Information Communication Technology Tools & Techniques

1. Information
Communication
Technology –
Tools & Techniques

2. Let us understand ICT –
Tools and Techniques
1. Open Education Resource (OER)
2. E-Learning
3. Virtual Class
4. Web and Video Conferencing
5. e-Content Development – Using websites
/ Development etc.
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3. Open Education Resource [OER] :
Open Educational Resources (OER) has become a valuable opportunity to foster access to high-quality educational
content released by prestigious universities and academic institutions around the world, under open licenses to
allow their free use, reuse, and adaptation.
OER are digital contents public domain for teaching-learning purpose released under open intellectual
property licenses to enable their free use or repurposing. These resources include full courses of academic
programs or learning material such as textbooks, lessons, lectures, assessments, and tests. – D Atkins et.al.
These resources include materials of different granularity levels such as
1. Full courses
2. Syllabi
3. Course materials
4. Textbooks
5. Lessons & assessment
6. Simulation software;
furthermore, these can have different formats such as
1. Web pages,
2. Documents,
3. Presentations,
4. Video streaming, Images, and Podcasts.
In the case of full courses, these can include resources in many formats that can be used in a separate way.
.
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4. One of the most representative streams in OER fields is the
Open Courseware (OCW)
An initiative promoted by the Massachusetts Institute of Technology (MIT) .
The OCW is published in the public domain and enables that all the materials included in these
courses can be used, adapted or redistributed, according to open license conditions.
The OER are stored in repositories available through websites. These sources of OER can be
categorized based on the type of resources and the type of repositories.
1. Type of resources
2. Type of Repository
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5. The types are defined considering the granularity of the resources.
a) OCW websites
The MITuniversity initially proposed the OCW in 2001. This university decided that the materials of
its courses be freely and openly available on the Internet for non-commercial educational purposes.
This meant that there were going to be any restriction on how a user could modify the materials
according to his requirements, including the grants for edit, translate, combine them with
others materials and change their format.
After that number of universities that opened their OCW sites has increased significantly on a
global scale.
These sites are a collection of freely available educational materials organized as courses.
OCW materials may include
Syllabi,
Lecture notes,
Videos,
Course lectures,
Exams,
Reading materials,
Any other resources used to teach the courses.
.
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6. There are global Networks of Universities and Educational Institutions that offer access to
their OCW.
For example : https://www.classcentral.com/institution/ugc : UGC
http://www.tezu.ernet.in/Library/LibraryOldWebsite/opencourse.htm : Tezpur University
Open Education Consortium (www.oeconsortium.org/ )
that joins over 240 institutions from 50 countries,
Universia (www.universia.net/en/)
that includes 1.345 institutions to become the largest Spanish and
Portuguese speaking network of universities.
b) OER websites
These websites offer resources from many Universities, Research Institutes, Libraries, and
Institutions related to the educational field.
Furthermore, these websites enable that any contributor can release resources of small
granularity such as videos or presentations. Two large-scale OER Websites that are well
known in academic ambiance are
MERLOT II (www.merlot.org ), a program of the California State University,
OER Commons (www.oercommons.org/) , a project created by ISKME
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7. 2) Type of repositories
The OER repositories contain both resources and their metadata and are managed through websites. The search of
the resources is based on their metadata. There are three types of OER websites according to the location of
repositories that they manage:
a) Local repository
OER websites that manage resources and metadata stored in local repository.
b) External repository
OER websites that provide access to the resources & heterogeneous metadata stored
I n external repositories.
c) Hybrid repository
OER websites that provide access to a local and external repository as well.
B. Intellectual Property Licenses [ IPR ]
The potential of the OER usage comes from the permissions granted by the open license that facilitates reuse, and
possible adaptation, without first requesting permission from the copyright holder.
The open licensing framework “Creative Commons” is widely used in OER initiatives for releasing resources. This
framework provides user-friendly open licenses for digital materials through a legal declaration which ensures
that author of materials can retain acknowledgement for their work while allowing it to be shared; with restriction
commercial activity, and can prevent the adaptation.
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8. OER and Higher Education
Many leading institutions in higher education have fostered the OER movement to give equal access
to knowledge for all students worldwide.
Furthermore, the universities also participate in the OER movement to enhance their academic
reputation, to attract talented students and staff, and to improve learning materials and research results through the
open sharing .
The participation of higher education in the OER movement has also encouraged to a greater
diversity of learners and teachers to harness these materials.
Particularly, the teachers can customize the resources to adapt them to fit their needs in different
educational context and support the achievement of learning outcomes of their students with open license of
resources.
The expansion of the OER movement on a global scale has implied a growth regarding the number
of projects and resources available .
Unfortunately, there is neither a directory of all worldwide OER projects. For this reason, the
knowledge of where to find resources is one of the biggest challenges to using OER, although it is known that most
resources come from developed countries.
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9. Resources In India - After COVID 19
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1. SWAYAM online courses :(https://storage.googleapis.com/uniquecourses/online.html)
It has teaching/ learning resources that any student/learner can use free of cost without registration. This was
earlier delivered on the SWAYAM Platform. Those learners who registered on the platform for the January 2020
semester can continue their learning as usual.
2. UG/PG MOOCs (http://ugcmoocs.inflibnet.ac.in/ugcmoocs/moocs_courses.php)
This provides access to the learning material of the SWAYAM UG and PG (Non-Technology) archived
courses.
3. e-PG Pathshala (epgp.inflibnet.ac.in)
This digital platform hosts high quality, curriculum-based, interactive e-content having 23,000 modules (in form
of e-text and video) in 70 postgraduate disciplines of social sciences, arts, fine arts and humanities, natural and
mathematical sciences.
4. e-Content courseware in UG subjects (http://cec.nic.in/)
This platform provides access to e-content in 87 Undergraduate courses with about 24,110 e-content modules.
5. CEC-UGC YouTube channel (http://www.youtube.com/user/cecedusat)
This video is used to provide online lectures on unlimited educational curriculum and can be accessed free of
cost.

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6. SWAYAMPRABHA: (https://www.swayamprabha.gov.in/)
This group of 32 DTH channels provides high quality educational curriculum-based course content. The content
covers a diverse set of disciplines such as social sciences, science, commerce, arts, performing arts and
humanities subjects, engineering, technology, law, medicine, agriculture etc.
7. National Digital Library (athttps://ndl.iitkgp.ac.in/)
This is a digital repository of academic content in different formats in all disciplines. The content is available at all
academic levels in all leading Indian languages for all types of learners including researchers and citizens, and
the differently-abled. It also provides interface support so that it can be easily accessed on all popular forms of
access devices.
8. Shodhganga (https://shodhganaa.inflibnet.ac.in)
This is a digital repository platform of 260,000 Indian electronic theses and dissertations where research
students can deposit their PhD theses and anyone interested, especially the scholarly community, can access it
openly.

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9. e-Shodh Sindhu (https://ess.inflibnet.ac.in/)
It provides access to current as well as archives of more than 15,000 core and peer-reviewed journals. It also
contains a number of bibliographic, citation and factual databases in different disciplines. The material includes
content from a large number of publishers and aggregators. It can be accessed by its member institutions including
centrally-funded technical institutions, universities and colleges..
10. Vidwan (https://vidwan.inflibnet.ac.in/)
This platform is a database of experts and it provides information about experts to peers, prospective collaborators,
funding agencies, policy makers and research scholars in the country.
For any clarifications, UGC, INFLIBNET and CEC can be contacted at eresource.ugc@gmail.com,
eresource.inflibnet@gmail.com
and eresource.cec@gmail.com
respectively.

12. II. E-LEARNING
The concept of E-learning has evolved since its appearance.
The definitions of E-learning are conditioned by the different approaches. Some of these
approaches emphasize on content while others in the technology and communication .
A widely accepted concept establishes
E-learning is the use of internet technologies to create and deliver a rich learning environment that
includes a board array of which is to enhance individual and organizational performance.
However, Common components of an E-learning environment is
The Digital Content,
The Learning Activities, and
The services provided by the supporting technology.
Therefore, the successful of the e-learning environment to support an educational purpose it is
related to the quality of all of their components about the learning outcomes and the learners, but
fundamentally in the quality of the materials for the learning.
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13. Points to be Discussed : -
The major problem is the information architecture of the websites. The structuring or categorization of the
resources is different on each of these websites, so, the search becomes a time-consuming activity.
Furthermore, the selection of the appropriate resources needs an additional effort to evaluate their
quality. These problems could discourage the searching and retrieval of OER.
Many universities no longer maintain the OCW websites.
For example, the Washington University declared that the OCW will not be longer available to the
public since 2015, only those courses posted earlier can be reviewed.
Instead, a significant number of universities analyzed have replaced the OCW with the online
courses that universities offer through online platforms such as edX or Coursera.
These courses have been launched under the concept of Massive Open Online Courses (MOOCs),
a type of online courses aimed at a great number of learners.
MOOCs are a valuable contribution to opening education to the masses by enabling learners to gain
access to courses from highly reputable universities.
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14. This type of online courses does not meet with the OER movement principles since their
materials are not in the public domain and are usually protected by a restricted copyright
license.
These restrictions state that the course site contains copyright material, so, the use of the
course materials requires permission to copy, modify, publish, transmit, and distribute.
In the OCW, the term “Open” means free, accessible, and reusable; while, for these Open
Online Courses, “Open” usually mean free (no payment for enrollment), and accessible,
only by the people who take the course, during the time duration of the course.
Therefore, this could have an impact in the aim of the OER movement that is founded on the
principle of openness access to educational resources in such a way that can be shareable
and reusable for teachers and learners.
Research are being conducted to enable an efficient searching of OER for specific needs of
teachers and learners, considering only resources with open intellectual property licenses
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15. III Virtual Class
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Many educational institutions are shutting down around the globe due to COVID-19,
Finding way to get up with speed and establish a stable workflow to get our podcasts,
online lectures, and tutorials out there for our students.
Open source software (OSS) has a key role to play in this situation for many reasons, including:
Speed: OSS can roll out quickly information dissemination at large numbers without
licensing issues and in a decentralized manner.
Cost: OSS does not cost anything which is important for financially stretched
Schools and Universities that need solutions to complex challenges on very
short notice.
Open Broadcast Studio (OBS) :
To Create Podcasts,
Videos,
Or live streams :

16. OBS
Is a professional, open source audio and video recording tool
allows to record, stream instantly, and do much more.
OBS is available for all major platforms (Windows, macOS, and Linux),
with interoperability .
OBS stores recordings in a standard intermediate format Matroska
Video file (MKV), which can be transferred to MP4 or other formats and
supports Nvidia Graphics cards .
This allows you to make full use of your Hardware and speed up the
recording process.
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JourneyofVirtualClass

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Soure : https://www.goodfirms.co/blog/the-9-best-free-and-open-source-digital-classroom-management-software

20. SOME IMPORTANT TOOLS :
Video and sound editing
After you record your podcast or video, editing could be performed using Open Source Apps
OpenShot
Shotcut.
Support-platform and have full support for hardware encoding with graphics cards,
Soundtrack can be extracted in either program using
Audacity, another open source, cross-platform (Mac, Linux, Windows) tool.
Electronic Blackboards
To annotate your slides or develop ideas on an electronic blackboard, we need note-taking software
and a device with a touch screen or a graphics tablet.
OpenBoard . ( Linux on Ubuntu 16.04)
Flatpak (linux etc)
Xournal++, Flathub. (Mac and Windows).
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III Web v/s Video –Conferencing
Web Conferencing - Meetings via the Internet.
May be referred as online meeting software or sometimes simply video conferencing itself.
• Meetings based on VoIP
• Online video
• Instant messaging
• File sharing
• Screen sharing.
Specific uses for web conferencing software include: Presentations or Webinars
• Conference calls
• Video meetings with multiple participants
• Running product demos and training
• 1-on-1 meetings with remote employees
• Face-to-face customer support
The top three benefits of using web and video conferencing software are:
• Enhanced communications
• Reduced travel costs
• Increased efficiency

22. Web and Video Conferencing Features & Capabilities
Audio and video quality
The quality of audio and video is a key factor which depends on bandwidth and usage of the
software.
Screen sharing
Able to share screens ( Content ) with participants.
Online meetings
Web conferencing software allows users to schedule meetings or initiate impromptu meetings. Participants
are able to easily join meetings, mute themselves. The ability to record meetings (save / download) .
Collaboration
Collaboration features such as Live Chat, Audience Polling, Q&A, and File Sharing.
Security
Needs enhanced security. Security include user Authentication, Permissions, and Confidentiality.
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23. Mobility
Some web conferencing software products offer a mobile app. This allows easy access to video
meetings from a mobile device or tablet.
Other features include:
Slideshow presentations
Meeting scheduling and recording
Audience interaction features etc.
Web Conferencing vs. Video Conferencing
Web conferencing traditionally referred to “one-to-many” interactions. This included presentations,
training, and webinars. Individuals could participate via chat or “hand-raising” but the presenter was
the key communicator. In contrast, Video Conferencing traditionally referred to face-to-face
interactions between equal participants, typically two people or a small group.
Now a days "video conferencing" has also expanded so that now one can use web
conferencing and video conferencing fairly interchangeably .
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24. Zoom
BlueJeans
ConnectWise Control
Webex Meeting
Team Viewer
GoToMeetings
Lifesize Video Conferencing
Microsoft Team
Skype for Business
GoToWebinar
Fuze
Skype
Cisco Webex Teams
Google Hangouts (Classic)
Adobe Connect
UberConference
Join.me
GlobalMeet Collaboration
Blackboard Collaborate
Highfive
ReadyTalk (Discontinued)
Amazon Chime
Whereby
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ClickMeeting
Jiomeet
Blizz by TeamViewer
Intermedia AnyMeeting Pro
RingCentral Meetings
Mitel MiCollab
Vidyo
FreeConferenceCall.com
MaestroConference
Mikogo
Webinato
WorkCast Present+
Google Meet
FreeConference.com
Proficonf
LiveWebinar
Watchitoo StreamingPro
ClickWebinar
Intrado Studio
MeetingBurner
https://www.trustradius.com/
92 App’s : Virtual Lab: https://youtu.be/AeK10Cs8o4s

25. e-Content
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•The UGC e-content scheme aims at developing high quality e-Contents, as well as
expertise for generating such contents over the long term.
•The scheme provides financial assistance and technical support to teachers and
others experts based in college and Universities.
•U G C do not want to replace traditional teaching, but expects to supplement it.
• The inclusion of e-content in learning is now inevitable, and the UGC initiative is
designed to meet the new challenges in this new field.
•Once contents are developed, will be maintained at the mirror sites of the UGC ( e-
Pathshala) and at Consortium for Educational Communication (CEC) websites.
•The contents will be accessible to all teachers and students of the Indian
Universities system throughout the country.

26. The Goal of the scheme is to encourage individual teachers, group of teachers of
Universities and colleges to develop e-content.
Scheme is also opened for IT experts and Industrial experts to convert their expertise in
electronic form to share with the students and teachers.
The objective is to promote generation of e-contents in all subjects.
This will develop partnership between educational institutions and the IT industry for the
continuous development of new content and methodology taking into account contemporary
technology.
The MHRD, under the National Mission on Education through ICT has sanctioned a project
to UGC for the production of 77* subjects at postgraduate level.
It is proposed to create high quality , curriculum based, interactive contents in different
subjects across all disciplines of Social Science , Arts, Fine Arts and Humanities, natural &
Mathematical Sciences, Linguistics and languages in PG.
These contents will be available through different portal of UGC and MHRD.
http://epgp.inflibnet.ac.in
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The entire process needs constant support of Academicians. Technologists and
Media Managers.
The agencies like EMMRC and CEC are expected to keep close watch on this
project and will provide all possible supports to academicians.
The UGC Guidelines for e-contents Development may be referred for more
details.
How To apply, Where to Apply, Funds, Support and Subjects etc UGC website
may be referred.
Such schemes will improve the education quality with in the society and across
the country and its boundaries.
UGC Provisions Reference Material New And Reference Material II

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UGC : e-Contents

29. e-Content (Web) Development : How and From Where to start
We should know how to convert domain knowledge and empirical knowledge in to e-knowledge
(content)
What is web site / Web Page / download and upload
How to develop our web content
How transfer data from our system to internet
How to get space on Internet, its process
How to register our contents with search engines like Google ask and AltaVista etc.
To Learn all these :
today it’s more important to know what to do with computers rather knowing how to do or execute?
Because, online data and expertise are always available on net, in both static and dynamic form
(physically connected or moving). So it is important to know where and how to use these information in
your data processing.
Tools Like ‘Google – Scholar’ etc. is the best example to get the on line information access through
net.
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Web Development, Uploading & Maintenance
Process
1. Develop e-contents/website with case tools
2. Take a Domain Name (DNS)
3. Take Space (Package) on server (Web
Server)
4. Upload contents with FTP (cuteftp)
5. Register with Search Engine(URL)

31. Web Site Management
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Upload Contents
Using Case Tools
CuteFtp, File Zilla etc
Register With Search Engine [URL]
Book Doamin Name,
Space
Book Domain Name [DNS]
Book Space [Web Server]
.
03
01 02
Development using Case
Tools
Web Development Tools
Word
FrontPage
Wix etc

32. ICT – In Research & Development
Application of ICT in research
ICT Tools and Services for Research
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33. Dr. Ram K. Pathak
Systems Analyst
Deptt of Commerce
Dr H S G University,Sagar(M.P.)
(A Central University)
rkpathak@dhsgsu.edu.in
9425468991

34. And tables to compare data
A B C
Yellow 10 20 7
Blue 30 15 10
Orange 5 24 16
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35. Place your screenshot here
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Desktop
project
Show and explain
your web, app or
software projects
using these
gadget templates.