LEARNING ACTIVITY-I

Select a case study/report related to legal and ethical issues in use of ICT. Discuss your
case using any mode of online discussion forum. Submit the screenshots of your group
discussion.
Forum used: Google Classroom
CASE STUDY: Education Department to raise awareness about the Blue Whale
Challenge

This challenge is undertaken by children of adolescent age. As a responsible teacher, we need

to be on a constant vigilance. As educators and mentors, we need to counsel the potential cases.
This assignment is to RCOED’s Student Teachers to do the following activities:

 Steps to create awareness amongst parents about this challenge

 Preventive measures as a teacher you would take to prohibit your students to take up
this challenge

(Below are the listed Government’s Articles to raise awareness about the Blue Whale
Challenge)

Article I- As published by the Deccan herald on 22nd August 2017

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Article 2: As published by Times of India (City Bengaluru) on 22nd August 2017

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Figure 1.1: Layout of the Forum

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Figure 1.2: Layout of the Forum

Figure 1.3: Layout of the Forum

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Figure 1.4: Description of Question

Figure 1.5: Description of Answer

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 LEARNING ACTIVITY- II
Develop and Manage a Social Networking site /Blog / Chat forum for college based on
ICT course. Submit the report for the same with empirical evidences.

Social media in education refers to the practice of using social media platforms as a way of
enhancing the education of students. Social media is defined as "a group of Internet-based
applications that build on the ideological and technological foundations of Web 2.0, and that
allow the creation and exchange of user-generated content".

Social media has gained credibility over the years as a trusted source of information and
platform where organizations can interact with audiences. We are seeing education institutions
adapting these developments into their systems and relying on group resources and
mechanisms to improve the student life. The use of social media in education provides students
with the ability to get more useful information, to connect with learning groups and other
educational systems that make education convenient.

Social network tools afford students and institutions with multiple opportunities to improve
learning methods. Through these networks, you can incorporate social media plugins that
enable sharing and interaction. Students can benefit from online tutorials and resources that are
shared through social networks and LMS’s.

There is valuable knowledge to be gained through social media such as analytics and insights
on various topics or issues for study purposes. Social media is also a medium where students
can establish beneficial connections for their careers. As an educational institution, it is crucial
to be active in many social platforms possible, this helps create better student training strategies
and shapes student culture.

Connecting with experts on topics via social media

The great thing about using social media is that you soon learn who the experts are in particular
fields and subjects. When you start following these experts you learn more and gain useful
content from them, this empowers you to produce great results.

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Social media has the ability to broaden your perspective on various subjects and gives
illuminating, instant content that is new. You have the opportunity of engaging experts to get
answers on topics that you may need help in.

Institutions communicate with students via YouTube and Facebook

Learning colleges have the ability to connect with students through social media networks such
as Facebook, Google Plus groups, and YouTube. These channels can be used to communicate
campus news, make announcements and provide students with useful information. This builds
engagement between the College and students which help tackle many student issues through
the group interactions.

Institutions can share supportive and positive posts that reach all students that are connected to
the networks and pages. You can initiate hashtags on social media to engage students and online
discussions that are helpful. Video is a prominent tool in social media trends that are effective
and you can use it to share useful videos that inspire students and help them in their course
subjects. Through social mediums such as YouTube, Facebook or Instagram live video the
engagements between students and the institution can be sustained. It is advisable to be
selective about which social platforms to use for the best practice.

It helps in Research process

Social media offers audience and subject monitoring tools that are useful and it is one of the
best platforms to extract data. You can find out how the majority people feel about a particular
topic or how experts perceive and advice on specific issues.

This can help students compile and produce useful content for research. Whether students are
working on an assignment, working on a project or trying to gain more insight on a subject,
some of the best information and results can be extracted from social media.
For this purpose, F.Y.B.Ed Students of RCOED has developed the following Page for the
Ability Course I- Critical Understanding of ICT.

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Figure 1.1 Layout of the Site

Figure 1.2: Educational Posts

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Figure 1.3: Educational Post

Figure 1.4: Educational Post

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Figure 1.5: ICT & Education

Figure 1.6: ICT Courses

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 REPORT
ON EMPERICAL PARAMETERS OF DEVELOPING AND MANAGING A
SOCIAL MEDIA PAGE AS A SOURCE OF EDUCATIONAL INFORMATION
FOR THE COURSE OF CRITICAL UNDERSTANDING OF ICT.
Universities and colleges increasingly are using new communication technologies to
produce innovative teaching methods, thus improving relationships with staff and students.
Many of the most significant social media tools are still very young but the concepts of social
networking, online video, and blogging go back to the earliest days of the Internet. Indeed,
educators and library professionals were quick to see the value of blogs as they appeared, partly
as a mechanism to bypass complex or slow institutional website-updating processes. They are
also a way to reach out, to share news and reflections with colleagues and students both within
and beyond institutional walls.

As the first social networking sites emerged, combining the functionality of bulletin
boards with personal profiles and instant messaging tools, students were early adopters using
the sites like FriendsReunited to maintain existing friendships and to establish personal support
networks. Friendster extended the idea of what these spaces could do, and by the time Facebook
launched (for those with university email addresses), students were well prepared to
experiment, socialize, and share their networks online. Some librarians and academics followed
students into these spaces, sharing practical information and trying these new forms of
engagement. Now with the widespread use of tools and technologies like YouTube, Twitter,
blogs, wikis and Facebook, social media is used for teaching in higher education.
The most important relationship for most educators and academic organizations is with their
students, and social media can be a very active and responsive channel for supporting and
engaging with students.
While email remains the key means of communication for most professionals in the
education sector, students arrive into higher education with established social media presences
and a culture of using Facebook Messages/Chat, text messages, and related tools (for example,
InstantMessanger, BlackBerry Messenger, and Skype). These social media and mobile tools
may be used by colleges and universities, but it is important to manage expectations: students
need to know which channels they are required to use (likely to include email) and which
channels are optional (such as a course Facebook group). They must also understand which
spaces to use for official correspondence, assignment submission, or urgent queries. Staff
cannot monitor all social media channels at all times, but endorsing spaces that enable peer
support can help meet student needs outside of working hours. For part time and online courses,
scheduling virtual evening tutorials or "office hours" can also provide a manageable and valued
space for student support and participation.
The best starting point to establish a social media policy or guidance document for your
own organization is to look at others' existing social media guidelines or policies in addition to

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your organization's existing institutional policies related to Internet use, appropriate conduct,
and so on.

Conclusion:
Increasingly, early adopters engaged teaching staff, and university marketing and
communications departments are realizing the huge potential for the use of social media in
education. There are substantial risks to consider, ones that require thoughtful management of
expectations, the ongoing review of practice, and the surrounding legal and social context.
Social media guidelines and policies are useful tools in supporting the use of social media in
schools and colleges but these should not stifle creativity. Social media provides real
opportunities for innovative and engaging practice with authenticity and informality, both
notable features of successful social media in academia.

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 LEARNING ACTIVITY- III
Select a topic relevant to education, collect Open Educational Resources (Text,
Multimedia, Website references) and analyze the type of license used in the Open
Educational Resources. Submit the report for the same with evidences.

Open Educational Resources (OERs) are any type of educational materials that are in the public
domain or introduced with an open license. The nature of these open materials means that
anyone can legally and freely copy, use, adapt and re-share them. OERs range from textbooks
to curricula, syllabi, lecture notes, assignments, tests, projects, audio, video and animation. The
idea of open educational resources (OER) has numerous working definitions.[3] The term was
firstly coined at UNESCO's 2002 Forum on Open Courseware[4] and designates "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. Open licensing is built within the
existing framework of intellectual property rights as defined by relevant international

Open educational resources include full courses, course materials, modules, textbooks,
streaming videos, tests, software, and any other tools, materials, or techniques used to support
access to knowledge.

The above definitions expose some of the tensions that exist with OER:

 Nature of the resource: Several of the definitions above limit the definition of OER to
digital resources, while others consider that any educational resource can be included in
the definition.
 Source of the resource: While some of the definitions require a resource to be produced
with an explicit educational aim in mind, others broaden this to include any resource which
may potentially be used for learning
 Level of openness: Most definitions require that a resource be placed in the public domain.
Others require for use to be granted merely for educational purposes, or exclude
commercial uses.

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These definitions also have common elements, namely they all:

 cover use and reuse, repurposing, and modification of the resources;

 include free use for educational purposes by teachers and learners
 encompass all types of digital media.[11]
Given the diversity of users, creators and sponsors of open educational resources, it is not
surprising to find a variety of use cases and requirements. For this reason, it may be as helpful
to consider the differences between descriptions of open educational resources as it is to
consider the descriptions themselves. One of several tensions in reaching a consensus
description of OER (as found in the above definitions) is whether there should be explicit
emphasis placed on specific technologies. For example, a video can be openly licensed and
freely used without being a streaming video. A book can be openly licensed and freely used
without being an electronic document. This technologically driven tension is deeply bound up
with the discourse of open-source licensing.
Below are the OER used to develop a lesson for the B.Ed Programme of RCOED

OPEN EDUCATION RESOURCE

Collected for a lesson on
Commerce
Board: Maharashtra State Board
Std. XI
Topic: Marketing

RESOURCES
1) Video

Video: Introduction to Marketing

Source: YouTube ( https://www.youtube.com/watch?v=i1xz5Kv-7VY )
License: Unavailable for download. Open to view as offline video.

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2) Images

Image: Marketing
Source:( https://www.business2community.com/marketing/10-marketing-tips-get-
business-ready-2017-01734503 )
License: Open to download for educational purpose

Image: Marketing-Mix
Source:( http://marketingmix.co.uk/ )
License: open to use for educational purpose

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Image: Branding
Source: ( http://buzz2fone.com/why-branding-exactly-important-comes-to-marketing/ )
License: open to use for educational purpose

Image: Digital Marketing

Source:( https://www.techieweb.in/course/digital-marketing-training-nagpur )
License: open to use for educational purpose

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3) PowerPoint

Template: from ( https://www.slideshare.net/mohammedumair/introduction-to-marketing-

84381353?qid=2be3d290-d4ac-4e9f-9d2c-72676e80f14f&v=&b=&from_search=1)
License: free to download, open to modification
Content- Slide Share

4) Other reference:
Maharashtra Board Text book for Class XI- available online and in hardcopy at INR 59.

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 REPORT
ON THE OER
“Open educational resources” (OER) are educational resources that are available to
anyone free of cost and under an open licence to allow others to retain, reuse, revise, remix and
redistribute them with few or no restrictions. The most commonly reported skill required to
improve OER use is information communication technology (ICT) skills. Other required skills
are understanding open licences and how they work, evaluating the usefulness and determining
the value and quality of OER, and sharing OER. The most significant barrier to mainstreaming
OER is the lack of users’ capacity to access, reuse and share OER. Other significant barriers
reported are lack of inclusive, equitable access to content and lack of appropriate policy
solutions. Most OER are available in English. Responses also suggest that translation of OER
into languages of instruction is not a priority for many countries, and the main challenge in
translation is cost. There is also support for mobile ICT and many applications and programmes
are compatible with mobile technology. The most commonly identified source of funding for
OER development, use or deployment was government. Other sources mentioned were donor
funding and the private sector.
OER have an influence on teaching and learning in their country, mostly through
improved sharing of resources by teachers and improved professional development of teachers.
The most popular benefits of OER reported were the lower cost of learning materials and OER
assisting developing countries in accessing quality materials. Most respondents thought that
the main reasons that their country should be involved in OER was to: promote open and
flexible learning opportunities; improve access to quality resources; increase the efficiency and
quality of learning resources; and reduce costs for students. Most OER activity appears to be
at the tertiary education level, followed by secondary education. The most highly rated skills
for the use of OER were ICT skills, followed by the ability to find OER. Respondents appeared
to be less confident about their ability to perform adaptations and to distribute OER. The most
important barriers to personal use and adaptation of OER were the lack of a reward system for
staff members devoting time and energy to OER initiatives, and no support from management.
Lack of skills and lack of time were also important barriers. Another barrier was lack of users’
capacity to access, reuse and share OER. Qualitative responses revealed concerns about
translation, particularly the skills of translation and the cost of it. Lack of access to reliable
bandwidth was also a concern. While overall reported awareness of OER appears to be good,
it is disconcerting to note that, five years after the first World OER Congress, many people still
conflate OER with digital resources or with free resources. Nevertheless, there is evidence of
increased advocacy at both the micro (personal) and macro (policy) levels. It is also clear that
the work of various donors and intergovernmental organisations such as COL have had an
impact in getting countries to think about OER. OER do not yet exist or on assembling OER.
Some respondents even felt that publishers would be unwilling to consider any new business
models that deal with OER. Awareness of OER is increasing, there is still a general lack of
awareness among various types of stakeholders about the relevance of OER and understanding
of what OER are. Compared with five years ago, significantly more people now have Internet
access through their mobile devices.
Countries are at various stages of OER adoption: many still need to focus on raising
awareness about OER and its potential benefits (including clarifying what OER means); some
are tackling digital divide issues; and yet others are grappling with business models and
sustainability issues. Policy development appears to be a pressing concern across most
countries, and while governments may have expressed commitment to policies in support of
OER, this has not necessarily translated into action or funding. Significant developments in
OER have been achieved via partnerships and with funding and support from donors, NGOs
and intergovernmental organisations, although the sustainability of such interventions and
alliances is not yet clear.

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 LEARNING ACTIVITY-IV
Select an educational problem and conduct an online survey. Submit a report on the
procedure and analysis of the survey result along with screen shot.

Q1. Your life is ordered and peaceful.

a) Yes
b) No
Q2. You maintain a good work - life balance.
a) Never
b) More often than not
c) Always
Q3. You are proud of what you’ve achieved in your life so far.
a) Yes
b) No
Q4. You suffer sleeping problems.
a) Mostly
b) Never
c) Always
d) Sometimes
Q5. You lead a healthy lifestyle.
a) Yes
b) No
Q6. How often do you attend social events?
a) 1 – 2 times a month
b) 2 – 5 times a month
c) More than 5 times a month
d) Never
Q7. You exercise control over things that affect you.
a) Yes
b) No
Q8. How many times do you exercise or do yoga or meditation?
a) Daily
b) Alternate days
c) One in a week
d) Never
Q9. Are you addicted to any of the following substances?
a) Smoking
b) Drinking
c) Drugs
d) None
Q10. Are you upset about any problem with family or work currently?
a) Yes
b) No

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Tools Used:
1) SurveyMonkey.com
2) Google Form

TOOL 1: www.surveymonkey.com
Introduction: SurveyMonkey.com is a very famous website (and application) used by
educators to design and conduct surveys. Below is the screenshot of its look and feel.

Figure 4.1: Sign-in could be done using already existing Google or Facebook account.

Figure 4.2: Start up Screen

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Figure 4.3: Analysis of the Survey

Figure 4.4: Analysis of the Survey

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Figure 4.5: Analysis of the Survey

Figure 4.6: Analysis of the Survey

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 TOOL 2: Google Forms
Introduction: Google is devised an application known as Google Forms which are popular
for conducting online surveys, tests and feedbacks. Below is the screenshot of its look and
feel.

Figure 4.7: Selecting Google Forms

Figure 4.8: Varied options within Google Forms

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 Figure 4.9: Analysis of the Survey

Figure 4.10: Analysis of the Survey

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Figure 4.11: Analysis of the Survey

Figure 4.12: Analysis of the Survey

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 CRITICAL EVALUATION OF BOTH THE TOOLS

1. Ease of Use: According to me, Google Forms was easy to use as compared to Survey
Monkey.

2. Look and Feel: According to me, Survey Monkey was more attractive as compared to
Google Forms.

3. Availability of varied templates and provision to device a new template: Google

Forms provide numerous templates.

4. Catering different categories of Questions: Google Forms helps to cater different

categories of questions.

5. Ease of uploading Image or video within a question: Images or videos can be easily
uploaded in Google Forms.

6. Tool availability: Both the tools i.e. Google Forms and Survey Monkey were easily
available.

7. Available as a Mobile Application and its ease of use (if available): Survey Monkey
is easily available as a mobile application and it is easy to use.

8. Openness of the Resource/Tool: Google Forms is easily accessible for all as compared
to Survey Monkey.

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