Ict u4

Chapter 4:ICT in enriched learning experience Ver 1.0 (Last updated 3rd May, 2016) Pg. No.1
4. ICT ENRICHED LEARNING EXPERIENCES
4.1. Application of ICT for Enriching Classroom Experiences –
4.2. Application and use of Multimedia Educational Software for Classroom situations
4.3. Use of Internet based media for teaching and learning enrichment –
4.4. Project based learning using computers,
4.5. Internet and Activities –
4.6. Collaborative learning using group discussion, projects, field visits, blogs, etc.
4.7. E-learning:
4.7.1. Meaning,
4.7.2. Advantages and
4.7.3. Disadvantages –
4.8. Open Educational Resources:
4.8.1. Concept and Significance –
4.1. Application of ICT for Enriching Classroom Experiences:
In the field of education, the introduction of the ICTs has brought about a paradigm shift in the
teaching-learning process. Information and Communication Technologies have recently gained
growing of interest. It is a significant research area for many scholars around the globe.
The use of ICT such as Internet applications, Multimedia, Social Networks, video technology,
Simulation and software applications have caused many changes in society. Their nature has highly
changed the face of education over the last few decades.
Integrating ICT in the classroom is a continuous process, therefore, ICT can improve teaching by
enhancing an already practiced knowledge and introducing new ways of teaching and learning.
New technologies that adapts with existing practices, such as interactive whiteboards are first to be
introduced, but others like video conferencing, digital video and virtual learning environments are
now being incorporated
For Teachers
ICT allow for a higher quality lessons through collaboration with teachers in planning
and preparing resources.
Teachers have increased their use of ICT in lessons where students look for information on
the net and use it afterwards for subject specific areas.
The teacher‘s tasks are become more energetic since they have to provide students with
lessons where the outside world of emerging technologies is bridged to the classroom and
act as mentors.
For Students
Nowadays, our students are mastering the new technologies and thus they learn in a new manner:
they create knowledge rather than memorize and repeat content. Students learn new skills like:
analytical, including improvements in reading comprehension.
writing skills: spelling, grammar, punctuation, editing and re-drafting.
Teamwork: It helps to reduce the social disparities between pupils, since they work in
teams in order to achieve a given task.
Responsibility: Students also assume responsibilities when they use ICT to organize their
work through digital portfolios or projects.

Advantages
Following are the few common advantages of using ICT in classrooms:
the possibility of extending the learning experience beyond the classroom walls.
increased motivation.
more interaction both teacher-students and students-students.
flexibility (in terms of topics, timing, learning styles).
development of collaborative work.
increased students‘ participation.
it can help to implement personalized learning.
Issues in using ICT
While recognizing that there were some concerns and problems with integrating the use of
information and communication technology, teachers thought it was beneficial to the
educational process and should be continued.
Maintenance: The problem most often noted by teachers was the
maintenance of the equipment needed to operate a technologically enhanced
school.
Inequalities: Another frequently mentioned problem was the disparities
between students who have access to computers at home and those who do
not.
Need for training: Teachers have to be trained in using the technology and
should be keeping informed about recent trends in ICT.
Information Overload: Teachers recognized that sometimes students are
overwhelmed with the amount of information available and with the task of
filtering through the information.
Pace of Change and Stress: Teachers have a hard time keeping up with the
pace of change.
Plagiarism: there is a lot of possibilities of using intellectual properties and
copy write violation.
Business Involvement: loss of control of the education process to business
partners. Balancing the interests of these partners and that of the students
might be an increasingly challenging role for administrators as business
involvement in education becomes more common.
Teachers' Time: extra time was needed to learn new software and also to
create new things for teaching because greater expectations were being
placed on them.
Summary
ICT proves that students who used educational technology felt more successful in school they are
more motivated to learn more and have increased self- confidence and self-esteem. It is also
confirmed that many students found learning in a technology-enhanced setting more stimulating
and much better than in a traditional classroom environment. Many pupils consider ICT tools very
helpful in that it helps them to do assignments. ICT resources achieved better results than those that
are not well-equipped. Schools with higher level of exposure towards technology show a rapid
increase in performances in scores compared to those with lower level.
4.2. Application and use of Multimedia Educational Software for Classroom situations:
Multimedia in the classroom could include Power Point presentations that are created by the
teacher or commercial software (such as multimedia encyclopedias) that is used for reference or
instruction, or activities that directly engage the students in using multimedia to construct and
convey knowledge..Examples of multimedia, then, could include:

1. Students using concept-mapping software (such as Inspiration) to brainstorm
2. Students using a spreadsheet or graphing calculator to record data and produce charts
3. A small group of students creating a digital movie to demonstrate a procedure
4. A class website that displays student artwork
5. Students scanning their hands and importing the images into PowerPoint for a presentation
about fingerprints
Need for Multimedia Applications in the Classroom
Multimedia activities encourage students to work in groups, express their knowledge in multiple
ways, solve problems, revise their own work, and construct knowledge. The advantages of
integrating multimedia in the classroom are many. The major effects are:
Change in Student and Teacher Roles
Increased Motivation and Self Esteem
Technical Skills
Accomplishment of More Complex Tasks
More Collaboration with Peers
Increased Use of Outside Resources
Improved Design Skills/Attention to Audience
Through participation in multimedia activities, students can learn:
Real-world skills related to technology
The value of teamwork
Effective collaboration techniques
The impact and importance of different media
The challenges of communicating to different audiences
How to present information in compelling ways
Techniques for synthesizing and analyzing complex content
The importance of research, planning, and organization skills
The significance of presentation and speaking skills
How to accept and provide constructive feedback
How to express their ideas creatively
There are, however, some constraints to using multimedia in the classroom, including:
Technological resources, both hardware and software
Technological skills, for both the students and teacher
Time required to plan, design, develop, and evaluate multimedia activities
Implementing Multimedia Activities in classroom
Implementing multimedia activities in a classroom environment requires some planning. Many
issues will surface, such as:
What are the goals of the activity?
Which standards and benchmarks will be addressed?
To implement of multimedia activities means that you should begin by determining the desired
outcomes and defining how they will be measured, and, then, design the learning activity. This is
often referred to as "Backward Design" since the process begins with outcomes and assessment
measures. This course will implement backward design through the model illustrated in the table
below -- DDD-E or Decide, Design, Develop, and Evaluate.

Although it is helpful to use this model as a guide, in "real-life" the steps and phases may overlap
or they may occur in a different sequence. Also note that the Evaluate phase encompasses all of the
other phases -- in other words, it is on-going throughout the process (although it will be addressed
primarily in Lesson 5).
PHASE ACTIVITIES
DECIDE
Decide on relevant standards and benchmarks
Decide if multimedia is appropriate
Decide which learning outcomes are desired
Decide on appropriate assessment measures
DESIGN
Inventory available hardware and software
Determine the grouping strategy and roles
Specify length/duration of activity
Design a lesson/unit plan with a multimedia activity
DELIVER
Media development skills
Classroom management and configuration
Facilitating multimedia activities
EVALUATE
Student checklists
Evaluation options
Reflection and revision
Benefits for Students:
Engaging and motivating.
Provides opportunities to try new things.
Incorporates additional useful skills into the curriculum.
Heightens project-based learning opportunities.
Provides classroom accessibility outside the classroom.
Benefits audio/visual learners.
Appealing and manageable to students with special needs and at-risk students.
Allows for showcase of student work.
Benefits for Teachers:
Enables teachers to turn teacher-centered lessons into student-centered.
Provides teachers with more opportunities to be facilitator.
Easily adaptable to all learning levels.
Decreases classroom management issues.
Provides opportunities for students to have a 'real' audience.
Places onus of responsibility back on the student.
Allows teachers to deal with photocopying limitations.
Provides a forum for teacher sharing and feedback.

Benefits for Parents:
Enables parents to monitor homework and upcoming assignments.
Helps parents feel more connected.
Offers parents a place to view student's work.
Why should you use multimedia in the classroom?
Multimedia has permeated every part of our society. As the 21st century progresses further, it will
be even more important that students understand multimedia and transition from passive consumers
to active, thinking users. As a teacher, you have the opportunity to engage your students like never
before. Through interactive games, video clips, and podcasts, you can help meet the needs of your
students.
Mobility: We are a world on the go. Cell phones, iPads, and laptops are in the hands of the vast
majority of adults and are increasingly in the hands of most students. It‘s becoming apparent that
these devices are quickly becoming the primary means by which we communicate. In fact, for cell
phones, most of the communication among students happens not with the actual phone but rather
with text messaging. Learning can happen anytime and anywhere with these devices. For
homework, rather than having your students complete a worksheet, have them watch a video
revolving around a specific lesson and come prepared to discuss it the next day in class.
Individualized: Multimedia resources can help you meet the needs of your students. Your visual
learners may learn best with a short video, while your auditory learners may prefer an audio clip or
podcast, and your bodily-kinesthetic learner may succeed with an online interactive. In each case,
the same topic could be covered, but each student would work with his or her strengths to
maximize learning.
Collaborative: Blogs, social networking sites, and wikis allow students to interact with and teach
each other, not only within their own school but with learners across the country and the world, as
well. On top of that, sites like Twitter can be an invaluable professional development tool. Follow
other teachers and experts to gain insights into the latest trends, lesson plans, and ways to integrate
technology into your curriculum.
Flexibility: Back in the day, you were married to your textbook, and if there was something you
thought would help elaborate a specific concept or lesson, it could be extremely difficult to find a
way to implement it into your class. Today, the world is at your fingertips: you can have your
students research online; bring experts into your classroom with podcasts or ICN sessions; display
interactive models; find apps relevant to your lesson on a smart phone; and have your students
design something that is real and meaningful.
Global: By connecting your students to a global community, they can learn about new cultures and
countries in authentic ways. Additionally, multimedia will help broaden your students‘ view of the
world, preparing them to interact with a broader community in an increasingly collaborative global
market.
Need for MM in Classrooms
The younger generation is personally familiar with multimedia, familiarized to receiving and
sharing information in a range of formats. Today students spend most of their time in the
classroom viewing printed text and listening to a teacher. But students are comfortable to having a
range of means to communicate and process information outside of school; they must obey the
rules to a more limiting media environment within school. Printed text is one-size-fits-all, but
students' learning strengths, needs, and interests are all over the map. Thus, the traditional print-
driven curriculum raises a number of barriers to access and learning.

MM in Learning Process
Integration of multimedia into instruction can help to reduce curriculum barriers and improve
learning for all students. This section provides a basic introduction to multimedia and describes
how it can be used to support student learning.
Multimedia is in essence a presentation of information that incorporates multiple media such as
text, audio, graphics, and animation. The representations can be redundant, incorporating the same
content, or complementary, offering additional information. Multimedia need not be computerized,
but computers offer some of the most seamless multimedia presentations. Moreover, digital
multimedia, such as a simple CD-ROM, can offer teachers greater ease of presentation.
Types of Multimedia in Classroom and their uses
There are numerous types of multimedia. Below we review a selection of different multimedia
forms, focusing on their potential for supporting diverse learners.
Text-to-speech is also a beneficial writing tool. It may be easier for students to recognize
errors when listening versus reading a composition. By using text-to-speech to read back the
text they have written, students may be able to revise more successfully.
CD-ROM storybooks offer digital text in combination with features such as animations,
illustrations, speech, and sound. For example, a CD-ROM storybook might offer the story
text together with animations, vocabulary definitions, and sound effects. Some storybooks
incorporate an audio version of the text. CD-ROM storybooks offer great potential for
engaging students, and some incorporate valuable literacy supports.
Video/videodiscs offer a means to contextualize curriculum content and instruction across
the curriculum. For example, video can be used to anchor mathematics instruction to an
authentic context. That is, video can be used to present to students a real-world context
within which mathematical problem-solving can then be situated.
Hypermedia refers to hyperlinked multimedia—the linkage of text, audio, graphics,
animation, and/or video through hyperlinks. For example, a hypermedia study guide might
offer illustrated textbook content hyperlinked to web-based video and other content,
glossary entries, and comprehension questions.
Computer simulations are computer-generated versions of real-world objects (for
example, a brain). Computer simulations can be used to increase content knowledge.
Simulations are particularly well suited to confronting students with their misconceptions
about essential learning concepts and helping them to develop more accurate conceptual
models. Simulations can also be used to develop skills. For example, simulated science
experiments can be used to facilitate mastery of science process skills.
4.3. Use of Internet based media for teaching and learning enrichment:
Schools and classrooms are dynamic, interactive, social places, where teachers and students
communicate, share information, and challenge each other's ideas. Teachers guide student learning
by posing problems, encouraging student questions, and offering opportunities for students to find
solutions. The resources and interactions in a classroom depend on the curriculum the class is
working on and the beliefs of the teacher and school.
So how can the Internet assist students and teachers in reaching their educational objectives when
schools are already such dynamic places?
There are new ways to capture the attention of students and create active learning environments
where minds are engaged and interests are nurtured.
The Internet is a powerful tool for engaging minds:
school groups and individual students can collaborate on projects;

students can pursue individual interests, taking responsibility for gathering their own
information;
everyone can communicate with peers and experts worldwide.
The use of internet is a good wealth of learning material in all subjects and in variety of media now
can be accessed from anywhere at any time of the day by unlimited number. Students can contact
the teacher through e-mail, etc., share information discussion on particular subjects and clarified.
Teacher can adjust to the different learning styles in the classroom. They can also set their own
pace of teaching. Individual teaching techniques can become more available, which has been
proven to be a factor in student achievement.
For teachers,
By incorporating multimedia in their instruction, teachers can capture attention, engage learners,
explain difficult concepts, inspire creativity, and have fun. However, there are many tools available
and many ways to use those tools.
the Internet is an electronic gateway to learning resources and experiences otherwise
unavailable;
no matter how specialized an area of interest may be, there is someone on the Internet who
shares the interest and has identified or developed useful resources.
It is through interaction with other people, ideas, and new experiences that we all construct new
knowledge and the power of the Internet is in its capacity to enable interactions with people over
great distances and link people with distant informational resources. In essence, the Internet
provides a way to break out of the school walls and engage students with people and resources
scattered around the world.
Advantages:
1) Information on almost every subject imaginable.
2) Powerful search engines
3) Ability to do research from your home versus research libraries.
4) Information at various levels of study. Everything from scholarly articles to ones directed at
children.
5) Message boards where people can discuss ideas on any topic. Ability to get wide range of
opinions. People can find others that have a similar interest in whatever they are interested
in.
6) The internet provides the ability of emails. Free mail service to anyone in the country.
7) Platform for products like SKYPE, which allow for holding a video conference with anyone
in the world who also has access.
8) Friendships and love connections have been made over the internet by people involved in
love/passion over similar interests.
9) Things such as Yahoo Answers and other sites where kids can have readily available help
for homework.
10) News, of all kinds is available almost instantaneously. Commentary, on that news, from
every conceivable viewpoint is also available.
Disadvantages:
1) There is a lot of wrong information on the internet. Anyone can post anything, and much of
it is garbage.
2) There are predators that hang out on the internet waiting to get unsuspecting people in
dangerous situations.

3) Some people are getting addicted to the internet and thus causing problems with their
interactions of friends and loved ones.
4) Pornography that can get in the hands of young children too easily.
5) Easy to waste a lot of time on the internet. You can start surfing, and then realize far more
time has passed than you realized. Internet and television together of added to the more
sedentary lifestyles of people which further exacerbate the obesity problem.
6) Internet has a lot of "cheater" sites. People can buy essays and pass them off as their own far
more easily than they used to be able to do.
7) There are a lot of unscrupulous businesses that have sprung up on the internet to take
advantage of people.
8) Hackers can create viruses that can get into your personal computer and ruin valuable data.
9) Hackers can use the internet for identity theft.
4.4. Project based learning using computers:
Project-based learning offers the opportunity to apply theoretical and practical knowledge, and
to develop the student‘s group working, and collaboration skills.
Project-based learning (PBL) is an effective educational approach. It focuses on creative
thinking, problem solving, and the interaction of students with their peers to create and use
new knowledge. Notably, this is done in a context of active, scientific dialogue with
supervisors who are active researchers.
In project based learning environment the teacher acts as facilitator, designing activities
and providing resources and advice to students.
The students collect and analyze information, make discoveries, and report their results.
Projects are often interdisciplinary. Teams of varying size and in varying locations
work on projects.
Instruction and facilitation are guided by a broad range of teaching goals.
Project-based learning provides an authentic environment in which teachers can help
students increase their skills through cooperative learning and collaborative problem
solving.
Project-based learning is increasingly employed for several
reasons:
adds relevance to learning
leads to greater learning retention
allows for better integration of knowledge
develops life-long learning skills, and
increases student engagement.
Teaching with project-based learning starts with
posing to students a relevant problem or challenge.
Students are then responsible for researching,
gathering and analyzing information to ―address‖ the
problem. Through this process, students constantly
reflect on what they‘re doing, which helps develop
more rigorous thinking, and thinking linked to learning
standards. Students plan/design and complete a final a project to
address the challenge. Projects do not necessarily have to be physical objects, but might take the

form of a report or presentation. The project produced is evaluated for quality against clear criteria
related to learning outcomes. Student learning results from the thoughtful research, analysis and
creation as part of the process of producing a solution.
The key for PBL is to give students just enough information to start, but then to let students frame
the problem or challenge. Throughout the process, teachers need to ask thoughtful questions to
trigger more rigorous thinking and deepen student understanding. In PBL, it is essential to give
students feedback and to encourage reflection on quality of their own work. When project-based
learning is done well, it promotes high-level thinking and develops students‘ perseverance and
―grit‖ to solve challenging problems.
4.5. Internet and Activities:
Meaning:
The Internet is the global system of interconnected computer networks that use the Internet protocol
suite (TCP/IP) to link billions of devices worldwide. It is a network of networks that consists of
millions of private, public, academic, business, and government networks of local to global scope,
linked by a broad array of electronic, wireless, and optical networking technologies. The Internet
carries an extensive range of information resources and services, such as the inter-linked hypertext
documents and applications of the World Wide Web (WWW), electronic mail, telephony, and peer-
to-peer networks for file sharing.
Access:
Common methods of Internet access by users include dial-up with a computer modem via
telephone circuits, broadband over coaxial cable, fiber optic or copper wires, Wi-Fi, satellite and
cellular telephone technology (3G, 4G). The Internet may often be accessed from computers in
libraries and Internet cafes. Internet access points exist in many public places such as airport halls
and coffee shops. Various terms are used, such as public Internet kiosk, public access terminal, and
Web payphone. Many hotels also have public terminals, though these are usually fee-based. These
terminals are widely accessed for various usages, such as ticket booking, bank deposit, or online
payment. Wi-Fi provides wireless access to the Internet via local computer networks. Hotspots
providing such access include Wi-Fi cafes, where users need to bring their own wireless devices
such as a laptop or PDA. These services may be free to all, free to customers only, or fee-based.
Most Popular Internet Activities:
Here are percentages of internet users who do such activities online:
1. Send or read email
2. Use a search engine to find information
3. Search for a map or driving directions
4. Look for info on a hobby or interest
5. Research a product or service before buying
6. Check the weather
7. Look for health/medical information
8. Get travel information
9. Get news
10. Buy a product
11. Visit a local, state, or federal government website
12. Buy or make a reservation for travel
13. Surf the Web for fun
14. Research for school or training
15. Watch a video clip or listen to an audio clip

16. Look online for news or information about politics or the upcoming campaigns
17. Look up phone number or address
18. Do any banking online
19. Take a virtual tour of a location online
20. Do any type of research for your job
21. Look online for info about a job
22. Get sports scores and info online
23. Get info online about a college, university, or other school you or a family member might
attend
24. Download other files such as games, videos, or pictures
25. Look for info about a place to live
26. Download computer programs from the Internet
27. Pay bills online
28. Download music files to your computer
29. Upload photos to a website so you can share them with others online
30. Look for information on Wikipedia
31. Send or receive text messages using a cell phone
32. Look for religious/spiritual info
33. Play online games
4.6. Collaborative learning
Collaborative learning is an educational approach to teaching and learning that involves groups of
learners working together to solve a problem, complete a task, or create a product. Collaborative
learning is based on the idea that learning is a naturally social act in which the participants talk
among themselves. It is through the talk that learning occurs.
There are many approaches to collaborative learning:
1. Learning is an active process whereby learners assimilate the information and relate this
new knowledge to a framework of prior knowledge.
2. Learning requires a challenge that opens the door for the learner to actively engage his/her
peers, and to process and synthesize information rather than simply memorize and
regurgitate it.
3. Learners benefit when exposed to diverse viewpoints from people with varied backgrounds.
4. Learning flourishes in a social environment where conversation between learners takes
place. During this intellectual gymnastics, the learner creates a framework and meaning to
the discourse.
5. In the collaborative learning environment, the learners are challenged both socially and
emotionally as they listen to different perspectives, and are required to articulate and defend
their ideas. In so doing, the learners begin to create their own unique conceptual
frameworks and not rely solely on an expert's or a text's framework.
Thus, in a collaborative learning setting, learners have the opportunity to converse with peers,
present and defend ideas, exchange diverse beliefs, question other conceptual frameworks, and be
actively engaged.
Benefits of Collaborative Learning
1. Develops higher level thinking skills
2. Promotes student-faculty interaction and familiarity
3. Increases student retention
4. Builds self esteem in students
5. Enhances student satisfaction with the learning experience

6. Promotes a positive attitude toward the subject matter
7. Develops oral communication skills
8. Develops social interaction skills
9. Promotes positive race relations
10. Creates an environment of active, involved, exploratory learning
11. Uses a team approach to problem solving while maintaining individual accountability
12. Encourages diversity understanding
13. Encourages student responsibility for learning
14. Involves students in developing curriculum and class procedures
15. Students explore alternate problem solutions in a safe environment
16. Stimulates critical thinking and helps students clarify ideas through discussion and debate
17. Enhances self management skills
18. Fits in well with the constructivist approach
19. Establishes an atmosphere of cooperation and helping school wide
20. Students develop responsibility for each other
21. Builds more positive heterogeneous relationships
22. Encourages alternate student assessment techniques
23. Fosters and develops interpersonal relationships
24. Modeling problem solving techniques by students' peers
25. Students are taught how to criticize ideas, not people
26. Sets high expectations for students and teachers
27. Promotes higher achievement and class attendance
28. Students stay on task more and are less disruptive
29. Greater ability of students to view situations from others' perspectives (development of
empathy)
30. Creates a stronger social support system
31. Creates a more positive attitude toward teachers, principals and other school personnel by
students and creates a more positive attitude by teachers toward their students
32. Addresses learning style differences among students
33. Promotes innovation in teaching and classroom techniques
34. Classroom anxiety is significantly reduced
35. Test anxiety is significantly reduced
36. Classroom resembles real life social and employment situations
37. Students practice modeling societal and work related roles
38. CL is synergistic with writing across the curriculum
39. CL activities can be used to personalize large lecture classes
40. Skill building and practice can be enhanced and made less tedious through CL activities in
and out of class.
41. CL activities promote social and academic relationships well beyond the classroom and
individual course
42. CL processes create environments where students can practice building leadership skills.
43. CL increases leadership skills of female students

44. In colleges where students commute to school and do not remain on campus to participate
in campus life activities, CL creates a community environment within the classroom.
4.6. 1. Collaborative learning using group discussion, projects, field visits, blogs, etc.
i. Group discussion:
Developing group discussion skills is useful for everyday life as we regularly find ourselves having
discussions amongst friends, family and colleagues. These may vary from very informal chats
about day-to-day things, to more serious topics, for example a discussion about a recent news story
or a problem that needs to be solved. Internet tools such as blogs, social networks and wikis enable
students to work together in learning a particular concept. Students use these to share their works
with others, give feedbacks on others‘ works and discuss among others a particular topic. It can be
done through either blogging or micro blogging (Tweets). Using these Internet tools, educators can
engage students in several works and watch them collaborating with each other, peer assessing each
other‘s works and learning as a group.
Types of discussion:
There are a variety of different types of discussions that occur naturally and which we can recreate
in the classroom. These include discussions where the participants have to:
Make decisions (e.g. decide who to invite to a party and where to seat them)
Give and / or share their opinions on a given topic (e.g. discussing beliefs about the
effectiveness of capital punishment)
Create something (e.g. plan and make a poster as a medium for feedback on a language
course)
Solve a problem (e.g. discussing the situations behind a series of logic problems)
ii. Learning using project:
Project-based learning (PBL) is considered an alternative to paper-based, rote memorization, or
teacher-led classrooms. Proponents of project-based learning cite numerous benefits to the
implementation of its strategies in the classroom - including a greater depth of understanding of
concepts, broader knowledge base, improved communication and interpersonal/social skills,
enhanced skills, increased creativiy and improved writing skills. Another definition of project-
based learning includes a type of instruction, where students work together to solve real-world
problems in their schools and communities. Successful problem-solving often requires students to
draw on lessons from several disciplines and apply them in a very practical way. The promise of
seeing a very real impact becomes the motivation for learning.
iii. Learning using field visit:
Field visit is a trip by students to gain firsthand knowledge away from the classroom, as to a
museum, factory, geological area, or environment of certain plants and animals.
The purpose of the trip is usually observation for education, non-experimental research or to
provide students with experiences outside their everyday activities, such as going camping with
teachers and their classmates. The aim of this research is to observe the subject in its natural state
and possibly collect samples. Field trips are also used to produce civilized young men and women
who appreciate culture and the arts. It is seen that more-advantaged children may have already
experienced cultural institutions outside of school, and field trips provide a common ground with
more-advantaged and less-advantaged children to have some of the same cultural experiences in the
arts.

Field trips are most often done in 3 steps: preparation, activities and follow-up activity. Preparation
applies to both the student and the teacher. Teachers often take the time to learn about the
destination and the subject before the trip. Activities that happen on the field trips often include:
lectures, tours, worksheets, videos and demonstrations. Follow-up activities are generally
discussions that occur in the classroom once the field trip is completed
iv. Learning using Blogs
Constantly emerging social media that are changing our ways of getting information also have a big
impact on how we learn and what is more important, on how our students want to learn.
A weblog (or blog) is a website that contains dated entries (called weblog posts) in reverse
chronological order. There are several features of weblogs that enable learners to converse with and
support each other as part of a learning community; these include permalinks, trackbacks (or
backlinks) and commenting. Weblogs are often part of a larger community, as they link together
using the permalink, trackback and commenting features described above. In e-learning, these
weblog communities can provide support for collaborative learning.
Collaboration is an important part of the learning process. Piaget identified collaborative
argumentation as one of the key ways in which learners develop their cognitive processes.
Vygotsky also believed in the importance of human interaction for learners, and proposed that
social interaction profoundly influences cognitive development. He stated that a student could
perform a task with the help of an adult (or a more highly-developed peer) that they would not have
been able to accomplish alone
Set up a teacher blog
it serves as a focal point for writing exercises, models and prompts
it communicates useful classroom information, announcements, online links and readings
and exercises in one space
it can include links to individual student blogs
it contains useful student comment space for collaboration and peer review
Set up a class blog
it unites all class announcements, assignments, and exercises in one space with the teacher
as the operator of the site
it provides a workspace for students to share thoughts, drafts, or projects in a relatively low-
stakes environment•
it provide a venue for quieter students to ―speak‖ and contribute ideas
Set up individual student blogs
they provide a workspace for assignments, brainstorming, process-oriented activities and
questions of design and visual rhetoric
they help students develop a sense of audience, voice and ownership
they serve as an archive of the writing process by storing drafts and works in progress
they display and publish final polished projects and new media projects
they enable students to extend their thinking and research
4.7. E–learning:
E-Learning is a technology that delivers education courses using an electronic device to
access educational outside from the traditional classroom. E-learning is also know in different
forms like Distance Education, electronic learning, online learning, internet learning
4.7.1. Objective of e-Learning
E-Learning provide access to the opportunities to increase flexibility for the Students through
which the general quality of teaching/learning increase rapidly which meet new styles of learning

for millennial students due to which the cost effectiveness of the post secondary education system
increase. To develop the skill and competencies needed in this 21st century particularly ensure that
learning have the digital literacy skills required in their discipline for profession or career in future.
There are 2 major objectives they are:
• Stay at the leading edge of educational technology developments to digitalise all
learning and also to respond to the technological imperative
• To De-Institutionalize learning and enable self-management learning
4.7.2. Traditional Learning and Mobile learning
a. Traditional Learning
Traditional education, also known as back-to-basics, conventional education or customary
education, refers to long-established customs that society traditionally used in schools. Traditional
teacher-cantered methods focused on rote learning and memorization must be abandoned in favour
of student-cantered and task-based approaches to learning. However, many parents and
conservative citizens are concerned with the maintenance of objective educational standards based
on testing, which favours a more traditional approach.
b. Mobile Learning
M-learning or mobile learning is defined as "learning across multiple contexts, through
social and content interactions, using personal electronic devices. M-learning technologies include
handheld computers, MP3 players, notebooks, mobile phones and tablets. M-learning focuses on
the mobility of the learner, interacting with portable technologies. Using mobile tools for creating
learning aids and materials becomes an important part of informal learning.
c. Comparative Study
i. E-learning Vs Traditional Learning
E-learning and Traditional Learning are different from each other on many ways they get
differ on base of method, style, approach and way of delivery
Traditional Learning E-Learning
Classroom
Discussions
The teacher usually talks more than
the student
The student talks at least as much
as or more than the teacher
Learning Process
The learning is conducted with the
whole class participating; there is
almost no group or individual study
Most of the learning process takes
place in groups or by the
individual student.
Subject Matter The teacher conducts the lesson
according to the study program and
the existing curriculum
The student participates in
determining the subject matter; the
studying is based on various
sources of information, including
web data banks and net-experts
located by the student.
Emphases in the
Learning Process
The students learn ―what‖ and not
―how‖; the students and the teachers
are busy completing the required
subject matter quota; the students
are not involved in inquiry-based
education and in solving problems,
but rather in tasks set by the teacher.
The students learn ―how‖ and less
―what‖; the learning includes
research study which combines
searching for and collecting
information from web data banks
and authorities on the
communications network; the
learning is better connected to the
real world, the subject matter is

richer and includes material in
different formats.
Motivation
The students‘ motivation is low, and
the subject matter is ―distant‖ from
them.
The students‘ motivation is high
due to the involvement in matters
that are closer to them and to the
use of technology.
Teacher’s Role The teacher is the authority The teacher directs the student to
the information.
Location of
Learning
The learning takes place within the
classroom and the school
The learning takes place with no
fixed location
Lesson Structure The teacher dictates the structure of
the lesson and the division of time
The structure of the lesson is
affected by the group.
ii. E-Learning Vs M-Learning
M-learning and E-Learning are equal while seeing in Technology base but its different on the base
of performances and capability
E-Learning M-learning
Definition Any form of learning in which digital
communication, electronic devices or
the internet is used to support the
learning process
M-learning is know as mobile
learning, which means learning
using portable devices that
allow the student to learn in
different environments and
whilst on the move
Aim Understanding and retention of
Specific skill or in depth knowledge
on a subject
Instant accessibility of
information and quick
knowledge distribution
Approach Formal structure More flexible and informative
than e-learning
Medium Computer or laptop Mobile ,phone, and tablets
Content and design Detailed information and graphic
usage of media videos
Easy navigation ,concise
micro-lessons, picture
Duration 20 min to 1 hour 3 to 10 minutes
User access Designed to be more static and be
accessed at your desk
Can access from anywhere at
any time
4.7.3. Types and Mode of E-Learning
Learner, keeping in mind the available technologies that would help them access methods.
Most of the E-Learning methods are Synchronous and Asynchronous in nature; it depends upon the
learner‘s need and the learning objectives you choose.
There are fundamentally two types of e-Learning
• Synchronous training
• Asynchronous training
• Synchronous:
Synchronous means ―at the same time,‖ involves interaction of participants with an
instructor via the Web in real time. For example – VCRs or Virtual class rooms that are nothing

else but real classrooms online. Participants interact with each other and instructors through instant
messaging, chat, audio and video conferencing etc and what‘s more all the sessions can be recorded
and played back. Its benefits are:
• Ability to log or track learning activities.
• Continuous monitoring and correction is possible
• Possibilities of global connectivity and collaboration opportunities among learners.
• Ability to personalise the training for each learner.
• Asynchronous:
Asynchronous means ―not at the same time,‖ allows the participants to complete the WBT
(Web-based training) at their own pace, without live interaction with the instructor. Basically, it is
information that is accessible on a self-help basis, 24/7. The advantage is that this kind of e-
Learning offers the learners the information they need whenever they need it. It also has interaction
amongst participants through message boards, bulletin boards and discussion forums. These include
computer based training; (CBTs) modules on CD-Rom‘s, Web based training accessed through
intranet (WBTs) or through well written articles and other write ups. Its advantages are:-
• Available ‗just in time‘ for instant learning and reference.
• Flexibility of access from anywhere at any time.
• Ability to simultaneously reach an unlimited number of employees.
• Uniformity of content and onetime cost of production.
4.7.4. Elements and Components of E-Learning
E-learning approaches can combine different types of E-learning components, including:
1. E-learning content
2. E-tutoring, E-coaching, E-mentoring
3. Collaborative learning
4. Virtual classroom.
i. E-learning content
E-learning content can include:
Simple Learning Resources: Simple learning resources are non-interactive resources such as
documents, PowerPoint presentations, videos or audio files. These materials are non-interactive in
the sense that learners can only read or watch content without performing any other action.
These resources can be quickly developed and, when they match defined learning objectives and
are designed in a structured way, they can be a valuable learning resource even though they don‘t
provide any interactivity.
Interactive e-lessons: The most common approach for self-paced e-learning is Web-based training
consisting of a set of interactive e-lessons. An e-lesson is a linear sequence of screens which can
include text, graphics, animations, audio, video and interactivity in the form of questions and
feedback. E-lessons can also include recommended reading and links to online resources, as well as
additional information on specific topics.
Electronic simulations: Simulations are highly interactive forms of e-learning. The term
―simulation‖ basically means creating a learning environment that ―simulates‖ the real world,
allowing the learner to learn by doing. Simulations are a specific form of Web-based training that
immerse the learner in a real-world situation and respond in a dynamic way to his/her behaviour.
Job aids: Job aids provide just-in-time knowledge. They can take several forms and be delivered
on different platforms (e.g. computer printed document, mobile phone). They usually provide
immediate answers to specific questions, thus helping users accomplish job tasks. Technical

glossaries and checklists are a few examples of simple job aids, but sophisticated expert systems
can also be developed to assist workers in complex decision-making.
ii E-tutoring, E-coaching, E-mentoring
Services which provide human and social dimensions can be offered to learners to support them
through the learning experience.
E-tutoring, E-coaching, E-mentoring: E-tutoring, e-coaching and e-mentoring provide individual
support and feedback to learners through online tools and facilitation techniques.
iii. Collaborative learning
Collaborative activities range from discussions and knowledge-sharing to working together on a
common project. Social software, such as chats, discussion forums and blogs, are used for online
collaboration among learners.
Online discussions: Synchronous and asynchronous online discussions are designed to facilitate
communication and knowledge-sharing among learners. Learners can comment and exchange ideas
about course activities or contribute to group learning by sharing their knowledge.
Collaboration: Collaborative project work implies collaboration among learners to perform a task.
Collaborative activities can include project work and scenario-based assignments.
iv. Virtual classroom
A virtual classroom is the instructional method most similar to traditional classroom training, as it
is led completely by an instructor.
Virtual classroom: A virtual classroom is an E-learning event where an instructor teaches
remotely and in real time to a group of learners using a combination of materials (e.g. PowerPoint
slides, audio or video materials). It is also called synchronous learning. This method requires the
least amount of effort to convert materials.
5.7.5. Advantages and Limitations
i. Advantages
• Training can be scheduled around work and personal responsibilities.
• Information can be provided as and when needed and can be accessed wherever a computer
with an internet connection is available.
• Costs for third party trainers are reduced.
• Costs associated with remote training (travel time and expenses) are reduced.
• Immediate access to additional online resources can be embedded directly into the training.
• e-Learning can accommodate different learning styles and support learning with a variety of
media.
• Self-paced learning modules allow workers to learn at their own pace
• Instructor led , online training can incorporate chat and bulletin board functionalities that
enable workers to pose questions as they arise.
• E-Learning can make it possible for geographically dispersed teams to meet and train
together in a virtual classroom when getting together physically is not feasible.
ii. Limitations
• e-Learning is technology dependent. This can create unique challenges for training in the
workplace that might include: slow or intermittent internet connections leading to frustrated
learners; inadequate computers and related technology; and the need for workers to have
technical skills that may not otherwise be required for the job.
• Workers with low motivation, limited technical skills or bad study habits may fall behind or
become frustrated.
• Workers who need more training support might find self-directed e-Learning confusing.

• Independent computer-based training may result in feelings of isolation.
• Supervisors and more experienced co-workers may not be available to answer questions
when the training is undertaken.
• Depending on the nature of the training, e-Learning may simply not be appropriate. For
example, it‘s hard to simulate hands-on work through e-Learning and any training that relies
heavily on inter-personal contact will be less effective online.
• If e-Learning content is not designed to make the most of the medium it can be quite
ineffective. It‘s important that courseware begins with an understanding of how the mind
works during learning and incorporates that understanding into the course design.
• E-Learning requires the use of a computer and related devices and may contribute to eye-
strain, repetitive strain injury and other physical problems related to posture and more time
spent sitting at a desk.
4.7.6. Creating E-Learning Course
Global organizations are increasingly relying on E-Learning to train their geographically dispersed
workforce. If you wish implemented E-Learning and want to get started, here are the steps to
follow.
Step 1: Training Needs analysis:
The first thing that you need to do is conduct a needs analysis. Check out what are the necessary
competencies or skills that your employees require. Analyze the training programs of your
organization and identify which of these can go online. You need to examine the suitability of the
eLearning medium to deliver the training programs and assess whether the gaps can be bridged
through eLearning.
Critical questions that we need to ask ourselves are neatly summed
If we build it, will they come?
If they come, will they learn?
If they learn, will it matter to the business?
Step 2: Comprehend the content thoroughly:
Good content comprehension guarantees that your eLearning course is not disrupted and is on
track. Essential analysis of every effective design includes audience analysis and content analysis.
An audience analysis, which is performed in the initial stage of planning a project, helps you know
who your audiences are. Review your content and decide to which category (facts, concepts,
processes, procedures and principles) it belongs.
Step 3: Frame appropriate learning objectives:
The next step after content comprehension is framing appropriate learning objectives. Learning
objectives or course objectives are the statements that describe what the learner will be able to do at
the end of the course, in specific and measurable terms. Learning objectives should be written in
such a way that they specify performance and communicate its purpose.
Step 4: Decide on a learning strategy:
A strategy is a game plan, which should be chalked-out, based on the nature and purpose of the
content. The next step is to plan or formulate a strategy for presenting the course. About how the
course will be presented. We have different types of learning styles, such as problem based
learning, discovery learning, situational learning etc. Thus, depending upon the learning style, we
will be able to decide the appropriate instructional strategy.
Step 5: Make an Outline:
Outline serves as a mental map to the learners as well as to the course developers. An outline
provides a complete overview about the course. It includes all modules, lessons or chapters, topics
and sub-topics of an eLearning course.

Step 6: Prepare a Detailed Content Outline:
After the outline is finalized, we prepare a detailed content outline in which we thoroughly analyze
the content and organize it logically and come up with slide by slide presentation patterns. We also
decide where the formative and summative assessments will be placed.
Step 7: Create a Storyboard:
The main purpose of creating a storyboard is to make a blueprint of the course with each and every
detail along with the notes to the developer. Storyboarding is known as the scripting phase, where
the instructional designer scripts the entire course. Developing a storyboard in the form of a
PowerPoint presentation will be more visual as compared to MS-Word.
Step 8: Develop the course using rapid authoring tools:
After storyboarding, the next step is to develop the course using a rapid authoring tool such as
articulate storyline, Lectora, Flash etc. The selection of the tool is based on factors like nature of
the content, eLearning requirements, cost, time, etc. Sometimes a combination of two or more tools
is used to develop a course, as per the requirement.
Step 9: Upload the course on your LMS:
Once the course has been developed, make sure that it is SCROM compliant and then upload it on
your Learning Management System.
47.7. Conclusion
The best practice examples of using e-learning in classroom experiences have the strongest impact
on intermediate outcomes. Since there is clear evidence from various studies of impact of e-
learning use on intermediate outcomes, and other studies have demonstrated a link between some
of the intermediate outcomes, such as enhanced motivation, on retention and achievement this
appears to indicate a positive link between e-learning input and end-point outcomes. However,
because of the problematic nature of disaggregating the overall impact of good teaching on
retention and achievement from the impact of e-learning use, together with the presence of other
confounding factors, particularly the wide range of other strategies deployed by the colleges to
raise retention and achievement, robust claims for the impact of e-learning on end point outcomes
could not be made from this study.
4.8.Open Educational Resources:
4.8.1. Educational resources
Whilst purely informational content has a significant role in learning and teaching, it is helpful to
consider learning resources by their levels of granularity and to focus on the degree to which
information content is embedded within a learning activity:
Digital assets – normally a single file (e.g. an image, video or audio clip), sometimes called
a ‗raw media asset‘;
Information objects – a structured aggregation of digital assets, designed purely to present
information;
Learning objects – an aggregation of one or more digital assets which represents an
educationally meaningful stand-alone unit;
Learning activities – tasks involving interactions with information to attain a specific
learning outcome;
Learning design – structured sequences of information and activities to promote learning.
4.8.2. OER-Introduction
Open Educational Resources (OER) are teaching and learning materials that are freely available
online for everyone to use, whether you are a Teacher, student or self-learner. Examples of OER
include: full courses, course modules, syllabi, lectures, homework assignments, quizzes, lab and

classroom activities, pedagogical materials, games, simulations, and many more resources
contained in digital media collections from around the world.
Need for Open Educational Resources
A range of 'Open' philosophies and models have emerged during the 20th Century as a result of
several different drivers and motivations - including
sharing freely,
preventing duplication,
avoiding restrictive (Copyright) practices,
promoting economic efficiencies and
improving access to wide groups of stakeholders.
Who owns it, who is responsible of its quality
The term Open Educational Resources (OER) was first introduced at a conference hosted by
UNESCO in 2000 and was promoted in the context of providing free access to educational
resources such as:
Open courseware and content;
Open software tools;
Open material for e-learning capacity building of faculty staff;
Repositories of learning objects;
Free educational courses.
The term OER has been used to refer to learning materials such as:
Learning objects http://taste.merlot.org/repository.html (quizzes, crossword puzzles,
flashcards, animations, etc.)
Audio/video lectures http://webcast.berkeley.edu/courses.php
Images http://commons.wikimedia.org/wiki/Category:Public_domain
Sounds http://www.freesound.org/
Music http://freemusicarchive.org/
Entire course content and open courseware http://opencontent.org/ocwfinder/
Collections of journal articles http://www.doaj.org/ and institutional repositories
Textbooks http://www.gutenberg.org/
Evolution of OER
Many of these have been driven by and created by communities that recognize the benefits to
themselves, and sometimes to wider groups.
Some of these are listed below:
Open source (relating to business and technology)
Open source software
Open source hardware
Open standards
Open access (research)
Open design
Open knowledge
Open data
Open content
Open courseware

Open educational resources
Open educational practice
Several of these 'movements' or 'philosophies' have been significant within the education
community both in terms of research and learning & teaching (particularly educational technology).
Whilst it is widely expected that sharing and openness would bring benefits to some stakeholders in
the educational community, traditional cultures and practices, managerial approaches and
processes, and perceived legal complexities have been identified as barriers to sharing both within
and across institutions.
Advantages of OER
For Students
Lowers costs of course materials for students
Open textbooks will reduce the cost of study for learners.
For Teachers
OER provide freedom of access for both yourself and others.
Because you can freely adapt them, OER encourage pedagogical innovation.
You and your organization may benefit from potential publicity.
When you share OER, you are contributing to the global education community.
When you share OER, you open a new method of collaborating with your students and
colleagues.
Your OER may be helpful to future educators.
Your OER may be beneficial to underserved individuals in the developed and developing
world.
Using OER puts you in control and avoids "vendor lock-in" or a situation in which you can
only use one company's products.
For Institutions
Fosters pedagogical innovation and relevance that avoids teaching from the textbook
Broadens use of alternatives to textbooks while maintaining instructional quality
The economic benefits and potential efficiency gains associated with open education
approaches are clear. Consider for example:
The direct cost per institution of developing high quality learning materials released
under open content licenses is cheaper when shared across multiple institutions, when
compared to the cost of doing this alone.
OER provides unique opportunities for all institutions to diversify curriculum offerings
especially for low enrolment courses in a cost-effective way. Using OER approaches
means that teaching institutions do not need to commit the variable costs of teaching
low enrolment courses in the absence of confirmed student registrations.
Enhancing the reputation of the institutions
Extending reach to new users and communities
Supporting widening participation
Providing an experimental base of material for use within the Institutions
Accelerating uptake and use of new technologies
Acting as a catalyst for less formal collaborations and partnerships.
OER are represented in standard formats that can be edited and manipulated with free software for
a wide variety of reasons including file conversion for access on different media (e.g., on paper,

CD/DVD, via mobile devices, in multimedia presentations), re-purposing for various language and
educational levels, etc.
Limitations in OER
Quality of available OER materials inconsistent
No common standard for review of OER accuracy and quality
Need to check accuracy of content
Customization necessary to match departmental and/or college curriculum requirements
Technical requirements to access vary
Technological determinism created by the delivery tool
Effective utilization of OER
OER vs E-learning and Open Access Publishing
OER is not synonymous with online learning or e-learning, although many people make the
mistake of using the terms interchangeably.
Openly licensed content can be produced in any medium: paper-based text, video, audio or
computer-based multimedia. A lot of e-learning courses may harness OER, but this does not mean
that OER are necessarily e-learning. Indeed, many open resources being produced currently – while
shareable in a digital format – are also printable. Given the bandwidth and connectivity challenges
common in some developing countries, it would be expected that a high percentage of resources of
relevance to higher education in such countries are shared as printable resources, rather than being
designed for use in e-learning.
Summary
The fast increase in the use of ICTs has most evidently had a tremendous impact on the way
teaching and learning take place. The implementation of such technologies in and outside the
classroom has fostered the organization of educational environments where students are
encouraged to become not only more independent but also more responsible for their learning
processes, thus contributing to learner autonomy
This paper has demonstrated with pedagogical reasons, how new technologies can be integrated
into a curriculum to support learning and it has also shown how positively the learners responded to
the challenge of incorporating ICTs to encourage autonomy and to improve their grammar,
cooperative teaming, interpersonal and digital skills.
FAQ
4.1. Application of ICT for Enriching Classroom Experiences
1. What are the consequences of (the use of) ICT in occupational practice on the attainment
targets and curriculum of secondary (agricultural) vocational education?
2. What are the interactions between new educational insights and the use of ICT in
educational practice?
3. What are the consequences of an ‗ICT-integrated‘ curriculum (in secondary vocational
education) and the use of ICT on the job of the (future) vet professional?
4. What is the new – ICT-integrated – job profile of the VET-professional, based on which the
attainment targets and the curriculum of the teacher training can be altered?
5. Before presenting the research methods and results, we will discuss the concept of a richly
ICT-designed learning environment and the status quo of the use of ICT in Dutch vocational
education.
Assessment question
6. Analyse the factors explaining teacher‘s use of ICT and productivity in a technology
enriched classroom?
Activity question

There is a growing evidence that ICT resourcing has positive effect on young
children’s attainment of core subjects. Justify the statement by discussing the factors
for the development?
4.2. Application and use of Multimedia Educational Software for Classroom situations
1. What are the basic things of multimedia education?
2. Explain the multimedia educational software?
3. How to handle classroom situations to involve using the multimedia software?
4. What is the application of multimedia educational software?
5. How to used multimedia in educational field?
4.3. Use of Internet based media for teaching and learning enrichment
1. What are the uses of internet in education?
2. How to classified internet based media for teaching and learning?
3. Why internet is used for teaching and learning enrichment?
4. Discuss the special features of internet for teaching and learning its merits and demerits?
5. Do you often use the Internet?
6. Why did used the Internet in education?
7. What are some of the ways the Internet can be used for education?
8. Do you think that it is important for education to have Internet access? Why?
4.4. Project based learning using computers
1. What are the steps of project based learning using computer?
2. Why is important for project based learning using computer?
3. What is a project based learning?
4. What is the process of project based learning?
4.5. Internet and Activities
1. How has the Internet changed teaching and learning method?
2. Many Universities are now offering online courses. Give me some reasons why this is a
good or bad?
3. What are the disadvantages of internet &activities?
4.6. Collaborative learning using group discussion, projects, field visits, blogs, etc.
1. Why are collaborative learning activities good for students with behavioural difficulties?
2. How collaborative learning support does accelerated learning?
3. What are the ways in which introducing collaborative learning makes teaching easier and
more pleasurable?
4. How does collaborative work help with assessment?
4.7. E-learning:
4.7.1. Meaning,
4.7.2. Advantages and
4.7.3. Disadvantages
1. What is the primary goal or objective of E.Learning?
2. When and where will the learners be learning in E.Learning?
3. What information and skill-sets will the learner need to acquire in E.Learning?
4.8. Open Educational Resources:
4.8.1. Concept and Significance
4. What are open educational resources?
5. Is open educational resources same as e-learning.
6. What is the difference between OER and open access publishing ?
7. Who will guarantee the quality of OER?
8. What policy changes are needed for institutions to make more effective use of OER?
9. What are the best ways to build capacity in OER?
10. How can you share your OER with others?

Ict u4

Empfohlen

Empfohlen

Weitere ähnliche Inhalte

Was ist angesagt?

Was ist angesagt? (20)

Andere mochten auch

Andere mochten auch (20)

Ähnlich wie Ict u4

Ähnlich wie Ict u4 (20)

Mehr von Dr. C.V. Suresh Babu

Mehr von Dr. C.V. Suresh Babu (20)

Kürzlich hochgeladen

Kürzlich hochgeladen (20)

Ict u4