pictures.
d. use a cookbook where you know there is a good recipe.
5. A group of tourists want to learn about the parks or wildlife reserves in your area. You
would:
a. talk about, or arrange a talk for them about parks or wildlife reserves.
b. show them internet pictures, photographs or picture books.
c. take them to a park or wildlife reserve and walk with them.
d. give them a book or pamphlets about the parks or wildlife reserves.
6. You are about to purchase a digital camera or mobile phone. Other than price, what would
most influence your decision?
a. Trying or testing it.
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UNIT
1
b. Reading the details about its features.
c. It is a modern design and looks good.
d. The salesperson telling me about its features.
7. Remember a time when you learned how to do something new. Try to avoid choosing a
physical skill, eg. riding a bike. You learned best by:
a. watching a demonstration.
b. listening to somebody explaining it and asking questions.
c. diagrams and charts - visual clues.
d. written instructions – e.g. a manual or textbook.
8. You have a problem with your heart. You would prefer that the doctor:
a. gave you a something to read to explain what was wrong.
b. used a plastic model to show what was wrong.
c. described what was wrong.
d. showed you a diagram of what was wrong.
9. You want to learn a new program, skill or game on a computer. You would:
a. read the written instructions that came with the program.
b. talk with people who know about the program.
c. use the controls or keyboard.
d. follow the diagrams in the book that came with it.
10. I like websites that have:
a. things I can click on, shift or try.
b. interesting design and visual features.
c. interesting written descriptions, lists and explanations.
d. audio channels where I can hear music, radio programs or interviews.
11. Other than price, what would most influence your decision to buy a new non-fiction book?
a. The way it looks is appealing.
b. Quickly reading parts of it.
c. A friend talks about it and recommends it.
d. It has real-life stories, experiences and examples.
12. You are using a book, CD or website to learn how to take photos with your new digital
camera. You would like to have:
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UNIT
1
a. a chance to ask questions and talk about the camera and its features.
b. clear written instructions with lists and bullet points about what to do.
c. diagrams showing the camera and what each part does.
d. many examples of good and poor photos and how to improve them.
13. Do you prefer a teacher or a presenter who uses:
a. demonstrations, models or practical sessions.
b. question and answer, talk, group discussion, or guest speakers.
c. handouts, books, or readings.
d. diagrams, charts or graphs.
14. You have finished a competition or test and would like some feedback. You would like to
have feedback:
a. using examples from what you have done.
b. using a written description of your results.
c. from somebody who talks it through with you.
d. using graphs showing what you had achieved.
15. You are going to choose food at a restaurant or cafe. You would:
a. choose something that you have had there before.
b. listen to the waiter or ask friends to recommend choices.
c. choose from the descriptions in the menu.
d. look at what others are eating or look at pictures of each dish.
16. You have to make an important speech at a conference or special occasion. You would:
a. make diagrams or get graphs to help explain things.
b. write a few key words and practice saying your speech over and over.
c. write out your speech and learn from reading it over several times.
d. gather many examples and stories to make the talk real and practical.
Reflection Of Learning (Activity # 3: To Explore: What Is Technology Enabled Learning?)
Put yourself in the place of student so that you may understand what he learns and the way he
understands it.
Hard but True Facts of Life
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UNIT
1
# 1: What students learn is always less than what we teach.
# 2: How much they learn is determined by their
a) Native ability ; b) Background in the course topic ; c) Motivation for taking the course
d) Match between their learning style and our teaching style.
# 3: We can’t do much about their ability, background, motivation, or learning style.
Questions to be explored:
1. What is the Conclusion to maximize student learning?
2. What are the different ways students take in information and process it?
3. Which learning styles are favored by (i) most students, (ii) the teaching styles of most
professors?
4. What are the consequences of mismatches between teaching and learning styles?
34
UNIT
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5. What can we do to reach students with the full spectrum of learning styles?
6. What can we do to empower faculty members with the full spectrum of technology enabled
teaching?
35
UNIT
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Assignment # 1: Watch – Think - Reflect
Kindly watch the TED Talk and reflect your thoughts about the documentary “changing
education paradigms” spurred by Sir Ken Robinson's video.
1. What is the main take away message from this talk?
2. When and why should we change what we are doing in education?
3. What are your beliefs about your ability to deliver effective instruction while operating
under education institute reforms?
4. We need your views about how your own efficacy will influence student learning?
5. Sir Ken Robinson provides lots of problems with the American education system. What
is your perspective about your (learner) country education system?
36
UNIT
1
Assignment # 2: Think – Pair – Share – Review of the article:
We target at providing a list of readings that are of good quality, essential and reasonable to the
workload we promised. So, we have been very selective when identifying the readings. Most of
them are extensive reviews or contain an extensive review. They are all scholarly written and
evidence-based.
As we have been very selective, there are only limited numbers of readings for the whole course.
Therefore, the references are not labeled as “compulsory reading” or “highly recommended
reading” as I discussed in Compiling Course Outline. All readings are essential.
We deeply understand that not every participant has the access to the electronic resources in
order to identify the paper we list. So, we tried our best to find articles that can be openly
accessed. While such papers are available, we make recommendation as an alternative option.
We will continue to search for such kind of paper and add them to the list. If you come across
any good article, which is scholarly, evidence-based, and of good quality, please recommend it to
us.
Compulsory Reading
Kenn Fisher, Technology-enabled active learning environments: an appraisal, CELE Exchange

2010/7 © OECD 2010; ISSN 2072-7925
Highly recommended reading

Cassidy, S. (2004). Learning Styles: An overview of theories, models, and measures. Educational
Psychology, 24(4), 419-444.
This paper provides an overview of several key learning style theories, clarifying the common areas of
ambiguity. It is very useful for the teachers who are new to the area and teaching.
Curry, L. (1983). An organization of learning styles theory and constructs. ERIC Doc, 235, 185.
This paper reorganizes different learning styles constructs into one structure. Using the metaphor of onion,
Curry made it easy for the practitioners to understand the style concepts.
37
ISSN 2072-7925
CELE Exchange 2010/7
© OECD 2010
Technology-enabled active
learning environments:
an appraisal
By Kenn Fisher, University of Melbourne, Australia
This article examines the emergence of technology-enabled active learning environments and the
reasons for their appearance. It explores three case studies and considers how effective they are in
enhancing teaching and learning outcomes.
The recent advent of wireless broadband Internet access and mobile communications devices
has provided remarkable opportunities for 21st century blended learning models – simultaneous
online and face-to-face – and seriously called into question the industrial-age traditional “egg crate
classroom” model of teaching and learning. It has also enabled the emergence of a true synchronous/
asynchronous and virtual/physical matrix of learning opportunities for which our existing built learning 1
environment infrastructure is not well suited.1
In response to these developments, many innovative learning environments are being trialed. These
include an increasing focus on the “third space” which supports social forms of student interaction.
The important issue here, especially in universities, is that students can now learn off-campus on line.
Figure 1. Blended learning matrix combining face-to-face physical and online learning
Virtual and physical online learning, time dependent and time independent
Synchronous Asynchronous
Site-specific signage
Face-to-face Exhibitions
Local
meeting places Installations
White board
Internet
Telephone video conference Web
Remote Textmessages
Shared cyberlinks Virtual studio
“Google it”
Source: Mitchell, W. (2003).
1. Mitchell, W. (2003), “21st Century Learning Environments”, presentation at a workshop on new learning environments at Queensland
University of Technology in conjunction with K. Fisher.
This is forcing us to rethink the nature of the 21st century campus, and more specifically what physical
attributes need to be provided to encourage students to attend campuses and to actually meet face-to-
face with their colleagues, rather than interacting through the now prevalent social networking tools.
Interestingly, many of these spatial developments are being instigated – through initiatives lead by
information technology and communications departments – particularly in universities and increasingly
in further education and schools.2
LEARNING TECHNOLOGIES
The above developments are blurring the boundaries between what has traditionally been seen as the
“built learning environment” and the information and communications technologies that support those
spaces. The rapidly emerging models of “technology enhanced learning environments” (TEAL) – first
introduced at MIT in 20033 – emphasises that acoustics, furniture, lighting (both natural and artificial),
mobility, flexibility, air temperature and security must support the educational technologies being
designed for those spaces. The traditional physical elements are technologies as well, but increasingly
these are interdependent with ICTs and audio-visual educational technologies.
In my view, all of these elements should be integrated under the one heading of “learning technologies”
and be considered within the same framework, whether it be budget, design, maintenance or flexibility.
The key issue is that the life cycle of each element and how these vary must be attended to in such a way
that all elements are up to date.4 “Stuff”, as Brand calls the moveable elements, includes technologies
2
such as computers which tend to have a life cycle of 3 years. The space plan may well be 7 years, the
services 10-20 years whilst the structure could be in excess of 100 years. We are, of course, finding that
inserting these new technologies into existing buildings, and especially heritage buildings, is complex.
Figure 2. Stewart Brand’s hierarchy of core building elements
Stuff
Space plan
Services
Structure
Skin
Site
Source: Brand, S. (1995), How Buildings Learn: What Happens After They’re Built, p. 15.
2. See a) Higher Education Funding Council for England (HEFCE) on behalf of JISC (2006), “Designing Spaces for Effective Learning”,
www.jisc.ac.uk/uploaded_documents/JISClearningspaces.pdf; b) Education.au Limited (2009), “21st Century Leaning Spaces”, www.educationau.
edu.au/learning-spaces; c) Scottish Funding Council (2006), “Spaces for learning: a review of learning spaces in further and higher education”,
www.jiscinfonet.ac.uk/Resources/external.../sfc-spaces-for-learning.
3. Technology-enabled active learning (TEAL) is a teaching format that merges lectures, simulations and hands-on desktop experiments to
create a rich collaborative learning experience; see web.mit.edu/8.02t/www/802TEAL3D/teal_tour.htm.
4. Brand, S. (1995), How Buildings Learn: What Happens After They’re Built, Penguin.

LEARNING AND TEACHING

It is paramount that these new innovations align the physical space with the educational technologies
so that both can support the pedagogies envisaged for those spaces. It is critical that this happen; after
all, the traditional classroom had to evolve from simply meeting the didactive teaching methods which
predominated prior to the emergence of significant educational technology.
I believe that the limitations of the traditional classroom in supporting these learning approaches is a cause
of concern, whether they be in the form of lecture theatres and seminar/tutorial rooms in universities,
or closed boxes for 25-35-40-45 students in schools (depending on the relevant country). The closed
classroom represents a physically outdated teaching model which does not match the inter-connected
virtual world we now live in. Students are learning collaboratively through a vast array of informal learning
spaces both on and off campus, yet are still crammed into outdated traditional models. What we know as
the “knowledge age” is rapidly morphing into a “creative age” yet classrooms, according to the students
I have surveyed, are the least creative space they can learn in.
These learning spaces need to adapt to meet the emerging needs of a wide range of pedagogies. 3
This concept is reflected in the Australian Learning and Teaching Council’s5 recent appointment of
15 discipline-specific teaching and learning advisors.
Although the original TEAL model noted above was launched to rejuvenate the teaching of Physics 1 at
MIT, many versions of it have proliferated in geology, chemistry, engineering, education, architecture
and some other disciplines. It is in engineering that the most advances have been made and this is
largely because of the need for engineers to have a wide range of competencies than cannot be assessed
solely in the examination room.
About the same time as TEAL, MIT’s Aeronautical School initiated a new pedagogical model called
CDIO (conceive, design, implement and operate). This approach has now taken off across the globe. Its
wide use and variations in practice can be seen at www.cdio.org.
These issues are important because engineering schools are preparing students who, as professional
engineers, will be required to work in self-directed ways through problem solving and collaborative
team work.6
A critical notion to understand is the concept of graduate attributes or graduate competencies. For
engineers, these might be expanded to include critical thinking, communicating to peers and the wider
community, working in multi-disciplinary teams and environmental literacy. Engineers are involved
in complex projects involving infrastructure which means they will have to work across – and in
collaboration with – a range of disciplines. To continue to learn in a didactive, teacher-centred way will
not provide students with those competencies.
5. See http://www.altc.edu.au/april2009-altc-discipline-scholars-begin.
6. Chang, R.L. et al., “Places for learning engineering: A preliminary report on informal learning spaces”, proceedings of the Research in
Engineering Education Symposium 2009, Palm Cove, QLD, The University of Melbourne, Australia.

This was first understood in the teaching of medical students. For some 30 years medical students have
been taught in a collaborative way with groups of ten students being supported by a tutor. This model
is difficult to achieve across all disciplines because of budget constraints, but the approach can be
modeled using the TEAL concept.
CASE STUDIES 7
In order to illustrate how effective they are in enhancing teaching and learning outcomes, three case
studies have been selected and are presented in chronological order, from 2003 to 2010.
The Australian Science and Mathematics School (ASMS) 8

Opened in 2003, this public senior high school for pupils aged 15-18 (the final three years of secondary
school) has been featured in many publications and received many international visitors because of its
innovative design which meets what was then seen as a “radical” pedagogical approach. This school
was planned around the CDIO concept before that concept became common knowledge.
View of Learning Commons

showing transparency
4 throughout the building
© ASMS
7. For further information, see www.woodsbagot.com.

8. Discussed in a previous issue of this newsletter; see http://www.oecd.org/dataoecd/46/62/34276712.pdf, pp. 24-26.

Figure 3. A comparison of the stages of the Project of Scientific Enquiry

with the ASMS model for deep learning
t to further lea
itmen rnin
mm g
Co
pm ent of rigorous t
o hin
vel kin
De Unfamiliar
g
context
Transfer and Focus on

application innovation
• Orientation to • Orientation
problem solving to creativity
Familiar Unfamiliar
problem problem
Focus on facts Analysis and
• Orientation interpretation
to mastery • Orientation to
of basics research and
experimentation
Familiar
Co context g
mm
itme ar ni n
De nt to further le g
vel
opm i nkin 5
ent of rigorous th
Source: Oliver, G. (2007), “Scientific Inquiry Promotes Deep Learning”, in “How do we meet the challenges of inspiring learners?”, iNET
online conference.
Key features of the school include:

• It focuses on problem-based learning around mathematics and science but also includes six other
key learning areas.
• Learning principles include New Sciences, Inquiry Learning, Interdisciplinary Curriculum, Standards
of Significance, Authentic Experience and Engagement and Retention.
• It is located on the campus of Flinders University in Adelaide.
• It designs and delivers the curriculum in partnership with the University’s Faculty of Science.
• It acts as a professional development centre for national and international teachers.
• It consists of “learning commons” and “learning studios” collocated to foster seamless theoretical
and practical learning.
• It enables students to organise desks in the learning commons to suit their daily agreed social and
learning needs.
• Students host visitors and explain how the school works.
• It has been used as a model to “de-privatise” teaching practice through the transparent nature of the
internal wall, most of it being glass.

4th Year and Doctoral Engineering Design Studio, the University of New South Wales
This facility, opened in April 2010, was designed for 100 4th year and 30 doctoral engineering students.
Figure 4. 3D view of the concept showing collaborative learning, research students,

gallery space and café informal learning area
©W
ood
6 s Ba
got
The key elements of the studio are as follows:

• It offers integrated collaborative learning for undergraduates, postgraduates and partners in industry
in research-led pedagogy where students work actively on projects with industry.
• It facilitates interaction between undergraduate, postgraduate and academic staff based on real-
world design and research projects.
• It simulates the project-based type of environment students will face when entering industry.
• It comprises a studio, study spaces for 30 doctoral students, a gallery/foyer and functions space, café/
kitchenette for social and other functions involving project partners from the world of industry.
• No fixed technology is used other than plasma screens at the perimeters: the technology used by
students consists of state-of-the-art wireless and battery-powered devices eliminating the need for
clumsy power and data connections which limit flexibility.
• It can accommodate 96 students in groups of 8; its 12 tables fold away to allow alternative uses for
the space.

CDIO in the Faculty of Engineering, University of Melbourne

Conceive, design, implement and operate (CDIO) is the most recent version of collaborative learning
spaces developed in the faculty. The CDIO concept allows students to work on theory and on practice
seamlessly.
© Woods Bagot
Faculty of Engineering,
Learning Collaborative
Classroom
Key points include: 7

• It is designed for ten groups of six (60 students in all), with each group of six able to work in twos or
threes.
• It allows students to work collaboratively on project-based activities in three-hour sessions. Not all
students use the practical studio or laboratory at the same time, but they work on specific set projects
in small groups.
• Social spaces and reflective spaces surround the studios for informal and collaborative study.
• It is used by the Faculty of Architecture, Building and Planning for construction students.
• Students now feel part of a community of learners and are observed within the Faculty for greater
periods of time on campus, including weekends and evenings
EVALUATION OF TEAL
These emerging TEAL models which proliferated since MIT first launched the concept in 2003 are in
the early stages of evaluation. Some publically available articles on evaluation show that these spaces
work well. Although it is difficult to argue that the physical learning environment by itself can enhance
teaching and learning, it is clear that the physical learning environment can inhibit the practice of
some forms of effective pedagogy and therefore limit the extent to which graduate competencies can
be delivered to students.
For example, on average 90% of ASMS’s students go on to university, and yet it has no classrooms. However,
another equivalent but independent senior secondary school, which only has classrooms and uses a tutor
model (but with equally motivated teachers and students) also results in 90% entry to university. The key
question, still to be researched, is whether these respective students are successful at the end of the first
year and can then move effectively through the university system. Specifically, is the TEAL approach more
effective in creating life-long learners compared to the 19th century traditional classroom model?

Some studies suggest that there are significant improvements to learning outcomes in adopting this
approach.
Overall, these Active Learning Classrooms yielded very positive responses from instructors and
students. The instructors who were interviewed enjoyed teaching in the rooms so much that their only
concern was a fear of not being able to continue to teach in these new learning spaces. Similarly, more
than 85% of students recommended the Active Learning Classrooms for other classes. Instructors and
students overwhelmingly found that this space made a difference for them. “I love this space! It makes
me feel appreciated as a student, and I feel intellectually invigorated when I work and learn in it.9
The studio space is also a significant investment and so must clearly improve learning outcomes:
engagement, attitude and collaboration in addition to absorption of the curriculum. Measures of
those outcomes are necessarily qualitative at this point, but based on comments from student and
faculty who actually learned and taught in the space, we would cautiously say that the studio has
met those goals. Of course we will need to continue to evaluate progress in outcomes as people gain
experience with using the space.10
In evaluating teachers’ learning at the ASMS, a recent doctoral graduate found significant connections
between the pedagogical process and the flexibility of the ASMS school design.11 Clearly, evaluation
of the TEAL approach involves both quantitative and qualitative examination. It is also evident that
qualitative studies show significant support for the TEAL model from both teachers and students. Further
8 quantitative study is required to support these qualitative findings and this work is currently underway at
the University of Melbourne’s LEARN centre.12 Findings will be made available as they become public.
What is most pleasing from my viewpoint is that there are exciting alternatives emerging to the traditional
closed classroom and these are gaining increasing acceptance. I certainly look forward to evaluating
and using these findings in future projects and research.
For more information, contact:

Dr. Kenn Fisher
Associate Professor Learning Environments
Faculty of Architecture, Building & Planning
Learning Environments (Action) Research Network
University of Melbourne
Parkville, Victoria
Australia
Tel.: +61424022039
E-mail: fisherk@unimelb.edu.au
9. Alexander, D. et al. (2009), “Active Learning Classrooms Pilot Evaluation: Fall 2007 Findings and Recommendations”, The University of
Minnesota, www.classroom.umn.edu/projects/ALC_Report_Final.pdf.
10. Tom, J., K. Voss and C. Scheetz (2008), “The Space is the Message: First Assessment of a Learning Studio”, www.educause.edu/EDUCAUSE+Quarterly/
EDUCAUSEQuarterlyMagazineVolum/TheSpaceIstheMessageFirstAsses/162874.
11. Bissaker, K. (2009), “The processes and outcomes of professional learning in an innovative school: the construction of an explanatory
model”, unpublished thesis.
12. The Learning Environments Action Research Network is associated with the Smart Green Schools project; see www.abp.unimelb.edu.au/
research/funded/smart-green-schools.

ORGANISATION FOR ECONOMIC CO-OPERATION
AND DEVELOPMENT
The OECD is a unique forum where the governments of 31 democracies work together to address the
economic, social and environmental challenges of globalisation. The OECD is also at the forefront of efforts
to understand and to help governments respond to new developments and concerns, such as corporate
governance, the information economy and the challenges of an ageing population. The Organisation provides
a setting where governments can compare policy experiences, seek answers to common problems, identify
good practice and work to co-ordinate domestic and international policies.
The OECD member countries are: Australia, Austria, Belgium, Canada, the Czech Republic, Chile,
Denmark, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Japan, Korea, Luxembourg, Mexico,
the Netherlands, New Zealand, Norway, Poland, Portugal, the Slovak Republic, Spain, Sweden, Switzerland,
Turkey, the United Kingdom and the United States. The Commission of the European Communities takes part
in the work of the OECD.
OECD Publishing disseminates widely the results of the Organisation’s statistics gathering and research
on economic, social and environmental issues, as well as the conventions, guidelines and standards agreed by
its members.
This work is published under the responsibility of the Secretary General of the OECD.
The opinions expressed and arguments employed herein do not necessarily reflect the
official views of the Organisation or of the governments of its member countries.
ISSN: 2072-7925
Corrigenda to OECD publications may be found on line at: www.oecd.org/publishing/corrigenda.

© OECD 2010
You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your
own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgment of OECD as source and copyright owner is given. All
requests for public or commercial use and translation rights should be submitted to rights@oecd.org. Requests for permission to photocopy portions of this material
for public or commercial use shall be addressed directly to the Copyright Clearance Center (CCC) at info@copyright.com or the Centre français d’exploitation du droit
de copie (CFC) contact@cfcopies.com.
Digital Initiatives in
Higher Education
Government of India
MHRD Ministry of Human Resource Development
SWAYAM is India's own MOOCs platform offering online courses on all disciplines viz. Engineering, Law,
Management, Humanities & Social Sciences and Professional Courses. It is designed to achieve the three
cardinal principles of Education Policy - Access, Equity and Quality. SWAYAM is an indigenously developed Cloud
based IT platform that facilitates hosting of all the courses, taught in classrooms from 9th standard till Post-
Graduation to be accessed by Anyone, Anytime, Anywhere free of cost. All the courses are interactive, prepared
by reputed teachers in the country and accessible through computers / mobile phones.
Launched on 9th July 2017 Anyone, Anytime, Anywhere Learning free of cost
Enrollments » 1.25+ Crores
Courses on SWAYAM » 2,867
Courses in Jan-2020 Semester » 567
No. of Students Certified » 5+ Lac.
National Coordinators
UGC : PG Non Engineering CEC : UG Non Engineering NPTEL : UG & PG Engineering

UGC CEC NPTEL
IGNOU : Certificate &

IIMB : Management NITTTR : Teacher Training
Diploma
IIMB IGNOU NITTTR
th th
AICTE : Annual Refresher
NIOS : Open School 9 to 12 NCERT : School 9th to 12th Programme in Teaching (ARPIT) &
Foreign Universities
NIOS NCERT AICTE
SWAYAM - Continuous Learning Experience

Key Features
Credit Transfer
Upto 20% Credit Transfer Facility Available for the Enrolled Students.
Necessary regulations issued by UGC and AICTE.
Integration with Conventional Education

Schedule of SWAYAM Courses aligned with Conventional Semester to facilitate easy
Credit Transfer.
Final Proctored Examination

The SWAYAM final proctored examination is conducted twice in a year
(May & November) across the country in about 200 Centres
(for both Computer Based Test and Pen & Paper Test).
Local Chapter
3800+ Local Chapters established in Educational Institutions for:
• To Spread Awareness among Faculty & Students.
• Facilitate use of SWAYAM Course in Blended or Flip Classroom Mode.
Online Degree Programme

Top Ranking Universities to offer Online Degree Programme through SWAYAM.
Annual Refresher Programme In Teaching (ARPIT)

Faculty Development Programme for 1.3 Million Teachers.
Global Reach
SWAYAM Courses being offered to African Students in more than 20 African Countries
under the e-VBAB Project of Ministry of External Affairs (Govt. of India).
MoU signed with Afghanistan for sharing of SWAYAM resources.

https://www.swayamprabha.gov.in
Launched on 9th July 2017
SWAYAM PRABHA is an initiative to provide 32 high quality

educational channels through DTH (Direct to Home) across the length
and breadth of the country on 24X7 basis. This would enable to deliver
e-education in a most cost effective & inclusive manner.
Higher Education: Curriculum-based course

contents at post-graduate and under-graduate level.
IIT PAL: To assist the student in the

classes 11 and 12 aspiring to join IITs.
School Education (9-12 levels): Modules for teacher's training

as well as teaching and learning aids for children of India.
Curriculum-based courses that can meet the needs of

life-long learners of Indian citizens in India and abroad.
The content for Swayam Prabha
Channels are provided by NPTEL, Freely Available on DD Free Dish , Dish Tv (Zee)
IITs, UGC CEC, IGNOU, and Jio mobile app
NCERT and NIOS
Every day, there will be new content for at least (4) hours
which would be repeated 5 more times in a day.
Channels uplinked from BISAG , Gandhinagar

using 2 transponders of GSAT-15 Satellite.
CONTACT US
swayamprabha@inflibnet.ac.in
+91 79-23268347 (Available on Monday To Friday from 9:30 AM To 6:00 PM)
https://www.swayamprabha.gov.in/
National Digital Library of India (NDLI) (https://www.ndl.gov.in/)
National Digital Library of India (NDL India) provides a framework of

virtual repository of learning resources with a single-window search
facility.
24x7 learning resource
Accessible by any one , from anywhere and anytime
Single window search facility with filters through which users can personalise.
More than 3.8 Crore e-books/journals/audio books/question banks.
Contents are available in 200 + Languages
Registrations : 52 lakh +
Number of institutions: 13,352
Mobile App downloads : 14.1 Lakhs
https://www.ndl.gov.in Launched on 19th June 2018
NATIONAL DIGITAL LIBRARY OF INDIA

Central Library • Indian Institute of Technology Kharagpur •
Kharagpur, West Bengal, India - 721302
+91-3222-282435 • ndl-support@iitkgp.ac.in
VIRTUAL L ABS http://www.vlab.co.in/
Participating Institutes
Virtual Labs provides a fully interactive simulation
environment to perform experiments, collect data, and
answer questions to assess the understanding of the
knowledge acquired. In order to achieve the objectives of
such an ambitious project, it is essential to develop virtual
laboratories with state-of-the-art computer simulation
technology to create real world environments and problem
handling capabilities. IIT Delhi as the Nodal Institute with
other 10 institutes is understanding this initiative.
To provide remote-access to Labs in various

disciplines of Science and Engineering
Implemented by IIT Delhi.
To share costly equipment and resources, which are

otherwise available to limited number of users due
to constraints on time and geographical distances.
Cover 100 Virtual Labs, approximately

1000+ web-enabled experiments.
Wireless Research Lab

Room No - 206/IIA, Bharti School of Telecom
Indian Institute of Technology Delhi, Hauz Khas, New Delhi-110016
Phone : 011-26582050 | Email : support@vlab.co.in
http://www.vlab.co.in/
http://www.e-yantra.org/
E-Yantra enable the effective education across engineering colleges in India on embedded
systems and Robotics. The training for teachers and students is imparted through workshops
where participants are taught basics of embedded systems and programming. Engagement of
teachers and students in hands-on experiments with robots by way of competition-event is
another innovative method of problem-solving with out-of-box solutions. e-Yantra also helps
colleges to set-up Robotics labs/clubs to make it a part of their routine training curriculum.
More than 275 colleges across India have benefited with this initiative. All the projects and code
are available on the e-Yantra web-site www.e-yantra.org as open source content.
F Promoting robotics as multi-disciplinary engineering project

• Supporting innovation by students
• Learning by doing through group work
F Train teachers to teach engineering better
F A project by IIT Bombay
F e-yantra Lab Setup initiative (eLSI) supports infrastructure creation
F e-yantra competitions are held across colleges to create awareness
F 296 Labs established in 32+ regions , propose to establish 500 + labs
F Over 2115 Teachers trained
F 5,932 Total Teams participated in e-Yantra Robotics Competition (eYRC)
ERTS Lab,
First Floor, KReSIT Building,
IIT Bombay, Powai,
Mumbai - 400076, Maharashtra
Phone : 022 2576 4986, 022 25720184

Email : support@e-yantra.org http://www.e-yantra.org/
FREE AND OPEN SOURCE SOFTWARE IN EDUCATION
https://fossee.in/
FOSSEE promotes the use of open source software in educational institutions

(http://fossee.in). It does through instructional material, such as spoken tutorials,
documentation, such as textbook companions, awareness programmes, such as conferences,
training workshops, and Internships. Textbook Companion (TBC) is a collection of code for
solved examples of standard textbooks.
FOSSEE project (http://fossee.in ) has been promoting use of open source software in
educational institutions.
A project by IIT Bombay.
Textbook Companion (TBC) is a collection of code for solved examples of standard

textbooks. 1,000 TBCs have been created in Scilab and Python alone.
FOSSEE is promoting the well established open source software: Open Foam,
an alternative to the proprietary software Fluent for computational fluid dynamics.
DWSIM, an alternative to the proprietary software Aspen Plus, for chemical process
simulation. eSim, an electronic design automation software, an alternative to ORCAD.
CFD - Lab, Aero. Annex Building,

Below HSS Dept., Opp. Metallurgical Dept.
IIT Bombay, Powai, Mumbai - 400076
Maharashtra
Phone : 022-25764133 | Email : info@fossee.in https://fossee.in/
Guidebook
for Learners of
Unit # 2: Tools for Creating Learning Environment

UNIT
2
under AICTE-NITTT Programme. The information provided in the text may not be suitable
or appropriate for other categories of course learners.

NITTTR Chennai
NITTTR Chennai
&
Associate Professor
NITTTR Chennai

Telephone: + 91-44-22545447/460/458/421
Join our Social Media Network:

WhatsAPP, Twitter, Instagram and Pinterest
2
UNIT
2
Table of Contents
Introduction .................................................................................................................................... 4
Expected Outcomes: ...................................................................................................................... 5
Looking into Unit #2 Content: ....................................................................................................... 5
What we mean by Learning Environment?..................................................................................... 8
Participate and Learn from the Poll: ............................................................................................... 8
Reflection of Learning (Activity # 2.1).......................................................................................... 11
Tool # 1: Google Meet ................................................................................................................. 12
Tool # 2: Google Classroom ........................................................................................................ 17
Tool # 3: PADLET ........................................................................................................................ 21
Tool # 4: EdPuzzle ........................................................................................................................ 24
Tool # 5: Flipgrid .......................................................................................................................... 28
Tool # 6: PhET Simulations .......................................................................................................... 33
Assignment # 2.1: Watch – Think - Reflect ................................................................................. 37
Assignment # 2.2: Think – Pair – Share – Review of the article: ................................................. 38
3
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Unit # 2: Tools for Creating Learning Environment
Introduction
F
aculty members and instructors are facing unprecedented change, with often larger
classes, more digitally savvy students. To handle change of this nature, faculty members
need to be digitally equipped along with their content knowledge and skills. This unit
focuses on a how to create digital ecosystem. The focus will be in utilizing “Open and Institutionally
Supported Technologies” and assisting in understanding the benefits and restrictions of both broad
categories of technologies. In this unit we will ask you to think about the reasons why you might want to
use freely available online tools for creating learning environment with the introduction about learning
management system. Various ICT tools viz., Zoom, Google Meet, Google Classroom, Edu puzzle, Ed-TED,
Flip Grid, Schoology., etc., will be explored with structured activities. In this unit, the participants will also
identify important considerations they need to keep in mind when developing online learning activities for
their students. We will offer advice about how to create an online learning environment, and help you
think about which may be appropriate for your own students. This unit, along with a range of case studies,
experiential sharing and activities, will explore the relationship between different technologies and specific
activities in more depth. It will provide the learner with the scope to practice the different tools to
be deployed for creating learning environment. This broader scope of what it is like teaching with
technology, such as, how the faculty responsibilities are redefined in engaging the millennials,
where lies the challenges and opportunities in designing effective classroom engagement.
Introduction to Digital Learning Ecosystem – Traditional vs Digital Learning Environment – SAMR

Model – Online Lecture delivery platform – Zoom; Google Meet; Webex; - ICT Tools for creating
learning environment - Google Classroom; Flip Grid; Ed Puzzle; PADLET; Poll – Demonstration and
Activities for effective implementation (Poll Everywhere, Mentimeter & Silido) – Overview of Learning
Management System – Virtual Laboratory – Simulation laboratories.
4
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Expected Outcomes:
1. List the importance of establishing digital learning environment.

2. Implement the appropriate technology for creating learning environment.
3. Incorporate the differentiated instruction in the classroom / laboratory instruction.
4. Integrate SAMR Model during the selection of ICT Tools.
5. Demonstrate the google classroom, ed puzzle and other tools.
6. Implement the virtual simulation environment for laboratory teaching.
The flow in which the learning needs to be done is provided in the form of table. Kindly follow
it for happy learning.
Reflection Survey
Learning Type of
Sequence Material
01 Overview of Unit 2: Tools for creating learning environment
02 Reading: Unit # 2 Learning Material
03 Self-Evaluation about Learning Environment (Questionnaire Survey)
04 Poll about digital environment
05 Using Online Environments for Teaching
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Learning Type of
Sequence Material
06 Characteristics of learning environment
07 Considerations for Choosing Technology
08 Introduction to SAMR Model
09 Tool Demonstration: Zoom, Cisco WebEx
10 Tool Demonstration: Google Meet
11 Reflection of Learning (Activity # 2.1 – Joining or Creation of ZOOM)
12 Reflection of Learning (Activity # 2.2 – Joining or Creation of Google Meet)
13 Tool Demonstration: Google Classroom
14 Tool Demonstration: EdPuzzle
15 Tool Demonstration: PADLET
Reflection of Learning (Activity # 2.3 – Joining or Creation of Google

16
Classroom)
17 Reflection of Learning (Activity # 2.4 – Creation of Edpuzzle)
18 Reflection of Learning (Activity # 2.5 – Creation of PADLET)
19 Tool Demonstration: Flipgrid
20 Tool Demonstration: Schoology
21 Tool Demonstration: Poll everywhere
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Learning Type of
Sequence Material
22 Reflection of Learning (Activity # 2.6 – Creation of Flip grid)
23 Reflection of Learning (Activity # 2.7 – Creation of Schoology)
24 Reflection of Learning (Activity # 2.8 – Creation of Poll)
25 Learning Management System
26 Virtual Laboratory Environment
27 Teaching Using Scenario Based Simulations
28 Virtual Laboratories - Online Access to Remote Laboratories
29 Case Study: Experiential Sharing - Virtual Laboratories
30 Reflection of Learning (Activity # 2.9 –Virtual Laboratory)
Discussion # 1
31
What are your reasons for changing in teaching learning spectrum?
Discussion # 2
32 What ideas do you have for conducting technology enabled
classroom instruction?
Discussion # 3
35
What technology challenges will you face in your own teaching?
36 Unit # 2 Conclusion
37 Unit # 2 Assessment
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What we mean by Learning Environment?
Hello Learners, we need to understand the real meaning of Technology-Enabled Learning so that learners
will have a clear appreciation and understanding of what is being discussed from the outset. However,
this would also be quite unusual: far too often in the field of educational
technology so much is assumed or taken for granted but basic
educational questions are left unanswered. Technology without
pedagogy will not provide the intended learning outcomes. From the
Core
periphery we need to bring technology to the core and redefine the
Technology
digital learning environment. It is not necessary or worth to get into
discussions about whether the learning context can be thought of as Periphery
formal, non-formal or informal. At this stage, it is sufficient to consider that there is an intention for
learning to result from the human-technology interaction.
The virtual learning environment is mainly influenced by the technologies which we adopt and importantly
new models or designs for teaching and learning. In general, we have observed the adoption of new
technique depends upon the prior knowledge or information. For example; when commercial movies were
first produced, they were basically a transfer or modified version of dramas performed in the hall. The
transformation of movies in the global scenario changed only after the movie ‘Birth of a Nation’, which
introduced and incorporated new techniques that are unique to cinema such as panoramic long shots,
panning shots, realistic battle scenes, and what are now known as special effects. Similarly, during the
inception of digital learning, we adopted the traditional classroom scenario and tried to fit in to the new
mode of environment. It is presumed that over time, the new designs of digital learning will be beginning
to emerge.
Participate and Learn from the Poll:

Awareness about the learning environment (Poll & survey)
Please Indicate your level of agreement with the questions presented in the poll along the five-point scale
presented from 1 (definitely disagree) to 5 (definitely agree). Some statements are not exclusive to digital
learning environment and you can provide a response based on your awareness about the tool in general.
Note that there is no right or wrong answer. There are a variety of teaching beliefs and intentions that
lead to a powerful learning environment for your students.
Completing this questionnaire should take about 10 to 20 minutes of your time and not longer. It is
important to react on your first impression/feeling!
8
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Digital Learning Environment
The success and effectiveness of the digital learning environment requires the
following attributes / types of presence, which in turn enhance the student
learning, viz., social presence, teaching presence, and cognitive presence Social Presence,
Teaching Presence &
(Garrison, Anderson, & Archer, 2000). Let us unveil the meaning of the three
Cognitive Presence
terms:
• Social presence creates connections with learners based on who we are as

three-dimensional persons with families, lives, and favorite ideas, people, and places. Pictures of
ourselves and our hobbies and interests convey these many dimensions of ourselves and help to build
connections and trust. For example: In learning environment theme could be group picture / study
tour picture with the students.
• Teaching presence guides students’ learning experiences. Teaching presence is the sum of all the
behaviors faculty use to direct, guide, and design the learning experiences. Teaching presence is
conveyed through, first, the design of courses and materials prior to teaching the course, and second,
the mentoring, guiding, and directing during the course.
• Cognitive presence supports, mentors, and guides students’ intellectual growth, ideas, and challenges.
Cognitive presence is conveyed by all the interactions with learners that an instructor has to support
the development of skills, knowledge, and understanding in his or her students.
In designing a course and selecting learning environment, the starting point is clearly identifying and stating
the desired learning outcomes. Once the learning outcomes are determined, we design the experiences
for achieving the learning outcomes appropriate for our learners. At this point we make decisions about
the digital environment technologies to best achieve the results. Of course, it doesn’t always work this
way. Sometimes the technology decisions are mostly all in place. Institutions create the learning
infrastructure and the technologies that learners are expected to have, and instructors are expected to
design within this set of tools. There is also growing pressure on both teachers and institutions to offer
their learners online learning options to supplement f2f (face-to-face) classes, due not only to the
spectacular growth of technology and increased access to it over the last decade, but also due to the
increasingly busy lifestyles of our adult learners and the increased ‘tech-sawiness’ of our younger learners.
9
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Components of an effective learning environment:
SAMR Model
The SAMR Model is a framework created by Dr. Ruben Puentedura that categorizes four different
degrees of classroom technology integration. The letters "SAMR" stand for Substitution, Augmentation,
Modification, and Redefinition. The SAMR model was created to share a common language across
disciplines as teachers strive to help students visualize complex concepts.
Image Modified from Original by Lefflerd’s on Wikimedia Commons
10
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The SAMR model is made up of four steps—Substitution, Augmentation, Modification, and Redefinition.
Substitution and Augmentation are considered "Enhancement" steps, while Modification and Redefinition
are termed "Transformation" steps.
Substitution
At this stage, technology is directly substituted for a more traditional one. It is a simple & direct
replacement.
Augmentation
The technology is again directly substituted for a traditional one, but with significant enhancements to the
student experience. In other words, you ask yourself if the technology increases or augments a student's
productivity and potential in some way.
Modification
In this stage, you are beginning to move from enhancement to transformation on the model. Instead of
replacement or enhancement, this is an actual change to the design of the lesson and its learning
outcome. The key question here—does the technology significantly alter the task?
Redefinition
The last stage of the SAMR model is Redefinition and represents the pinnacle of how technology can
transform a student’s experience. In this case, you ask yourself if the technology tools allow educators to
redefine a traditional task in a way that would not be possible without the tech, creating a novel
experience.
Reflection of Learning (Activity # 2.1)
The main aim of reflection of learning segment is to facilitate mentors in assessing the learning of the
learners through various activities documented in the form of portfolios. The learner perspective need to
be uploaded either in the course digital wall – PADLET (https://padlet.com/drgvjana/TELLLSL) or in the
course discussion page.
a) List down the skills that teacher should possess to adopt digital learning environment.
b) Have you in recent years adopted any new digital learning environment tools for your instruction? If
so, what is the motivating factor to do so.
c) In case, if you adopted technology in your teaching, what were the main difficulties you have faced
during the journey of instruction? Whether your colleagues or academic institution provided enough
support to tackle the situation?
11
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Tool # 1: Google Meet
Google and its product became ubiquitous among the teachers and learners due to its flexibility
and versatility. Prior to google meet, the learners connected through Google Hangout and
Google Meet is available to G Suite Enterprise Id. At present, Google extended this enterprise-
grade video conferencing to everyone. Now, anyone with a Google Account can create an online
meeting with up to 100 participants and meet for up to 60 minutes per meeting (up to 24 hours
per meeting through Sept. 30, 2020). Google Meet is a great tool to engage students in
collaboration outside of the classroom. It overcomes geographical barriers and provides more
opportunities for face-to-face interaction.
Google Meet & the SAMR Model
• Substitution: Learners use Google Meet to communicate with other students in the same
classroom (rather than having a face-to-face conversation).
• Augmentation: Learners use multiple modalities, including text, emoticons, photos, or
drawings to enhance face-to-face conversations.
• Modification: Learners in different states share files and screens to collaboratively work
on a class project.
• Redefinition: Learners connect with experts from all over the world beyond the
classroom walls via Google Meet.
12
UNIT
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Price Free
Accessibility ★★★✩✩
Class Size 100 students in Class.
Google Meet – Login Features

1. Go to https://meet.google.com/
2. Click “Sign in” and sign in with your Google account (If you do not have a Google account,
you can simply create one at www.google.com)
3. You can either start a meeting or Join the Meeting (use the code)
4. There are two ways to start a Google Meet

5. Click “Schedule a video Meeting from Google
Calendar” icon, a “Invite people” window will
pop-up
6. Enter the name or email address, click

“INVITE”. Or
13
UNIT
2
7. Enter the name, email or phone number in the search box on the left if the person you
would like to start meet is in your contact list
8. Click the name, email or phone number in the list, it will start a conversation on the right.
9. Send messages in the bottom line, or click the “Video call” icon on the top.
10. After your partners click “Accept”, the “Meet Video Call” window will pop-up.
11. Join the Meeting using the code provided by your teachers/partner/meeting organizer.
12. You will see the presenter in the centre, your own webcam in the lower-right corner.
13. Click on “people icon” on the top-right to invite more people.
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14. Click on “gear icon” on the top-right to change general settings (eg. Video, Microphone and
Speaker)
15. Click on “… icon” to explore more options (eg. Share screen, Full screen, Chat, Help, and
Feedback)
16. Click “Leave Call icon” to end the Google Meet.
Learner skills checklist:
As you progress through this training, check off each skill as you learn it:
Sign in to Google Meet – Start a Meeting,
Start / Invite through Google Calendar
Join the Meeting
Share the Screen
Turn on Captions – Look into automatic Subtitle
Adjust the video resolution – Send / Receive
Mute the audience
Adjust the Layout and record the observation
Actively involved in the Chat
Reflection of Learning (Activity # 2.1)

o Start a Google Meet and Deliver the lecture to the students. Record the observation and
share your experience.
o Join the Meeting and actively participate in the discussion. Share your challenges during
the implementation.
o How the synchronous mode of Google Meet could be made more learning / live session,
share your thoughts/opinion/views/suggestion through discussion forum / coordinator
email id: JANA@NITTTRC.AC.IN
15
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Source: Smallgroups.com
16
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Tool # 2: Google Classroom
Google Classroom, facilitates blended learning platform for educational institution by creating,
distributing and grading assignments in a paperless way. Google Classroom is a free application
designed to help students and teachers communicate, collaborate, organize and manage
assignments, go paperless, and much more! It was introduced as a feature of Google Apps for
Education (GAFE) following its public release on August 12, 2014.
Google Classroom and SAMR Model
How Google Apps for Education fit with SAMR Model:

• Substitution:
• Use Google Docs to write a report (instead of writing with pencil and paper).
• Google sheets to prove the concept of shared workspace and live updating.
• Use Google Calendar for due dates, events outside the classroom, and other important
“chronological data.”
• Augmentation:
• Track when students turn-in work.
• Highlight student exemplars: An announcement in Google Classroom can attach student
exemplars from the assignment folder in Google Drive.
• Modification:
• Create your self-grading assessment using Google Forms. Students could use the results
to create new learning goals.
17
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• Create classroom groups based on readiness, interest, reading level, or other factors for
teaching and learning.
• Google Docs to share documents and work collaboratively on writing projects.
• Google Draw to draw collaboratively.
• Redefinition:
• Invite a Googler into your class to do a guest lecture through Video Chat on the
importance science. Or invite a grandparent who lives in another state to read to the
class during story time.

Price Free
Privacy ★★★★✩
Class Size As per the type of google account.
250 to unlimited.
Google Classroom – Login Features

Creating classes is the first step for teachers
who want to set up an online space with
Google Classroom. Thankfully, this is easy
to do. Here’s how.
1. Navigate
to https://classroom.google.com
2. Choose the “I am a Teacher” option
3. Click the “+” sign in the top right-hand
corner next to your Google account
4. Select “Create Class”, then give it a
name and a section, and click “Create”.
18
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Customize the appearance of your class:

When you create your class for the first time, you are given a default header image. This is the
image that students will see when they click on your class to access assignments and
announcements. You can customize this image with a few quick steps.
1. Hover your mouse over the banner image
2. Look for the Select Theme link in the bottom right-hand corner
3. Click Select Theme to open a gallery of photos you can choose for your class.
4. Choose a photo from the gallery, then click Select Class Theme to change your header
image.
19
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Sign in to Google Meet – Start a Meeting,
Start / Invite through Google Calendar
Join the Meeting
Share the Screen
Turn on Captions – Look into automatic Subtitle
Mute the audience
Adjust the Layout and record the observation
Actively involved in the Chat
Learning Reflection
o Start a Google Meet and Deliver the lecture to the students. Record the observation and
share your experience.
o Join the Meeting and actively participate in the discussion. Share your challenges during
the implementation.
o How the synchronous mode of Google Meet could be made more learning / live session,
share your thoughts/opinion/views/suggestion through discussion forum / coordinator
email id: JANA@NITTTRC.AC.IN
20
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Tool # 3: PADLET
Padlet is a free, online "virtual wall" tool where learners/users/students can express thoughts on
topics of their choice. It's like a piece of paper pasted on the board/wall, the virtual post placed
on the virtual online wall, you can share with you can share with any student or teacher you
want. Just give them the unique Padlet link. There are different ways we could use Padlet in the
classroom and it is really endless. Padlet allows you to insert ideas anonymously or with your
name. It’s easy to use and very handy.
Padlet is a great tool to use for collaborative group projects, in virtual mode. Students can
participate and post their assignment/views at their own convenience, there is a chance for value
addition during the process.
Padlet & the SAMR Model

• Substitution: Learners create their own Padlet with text-based posts (rather than putting
Post-it notes on a class bulletin board).
• Augmentation: Learners continue to work on the Padlet outside of class.
• Modification: The learners then give one another’s posts feedback directly on the padlet.
• Redefinition: The learners use the feedback to improve their work and then decide whether
or not other posts should be approved or need improvement.
21
UNIT
2
Price Free
How to Use Padlet

1. Go to www.padlet.com.
2. Click “Sign up” and register if you would like to have your own account. (Log in using Google,
Microsoft, Apple)
3. Click “Create a Padlet”.
4. Choose the design options of you padlet including your title, description, layout, wallpaper,
icon etc. and click “Next” after you have chosen everything to your liking.
5. Select your padlet’s privacy setting and the privileges that other users with access will have
on your padlet. Click “Next” once you are finished.
6. Now click “Start posting” and you are ready to begin. Click the “+” button or double click
anywhere on the padlet to begin posting. You can also drag and drop files onto the padlet or
paste from the clipboard.
7. You can hit the “Padlet” icon in the top left of the screen if you wish to return to the
homepage or change padlets if you are signed into an account.
Create a new Padlet, and:
Add a customized title and description
22
UNIT
2
Customize the padlet through unique link
Customize the wallpaper, color scheme and font.
Customize the attribution (whether the students/users need to add their name)
Reorder the order of posting (First / Last appearance)
Set the visibility for comments to posts
Voting to the post (like / rating)
Moderate the post – Content Filtering
Share the Padlet – Through Link
Share the Padlet – Through QR Code
Share the Padlet – Embed in your Google sites / e-portfolio
Share the Padlet – Through Social Media (Twitter / Facebook)
Share the Padlet – to Google Classroom
Export the content – As PDF / CSV / Excel Spreadsheet / Image
Alter the Privacy – Explore the options
Learning Reflection
o Create the PADLET – Explore all the option listed in the learner skill checklist.
o Share your challenges in creating the PADLET –
o Share your success stories in the PADLET –
o Share your challenges during using / implementing PADLET in your classroom –
23
UNIT
2
Tool # 4: EdPuzzle
EdPuzzle is a free assessment-centered tool that allows teachers and Learners to create
interactive online videos by embedding either open-ended or multiple-choice questions,
audio notes, audio tracks, or comments on a video. It creates an online learning environment
for customizing the video/documentary into the regional language. The complete voice over
is possible on the uploaded/linked videos, it provides better connection to the learners in
grasping and understanding the content EdPuzzle interactive videos can be made with videos
from a number of websites, including YouTube, TED, Vimeo, and National Geographic.
EdPuzzle & the SAMR Model
• Substitution: Learners answer questions on a video, online rather than on paper.

• Augmentation: Teachers can enhance the videos they show in class by adding their own
narration into the video to clarify concepts or highlight key points.
• Modification: Learners use EDPuzzle to add multiple choice and open-ended questions to
a video from the teacher. Once they have created their own interactive videos, learners
can exchange their videos with classmates, complete classmates’ video quizzes, and
provide feedback on the quality of their classmates’ interactive videos.
• Redefinition: Learners and teachers can share their EdPuzzle interactive videos with
people around the world, collect data from the individuals who respond to their
questions, and analyze the data.
24
UNIT
2
Price Free
Type of learning Behaviorism, Social
constructivism; Cognitive
Constructivism, Connectivism, Teach
ing with technology
Ease of Use ★★★✩✩
EdPuzzle – Login Features
1. Go to EdPuzzle
2. Choose teacher account
3. Click “Sign Up” and register for an account (Remember, verification email is sent, kindly
verify your account; if school name/educational institute name is not there, you can add
it)
4. Return to EdPuzzle and login
5. Go to my classes option on the top
25
UNIT
2
6. Click on “add class” option to create a class

7. Name your class; the best option is to link the google classroom. Detailed explanation is
given in the video.
8. Invite your Learners to your class (Best is to add google classroom)
9. Click on search button on the top
10. Search for a video on the channels offered on the left side (e.g., EdPuzzle, YouTube,
Vimeo)
11. Choose the video that you want to edit and click on “use it” button
12. Edit your video by using features on the top of the video
13. Click on “Save” button and go to my content on the top middle on Homepage
26
UNIT
2
14. Select your video that you just edited and assign it to your learners in your class by
clicking on “assign/share” button on the top. And then, assign it for your class on
EdPuzzle / google classroom
15. Click Edit and add voice over, add inline video quiz and video notes (audio Notes).
16. Assign to the Google classroom and monitor the progress of the learners.
Create EdPuzzle account and add video
Edit the video, with voiceover, audionotes, inline quiz
Assign to Google Classroom
Generate report about learner’s performance
Turn on CC and avoid forward
Assign project and give feedback
27
UNIT
2
Learning Reflection
o Create the account, add video from the source / upload. Edit the video (Crop, Voiceover,
Audio Notes and Inline Video Quiz).
o Work with data analytics about Learners performance. Share your challenges faced during
the implementation.
Tool # 5: Flipgrid
Flipgrid elevates text-based discussion forums with teacher and Learners constructed videos.
Teachers and Learners can create a grid about a specific topic and encourage peers and even
people from around the world to record a short video about the topic! Flipgrid allows learners
of all ages to find their voices, share their voices, and respect the diverse voices of others.
Flipgrid Learners build and strengthen social learning communities as they discuss their
ideas and experiences with their peers. Flipgrid amplifies Learners voice and supports Learners
development of global empathy as they immerse themselves in each other’s learning processes
and perspectives.
28
UNIT
2
Flipgrid & the SAMR Model
• Substitution: Learners create a flipgrid video to engage in a discussion instead of instead of
engaging face-to-face in a classroom setting.
• Augmentation: All Learners engage in the discussion, by adding comments and follow-up
videos, over an extended period (e.g., 1-2 weeks).
• Modification: Learners can create their own grids with prompts about a topic, solicit video
responses, and analyze them for class.
• Redefinition: Learners are able to discuss their ideas and experiences with professionals,
experts, and scholars around the world.
Price Free
Flipgrid – Login Features
For Teachers:
1. Go to http://www.flipgrid.com. Click on the “Sign Up for Free” box in the upper right-hand
portion of the screen.
29
UNIT
2
2. Fill out the information (First Name, Last Name, email, Password, Account Type, Instruction
Type, School, Institution, Organization). When finished, click “Create My Grid.”
3. Next, you’ll want to create a “New Grid” by clicking on the blue “New Grid” button on the
My Grids page. Unless you purchase a classroom version of Flipgrid, you will only be allowed
to have one grid.
30
UNIT
2
4. Click on the Grid Name to view your topics. To create Topics, click on the blue button titled
“New Topic”. We have two topics on the graphic below. One in which we asked for follow
up on a district wide pilot program and one in which we asked our administrators to reflect
on their first quarter. Notice, each topic has link. If you were to
type http://www.flipgrid.com/classroom8851, you would be able to access and add to the
topic. There are also editing options available for topics as well under the “Actions” button.
5. When creating a topic, you can customize it to fit your needs. Give it a title and date. Choose
a Video Response Time (the default is limited to 1 minute 30 seconds). Type out the
directions of what you’d like the users to contribute.
31
UNIT
2
6. Share with students: Click “share topic” button on the topic page. You can copy the URL and
paste it in an email. There’s social media interaction with Facebook and Twitter as well as an
integration with Google Classroom.
For Students:
7. Students select a topic and then tap the green plus to start the record process
8. Record a video – flip the camera and pause while recording
9. Review the video – gain confidence with unlimited retakes
10. Take a selfie – customize the image to add style
11. Enter Info – last step before submitting the video
Create Flipgrid account / Add Grid
Managing Grids – Add Coteaches
Activate Responses – Add Mix Tape
Download Video
Spark Response
Innovative Flipgrid Ideas
Learning Reflection
o Create the account, add grid, ask learners to upload video.
o Work with innovative flipgrid ideas. Share your challenges faced during the
implementation.
32
UNIT
2
Tool # 6: PhET Simulations
PhET simulations are interactive simulations of science and math concepts created by the
University of Colorado Boulder. Students are able to run these simulations, manipulating
different aspects of a construct to understand science and mathematics concepts. Depending on
the simulation, students may also be able to collect, graph, and analyse data to draw conclusions
of their own. PhET simulations are especially useful for creating visual representations of hard to
grasp concepts in science and math while making them engaging through student
manipulation. PhET simulations are easy to access and free to use by anyone with a device and
an Internet connection. There is no account or login required for use, but with a free account,
teachers can also have access to teacher-submitted activities and primer videos.
PhET Simulation & the SAMR Model

• Substitution: Students use a simulation to watch a particular process take place rather than
looking at diagrams or videos.
• Augmentation: Students engage with the simulation and are able to manipulate it, adding
interest to the activity.
• Modification: Students use a simulation to observe, test, and gather data in order to develop
an understanding of a particular concept that they then share with the class. This fuels inquiry
based learning.
• Redefinition: Students are able to use simulations to observe, manipulate and understand
otherwise unobservable phenomena like molecular structures, membrane permeability, or
the photoelectric effect.
33
UNIT
2
Price Free
Type of learning Constructivism; Cognitivism;
Humanism
How to use the PhET Simulation:
1. Login into https://phet.colorado.edu/

2. Click “Play with Simulations”
3. Select your desired subject area from the menu on the left. For Example: Chemistry
34
UNIT
2
4. Click on the simulation you wish to run
5. Start investigating by running the simulation. The simulation could be linked to Google
Classroom.
6. If you have trouble getting the simulation to run, go to the help center where you will find
answers to many of your questions, if not, contact the PhET.
7. For each simulations, there is teacher support material with the case studies shared by
other educators.
35
UNIT
2
Select the simulations related to topic of interest
Download simulations
Embed into the LMS
Link to the google classroom
Use teacher support material
Assign project and give feedback
Learning Reflection
o The faculty members will be adopting the virtual simulation either from Phet or related
sites for the classroom laboratory instruction.
o Work with data analytics about Learners performance. Share your challenges faced during
the implementation.
36
UNIT
2
Assignment # 2.1: Watch – Think - Reflect
Kindly watch the TED Talk and reflect your thoughts about the documentary “Let’s use video
to reinvent education” spurred by Sal Khan video.
1. What is the key take away message from this talk?
2. When and why should we redefine the learning environment?
3. What are your beliefs about your ability to deliver effective instruction while operating
under education institute reforms?
4. In our system, still mathematics is discussed or approached in traditional approach, how
online education of mathematics is possible. What is your perspective about this
condition?
37
UNIT
2
Assignment # 2.2: Think – Pair – Share – Review of the article:
We target at providing a list of readings that are of good quality, essential and reasonable to the
workload we promised. So, we have been very selective when identifying the readings. Most of
them are extensive reviews or contain an extensive review. They are all scholarly written and
evidence-based.
As we have been very selective, there are only limited numbers of readings for the whole course.
Therefore, the references are not labeled as “compulsory reading” or “highly recommended
reading” as I discussed in Compiling Course Outline. All readings are essential.
We deeply understand that not every participant has the access to the electronic resources in
order to identify the paper we list. So, we tried our best to find articles that can be openly
accessed. While such papers are available, we make recommendation as an alternative option.
We will continue to search for such kind of paper and add them to the list. If you come across
any good article, which is scholarly, evidence-based, and of good quality, please recommend it to
us.
Compulsory Reading
Goodson, C. E., & Miertschin, S. L., & Stewart, B. L. (2018, June), Digital Learning Preferences: What
Do Students Want? Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake
City, Utah. https://peer.asee.org/30335
Highly recommended reading

Roger G. Hadgraft & Anette Kolmos (2020) Emerging learning environments in engineering
education, Australasian Journal of Engineering Education, DOI: 10.1080/22054952.2020.1713522
38
OER FOR EMPOWERING
TEACHERS OER BASICS
NITTTR,
CHENNAI
1
OER for Empowering Teachers Instructional Material by P. Malliga is licensed under a Creative
Commons Attribution 4.0 International License. Based on a work at
iastate.pressbooks.pub/oerstarterkit.
2
1. OPEN EDUCATIONAL
RESOURCES
Learning
Objectives:
By the end of this chapter, you will be able

to:
• Define open educational resources.

• Explain the difference between OER and other free educational materials.
• Describe the challenges and benefits of using OER in a class.
In this chapter, we will introduce you to the concept of OER and the benefits and challenges
of using them.
1.1 BACKGROUND
The open education movement was originally inspired by the open source community, with a
focus on broadening access to information through the use of free, open content. As Bliss &
Smith (2017) explain in their breakdown of the history of open education:
“much of our attention focused on OER’s usefulness at providing knowledge in its original form to those
who otherwise might not have access. The implicit goal was to equalize access to disadvantaged and
advantaged peoples of the world – in MIT’s language, to create ‘a shared intellectual Common.’
Following the rise of open education in the early 2000s, growing interest in MOOCs, open
courseware, and particularly open textbooks catapulted the movement to new heights; however,
there are still many instructors who have never heard of open educational resources (OER)
today.
1.2 WHAT IS AN OER?
Open educational resources (OER) are openly-licensed, freely available educational

materials that can be modified and redistributed by users. They can include any type of
educational resource, from syllabi to full courses.
• Openly-licensed:
• Freely Available: The resources must be freely available online with no fee to access.
Physical OER may be sold at a low cost to facilitate

printing.
• Modifiable: The resource must be made available under an open license that allows for
editing. Ideally, it should also be available in an editable

format.
The most comprehensive definition of OER available today is provided by the

Hewlett Foundation:
“Open Educational Resources are teaching, learning and research materials in any medium –
digital or otherwise – that reside in the public domain or have been released under an open license
that permits no cost access, use, adaptation and redistribution by others with no or limited
restrictions.”
With a definition so broad that it includes any educational material so long as it is free to
access and open, it might be easier to ask, “What isn’t an OER?”
1.3 WHAT IS NOT AN OER?
If a resource is not free or openly licensed, it cannot be described as an OER. For

example, most materials accessed through your library’s subscriptions cannot be altered,
remixed, or redistributed.
These materials require special permission to use and therefore cannot be considered
“open.”
Table 1 below explains the difference between OER and other resources often misattributed
as OER.
reserved copyright
Material Type Openly

License
d
Freely Available Modifiable Materials available
through the University
Library
Open
educational
resources
Yes Yes
Open access articles
and monographs
Free online resources
e
under all rights
Note: Although some materials are free to access for a library’s users, that does not mean that
they are free to access for everyone (including the library). Similarly, while some open access
resources are made available under a copyright license that enables modification, this is not
always the case.
4
1.4 BENEFITS OF USING
OER
1.4.1 BENEFITS FOR STUDENTS
One of the first aspects of OER to be praised by the general public was the cost savings that
they could bring to students. The price of college textbooks has risen greatly over the past 35
years, outpacing all other consumer goods in the Consumer Price Index by a great margin as
shown in Figure 1.
The cost of textbooks has a profound impact on college students, many of whom must wait to
purchase their course materials until well into the semester or choose not to purchase them at
all. However, the unexpected additional cost of textbooks can make the difference between a
student persisting in college or dropping out.
Access to a Quality
Education
When you choose to share course materials openly, you are providing students with the
opportunity to engage with your content before, during, and after your course. Because OER
are always free to access online, students who are interested in taking a course you teach can
read up on the course ahead of time and ensure that they are ready and interested in the
material. Moreover, students who have already taken your course can be safe in the knowledge
that their course materials will not evaporate at the end of the semester and that they can
continue to review the materials you provided to them for years to come.
The students who benefit from access to OER are not just the ones in your classroom. Unlike
affordability initiatives like course reserves, OER are free for anyone in the world to access,
whether they have a college affiliation or not.
1.4.2. BENEFITS FOR INSTRUCTORS
Although cost savings are a major talking point in favor of adopting open educational resources,
instructors can utilize OER effectively without replacing paid resources at all. In fact, the
freedom to adapt OER to instructional needs is often the most attractive aspect of OER. Since
OER are openly licensed, educators are free to edit, reorder, and remix OER materials in many
ways.
Use, Improve, and

Share
• Adapt and revise resources that have already been created to fit your course syllabus.
• Create an updated second edition of an existing OER.
• Tailor resources to fit your specific course context (e.g., translation, local examples).
Network and Collaborate with

Peers
• Access educational resources that have been peer-reviewed by experts in your field.
• Create a new open educational resource with a team of your peers.
• Explore user reviews for a more in-depth understanding of the resources available.
Lower Costs to Improve Access to

Information
• Enable all students to have equal access to your course materials.

• Provide students with the opportunity to explore course content before enrolling.
Instructors can implement the most innovating and interactive teaching methods like
flipped learning and blended learning.
1.5 CHALLENGES OF USING OER
There are many benefits to using OER in the classroom; however, there are also some
drawbacks. The biggest challenge that instructors face when adopting OER is best
encapsulated by the phrase “availability may vary.”
SUBJECT
AVAILABILITY
Many of the largest OER projects funded over the past fifteen years targeted high cost, high
impact courses to save students money. Because of this, most of the OER available today are
for general education courses such as Psychology, Biology, and Calculus. This does not mean
that there are no OER available for specialized subject areas or graduate level courses;
however, there are more resources to choose from for instructors who teach Introduction to
Psychology than for those who teach Electronic Systems Integration for Agricultural Machinery
& Production Systems.
FORMAT & MATERIAL TYPE

AVAILABILITY
6
As with subject availability, the format and types of OER that have been developed over time
have largely been targeted at high enrollment courses which could see substantial cost savings
for students. There are many open textbooks available today, but fewer options for ancillary
materials. You can find lecture slides, notes, and lesson plans online, but ancillary content such
as homework software and test banks are harder to find.
TIME & SUPPORT

AVAILABILITY
Although the other challenges to OER use are inherent to the resources themselves, this
final drawback is a concern for you as a user and creator. It takes time and effort to find OER
that might work for your course, and if you want to create and publish new resources, that
takes exponentially more time. Time constraints are always going to be an issue for
instructors who want to try something new in their course. Luckily, there are resources
available to help you locate, adopt, and implement OER.
1.6
SUMMARY
This chapter has provided a brief overview of what OER are, why they are used, and the
movement surrounding them. In the next chapter, we will review some items you should keep
in mind when adopting or creating an OER for the first time.
7
2. COPYRIGHT AND OPEN LICENSING
Learning Objectives
Learning
Objective
By the end of this section, you will be able to:
• Define copyright and open licenses.

• Explain the purpose of copyright law.
An open license is a vital component of an open educational resource. Because of this, it is

important that you understand how open licenses work within copyright law. This chapter will
provide an overview of copyright law, fair use, and licensing to help you navigate this topic.
2.1 COPYRIGHT LAW
U.S. copyright law protects an author’s rights over their original creative works (e.g., research
articles, books and manuscripts, artwork, video and audio recordings, musical compositions,
architectural designs, video games, and unpublished creative works).1 As soon as something is
“fixed in a tangible medium of expression,” it is automatically protected by copyright.
According to Wex Legal Dictionary, a resource is fixed

when:
“its embodiment ...by or under the authority of the author, is sufficiently permanent or stable to permit it to
be perceived, reproduced, or otherwise communicated for a period of more than transitory duration.”
In other words, an idea for a book you want to write is not protected by copyright, but the first
draft of your manuscript is. Copyright protection ensures that the creator of a work has complete
control over how their work is reproduced, distributed, performed, displayed, and adapted. You
do not need to register your resource with the U.S. Copyright Office for this to come into effect;
it is automatic.
2.2 PUBLIC DOMAIN
Works that are no longer protected by copyright are considered part of the public domain. Items
in the public domain can be reused freely for any purpose by anyone, without giving attribution
to the author or creator.
Public domain works in the U.S. include works whose creator died 70 years prior, works
published before 1924, or works dedicated to the public domain by their rights holder. The
Creative Commons organization created a legal tool called CC 0 to help creators dedicate their
work to the public domain by releasing all rights to it.
2.3 LICENSING
The copyright status of a work determines what you can and cannot do with it.6 As you begin to
explore OER for use in your classroom, it is important that you understand your rights over the
works you create and what it means to give those rights away.
Most copyrighted works are under full, “all rights reserved” copyright. This means that they
cannot be reused in any way without permission from the work’s rights holder (usually the
creator). One way you can get permission to use someone else’s work is through a license, a
statement or contract that allows you to perform, display, reproduce, or adapt a copyrighted
work in the circumstances specified within the license. For example, the copyright holder for a
popular book might sign a license to provide a movie studio with one-time rights to use their
characters in a film. ?

If an OER is available under a copyright license that restricts certain (re)uses, you can make a
fair use assessment for reproducing or adapting that work. However, having explicit permission
is preferable. We do not recommend using fully copyrighted works in OER projects without
written permission from the work’s rights holder.
2.4 OPEN LICENSES
All OER are made available under some type of open license, a set of authorized permissions
from the rights holder of a work for any and all users. The most popular of these licenses are
Creative Commons (CC) licenses, customizable copyright licenses that allow others to reuse,
adapt, and republish content with few or no restrictions. CC licenses allow creators to explain in
plain language how their works can be used by others.
Creative Commons licenses will be explored in more detail in the next chapter. However, there
are other open licenses that can be applied to educational materials. A few of these licenses
are described below:
GNU Free Documentation

License:
a copyleft license that grants the right to copy, redistribute, and modify a resource. It requires all
copies and derivatives to be available under the same license. Copies may be sold
commercially, but the original document or source code must be made available to the user as
well.
Free Art
License:
The FAL “grants the right to freely copy, distribute, and transform creative works without
infringing the author’s rights.” It is meant to be applied to artistic works, not documents. If you’re
interested in learning more about open licenses, feel free to explore the Free Software
Foundation’s information on copy left licenses, some of the first licenses used for open content.
2.5 WHY OPEN LICENSES?
Open licenses are an integral part of what makes an educational resource an OER. The
adaptability and reusability of OER make it so that they are not just free to access, but also free
for instructors who want to alter the materials for use in their course. For example, in the figure
below an openly licensed image has been traced to make it more readable for users.
One of the tenets of OER laid out early on in the open education movement was the idea of the
5 Rs (originally the 4 Rs) introduced by David Wiley (2014). These five attributes lay out what it
means for something to be truly “open,” as the term is used in open education. The 5 Rs
include:
• Retain = the right to make, own, and control copies of the

content.
• Reuse = the right to use the content in a wide range of
ways
• Revise = the right to adapt, adjust, modify, or alter the content
itself
• Remix = the right to combine the original or revised content with other open content
to
create something new
• Redistribute = the right to share copies of the original content, your revisions, or
your
remixes with
others
While the “redistribute” and “revise” rights are the most commonly exercised rights in open
education, each of the five plays an important role in the utility of an open educational resource.
For example, without the right to “remix” materials, an instructor who teaches an
interdisciplinary course would not be able to combine two disparate OER into a new resource
that more closely fits their needs.
In the next chapter, we’ll look at Creative Commons licenses and how they facilitate the
expression of the 5 Rs in unique ways.
1
0
3. CREATIVE COMMONS LICENSES

Learning Objective Learning Objectives
Learning Objectives By the end of this

section, you will be able to:
• Describe the four different Creative Commons License components.

• Explain why some CC-licensed content might not be considered OER.
As we mentioned in the previous chapter, Creative Commons (CC) licenses allow you to
explain, in plain language, how your creative works can be reused. These licenses act as
explicit, standing permissions for all users.
3.1 THE FOUR COMPONENTS OF CREATIVE COMMONS LICENSES

Attribution (BY) Proper attribution must be given to the original creator of the work
whenever a portion of their work is reused or adapted. This includes a link to the
original work, information about the author, and information about the original
work’s license.
Share-Alike (SA) Iterations of the original work must be made available under
the same license terms.
Non-Commercial (NC) The work cannot be sold at a profit or used for

commercial means such as for-profit advertising. Copies of the work can be
purchased in print and given away or sold at cost.
No Derivatives (ND) The work cannot be altered or “remixed.” Only identical

copies of the work can be redistributed without additional permission from the
creator.
These elements can be mixed and matched to create a total of six Creative
Commons licenses.
3.2 CHOOSING A LICENSE
1
1
Choosing a CC license can be confusing at first, but the online Choose a License tool can help.
This tool generates a license based on which rights you want to retain and which you would like
to give to users. For example, if you want to share your work and allow others to adapt it, but
you do not want others to be able to sell your work, you might consider using the CC BY NC
license. Attribution: “Wileys 5Rs and Creative Commons Licensing” is by Krysta McNutt, CC-BY 4.0
Before you choose a license, keep in mind that an OER should be able to exercise all the 5 Rs
of open content we discussed in the previous chapter. Not all of the CC licenses meet this
definition. Specifically, the CC BY ND and CC BY NC ND licenses do not allow revising or
remixing content, two of the most significant freedoms of OER for many instructors.
3.3 IMPLEMENTING A CC LICENSE
Creative Commons has an online Marking Guide that demonstrates how to mark your CC
license on different types of media. Making your license obvious on whatever item you are
sharing is an important part of the dissemination process for OER: otherwise, users won’t know
what license you’ve chosen! No matter the format, there are some standards you can follow:
• Make it clear
• Make it visible
• Provide links (to the license and the work)
3.3.1. THE FOUR “OPEN” CC LICENSES
There are strengths and weaknesses to each Creative Commons license you might apply to
your OER. To help you make an informed decision, a short description of each license that
can be applied to OER is provided below.
1
2
CC BY
Strengths
• The CC BY license is the most popular and open license provided by Creative
Commons.
• By requiring attribution and nothing else, your CC BY work will be easy for others to
adapt and build upon.
• CC BY is often the default choice for open publications. Youtube uses the CC BY license
as their single “Creative Commons” option.
Weaknesse
s
• Because CC BY allows for easier sharing and adaptation, it also leaves the creator with
less power over their work. When you use a CC BY license, you cannot be certain that
your work will remain open or that your work will be reused for projects you support.
CC BY
SA
Strengths
• The CC BY SA combines the openness of CC BY license with the caveat that an item
remains open under the same license when adapted.
• The CC BY SA license is the second most popular license, and the license used by
Wikipedia for their articles.
Weaknesse
s
Because the CC BY SA license requires that adapted content be shared under the
•
same license, it can be difficult to adapt or to remix works licensed CC BY SA.
1
3
CC BY
NC
Strengths
• The CC BY NC license gives the creator of a work complete control over any
commercial reuse of their work.
• As a user, you can adapt and remix CC BY NC works so long as your new works
provide attribution to the original author and do not turn a profit.
Weaknesse
s
• Someusers may be concerned about what they are allowed to do with your CC BY NC
work and where the commercial “line” is drawn.
CC BY NC
SA
Strengths
• CC BY NC SA is the most restrictive license that can be used for OER and gives you the
most control over its adaptations.
• Some creators apply this license out of concern for their works being “scooped” by
commercial publishers.
Weaknesse
s
• Because of its requirements, the CC BY NC SA license is the hardest to adapt, remix, or

build upon
• If you hope to leverage the open community to promote and share your content, this
license may be a deterrent for potential partners.
You can learn more about the individual CC licenses on the Creative Commons
website.
If you want to reuse an existing OER, there are some aspects of CC licenses you should keep
in mind. Although there are different rules for each, every CC license includes the Attribution
component which requires that users provide proper attribution for an original work being
shared or adapted.
1
4
ATTRIBUTION VS
CITATION
Attribution is a similar process to citing academic works in a paper, but there are some key
differences. The following table outlines some of the ways in which citations and attribution
are similar and different:

Citation Attribution
Purpose is academic (e.g. avoiding plagiarism) Purpose is legal (e.g. following licensing
regulations)
CC licenses)
Does NOT typically include
licensing information for the work
Typically includes licensing information for Many citation styles are
the work available (e.g., APA, Chicago,
and MLA)
Used to quote or paraphrase a limited Attribution statement styles are still
portion of a work emerging, but there are some defined best
Used to quote or paraphrase all or a portion practices
of a work
Cited resources are typically placed in
Can paraphrase, but cannot typically a reference list
change the work’s meaning Attribution statements are typically found
Can change the work under Fair Use or near the work used (e.g., below an image)
with advance permission (e.g., under most
Attribution: This table was adapted by Abbey Elder from “Citation vs. Attribution” by Lauri Aesoph, licensed
CC BY 4.0.
In this chapter, we have discussed how Creative Commons licenses work and how you can
use these licenses for publishing or sharing open content. In the next chapter, we’ll explore
how you can find existing OER to use in your course.
1
5
REFERENCES
:
1. Elder, A.K. (2019). The OER Starter Kit. Ames, IA: Iowa State University Digital Press.
Retrieved from iastate.pressbooks.pub/oerstarterkit The OER Starter Kit by Abbey
Elder is available under a Creative Commons Attribution 4.0 International License.
liss, T J and Smith, M. 2017. A Brief History of Open Educational Resources. In:
2. B
Jhangiani, R S and Biswas-Diener, R. (Eds.) Open: The Philosophy and Practices that
are Revolutionizing Education and Science ( pp. 9–27). London: Ubiquity Press. DOI:
https://doi.org/10.5334/bbc.b.
3. William & Flore Hewlett Foundation. (n.d.). OER defined. Retrieved from
https://hewlett.org/strategy/open-educational-resources
/
4. Free Sotware Foundation. (2008). GNU Free Documentation License. Retrieved from
https://www.gnu.org/licenses/fdl.htm
l
5. Copyleft Attitude. (2007). Free Art License 1.3. Retrieved from

http://artlibre.org/licence/lal/en
/
6. Free Software Foundation. (n.d.). What is copyleft? Retrieved from

https://www.gnu.org/copyleft/copyleft.htm
l
1
6

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National Education Policy 2020

23. Technology Use and Integration

a) provide independent evidence-based advice to Central and State Government agencies on

24. Online and Digital Education: Ensuring Equitable Use of Technology

Part IV. MAKING IT HAPPEN

25. Strengthening the Central Advisory Board of Education

26. Financing: Affordable and Quality Education for All

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Integration with Conventional Education

Final Proctored Examination

Online Degree Programme

Annual Refresher Programme In Teaching (ARPIT)

Download SWAYAM applications from popular app stores

Swayam helpline: 18001219025 | email: support@swayam.gov.in https://swayam.gov.in/

Launched on 9th July 2017

SWAYAM PRABHA is an initiative to provide 32 high quality

Higher Education: Curriculum-based course

IIT PAL: To assist the student in the

School Education (9-12 levels): Modules for teacher's training

Curriculum-based courses that can meet the needs of

Channels uplinked from BISAG , Gandhinagar

National Digital Library of India (NDL India) provides a framework of

24x7 learning resource

Accessible by any one , from anywhere and anytime

More than 3.8 Crore e-books/journals/audio books/question banks.

Contents are available in 200 + Languages

Number of institutions: 13,352

Mobile App downloads : 14.1 Lakhs

https://www.ndl.gov.in Launched on 19th June 2018

NATIONAL DIGITAL LIBRARY OF INDIA

To provide remote-access to Labs in various

Implemented by IIT Delhi.

To share costly equipment and resources, which are

Cover 100 Virtual Labs, approximately

Wireless Research Lab

F Promoting robotics as multi-disciplinary engineering project

Phone : 022 2576 4986, 022 25720184

FOSSEE promotes the use of open source software in educational institutions

A project by IIT Bombay.

Textbook Companion (TBC) is a collection of code for solved examples of standard

CFD - Lab, Aero. Annex Building,

National Institute of Technical Teachers Training and Research

Second Edition: April 2021

Module Coordinator & Learning Material Prepared by:

To meet the Course Coordinators, it is preferable to have prior appointment.

What you'll learn

1. Design effective lessons using various instructional technologies.

Directions to the course participants:

Course Delivery Mechanism

Handholding – Scaffolding Group: