PPT on NROER, DIKSHA and TNTP

Notes about NROER, DIKSHA and TNTP

1. ENRICHING LEARNING THROUGH ICT – NROER, DIKSHA, TNTP Name : Sathya Priya. S Reg. No : 2023BED732 Class : B.Ed 1 st year, Biological Science

2. OPEN EDUCATIONAL RESOURCES INTRODUCTION:- Learning resources play a pivotal role in the teaching –learning process as they help teachers organise an effective classroom environment and students to actively participate in learning. Learning is more live and effective in classrooms supported by learning resources. Apart from traditional audio visual teaching aids, development in information and communication technology (ICT) has provided various innovative teaching-learning resources, which teachers need to use them in their teaching-learning activities. Open educational resources ( oers ) are such resources, which are readily available in the internet. Teachers are free to use such resources. They need to select, adapt and integrate those oers in teaching –learning process. “ 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” (UNESCO,)

3. NATIONAL REPOSITORY OF OPEN EDUCATIONAL RESOURCES(NROER) Introduction :- NROER  is a digital repository for open educational resources. The  National Repository of Open Educational Resources (NROER)  was launched on 13th August 2013, during the national conference on information and communication technology for school education. NROER  has been developed by the combined effort of the CIET (Central I nstitute of Educational T echnology), NCERT (National C ouncil of Educational R esearch and Training) in collaboration with the I ndian government’s Ministry of Human R esource D evelopment and the Department of School E ducation and Literacy. NROER is hosted on the M etastudio , an endeavour of the knowledge labs, H omi B habha C entre for Science and Education, M umbai. The Education Sector in India faces a multitude of challenges that the NROER seeks to address, offering a solution.

4. NATIONAL REPOSITORY OF OPEN EDUCATIONAL RESOURCES(NROER) The NROER offers resources for all school grades and subjects in multiple languages. The repository has digital aids such as educational audios and videos, images, documents and interactive modules. Besides, users can also contribute their resources. The NROER is based on the idea of semantic maps. The resources are organised into an ever-growing semantic map of concepts, which acts as a learning aid for educators.  The digital resources are divided into five categories and mapped to science, social science, maths , languages and  art education . The teacher can assess various resources like videos, presentations, question banks, and images on each topic. Educators can also upload resources that are reviewed by experts. There is an option to download, share, comment and rate media resources available on the NROER. Apart from this, NROER also offers users an opportunity to apply for various online courses and participate in online contests.

5. Mission and objectives of nroer MISSION:- To store, preserve and provide access to various digital resources for teachers and students. To enable community participation in the development and sharing of digital resources. OBJECTIVES:- To create quality educational aids for teachers and students. To motivate educators to develop contextualised teaching-learning resources. To motivate teachers to collaborate and curate new resources. To encourage educators to participate in online courses and conduct their classes. To celebrate the best practices in content creation.

6. AIMS OF NROER Digitization of the content. Development of e-content in multiple languages along with multiple supportive resources. Collaborative creation of e-content. Widespread dissemination of e-content. Setting up of state and national level digital repositories. Development of digital resources as per the National policy on open standards. Celebrate best practices in content development. http://nroer.gov.in

7. Features of nroer Open access to the resources. Free availability of resources. Shareability of resources. Resources are available in discrete pieces instead of being available in bulk, making the segregation of information difficult. The need to research from different sources minimises , as all resources on any particular topic are available on one platform. Resources may sometimes need to be contextualised by additional materials that support them. Users can add resources to the nroer , subject to proper licensing.

8. CONTENTS AND CONTRIBUTION OF NROER What does the NROER include?. An e-library is a warehouse of all resources and can be filtered based on: Media type Subjects Language Level Users can also search using tags and view descriptions. e- resources are mapped to different themes and topics in the  national curriculum framework Retrieval of resources is easy. Detailed resources for each topic are available. Metadata is data about data. Title, subject, class, description. Tags related to the available resources. Ebooks Find books published by NCERT and other state boards Download a complete book or a single chapter Search for other publications, journals, magazines etc.

9. CONTENTS AND CONTRIBUTION OF NROER Who can contribute to NROER? Experts from various subject areas. Independent producers, directors and filmmakers, and instructional designers interested in adding their educational content to the repository. Government and non-government organisations who want to share their resources. To ensure that there are no copyright issues, NROER expects its members to follow the principles that safeguard freedom, sharing and collaboration. The content on NROER is released under a creative commons licence .

10. CONTENTS AND CONTRIBUTION OF NROER What can be contributed to NROER? Users can add any educational content that supplements the school curriculum. Resources that add value to various subjects offered at the school level can also be added. The resources can be in the form of Video Audio Multimedia Graphics Learning objects Concept maps Educational games Photographs Essays/presentations Question banks Worksheets Activities. Experts review submissions to maintain the quality before they are available on the repository.

11. BENEFITS OF NROER Students can access data and information through NROER related to various aspects of learning in a safe, secure and easy manner. Nroer encourages a paperless way of education and is environmentally friendly. It promotes enhanced and better communication between the teacher, students, and educators. Easy sharing of resources gives everyone a chance to improve their skills and knowledge base. Using the repository by students and teachers is a cost-effective way to learn; it saves time and money. Teachers and students have access to automated solutions which replace manual paper-based procedures. The use of resources and technology-based aids available on the repository enhances the teaching-learning process by making it interesting. Nroer promotes connectivity between students and educators; scholars, researchers and teachers can also connect. Teachers can manage students more effectively. Nroer promotes collaborative teaching and learning. One can teach from anywhere, spreading awareness of the impact of technology in the education field.

12. CONCLUSION In a vast country like india that has students and educators spread in the remotest parts and use many languages, the  national repository of open educational resources  serves as a great equaliser . It attempts to deal with the inequalities that may arise due to various economic or social aspects. Anyone can access these digital resources to learn more effectively and interestingly from any nook and corner of the country.

13. INTRODUCTION DIKSHA stands for digital infrastructure for knowledge sharing. It is a national teacher platform which is currently being used by teachers and students across the nation to provide school education through distance mode. T he disruption of schooling due to covid-19, DIKSHA makes it possible for all states and union territories to enable learning and education at home through innovative state programs. DIKSHA is leapfrogging the use of technology for the benefit of teachers and learners across I ndia. http://diksha.gov.in

14. FEATURES OF DIKSHA In-class resources Teacher training content Assessment aids Teacher profile News and announcement Teacher community These features have emerged from consultations with multiple state governments, NGOs and more than 30 public and private organisations , who have collaborated in contributing to  DIKSHA

15. FEATURES OF NTP NTP – National T eachers P latform NTP contains the following features: Courses for teachers to enable continuous learning Resources for use in the classroom Dashboards for progress and assessment Communities for collaboration and discussions Announcements, notifications, and circulars

16. DIKSHA -National Teachers Platform Significance It leverages existing highly scalable and flexible digital infrastructures while keeping teachers at the centre . NTP aims to provide teacher training courses such as training on learning outcomes, CCE, etc. Teaching resources such as lesson plans, concept videos, worksheets, mapped to curriculum and assessments for teachers, to find out their strengths and areas of improvement. It enables, accelerates and amplifies solutions in the realm of teacher education. States, government bodies and even private organisations , can integrate diksha into their respective teacher initiatives based on their goals, needs and capabilities.

17. DIKSHA -National Teachers Platform Significance The digital learning app is directed to access and created a comprehensive learning environment where both tutor and student can grow.  It also provides access to ncert textbooks and lessons, following the regular school curriculum. The policies and tools of the platform make it possible for the education ecosystem to participate, contribute and leverage a common platform to achieve learning goals at scale for the country. The platform is being leveraged and developed for school education, foundational learning programs and to support inclusive learning for underserved and differently-abled communities.

18. DIKSHA e-learning Portal Benefits For Teachers  –  DIKSHA will serve as national digital infrastructure for teachers. All teachers across the nation will be equipped with advanced digital technology. It is built considering the whole teacher’s life cycle – from the time student teachers enroll in Teacher E ducation I nstitutes ( TEI s) to after they retire as teachers. The DIKSHA e-learning portal enables the teachers to understand their career span. From the time they join the school to their retirement, they can map out their career progression and can work on their skills accordingly. It will aid teachers to learn and train themselves for which assessment resources will be available. It will help teachers to create training content, profile, in-class resources, assessment aids, news and announcements and connect with the teacher community. For Students  –  There will be direct interaction between teachers and students.  Students will be able to understand concepts in an easy and interactive manner. The app or e-learning portal of diksha also facilitates the students to do quick revisions and test his/her learning through self-assessment practice exercises. For Parents- Parents can follow classroom activities and can clear their doubts outside school hours through one to one sessions with the teachers. It is a comprehensive platform for hassle-free interaction of all the stakeholders involved.

19. Digital Infrastructure for Knowledge Sharing The Government of I ndia has planned to start the next academic year virtually since many schools have been shut early march due to the COVID-19 pandemic.  Steps taken – The centre plans to restart classes in the distance mode, with teaching via dedicated tv and radio channels in E nglish and H indi such as e- P athshala and S hiksha V ani respectively. Swayam P rabha, an existing program, is a group of 32 DTH channels devoted to telecasting high-quality educational programmes on 24x7 basis using the gsat-15 satellite. If states are willing to produce the content in local languages, the centre can give them 2-3 hours on the channel. Digital infrastructure for knowledge sharing (DIKSHA) mobile app has been offered to states as a platform to provide content in local languages. NIOS( N ational I nstitute of Open S chooling ) has been asked to create a structured programme for schools class-wise. This is being done along with the NCERT using their syllabus. The material will be ready for use by schools following the NIOS or the CBSE syllabus.

20. OVERVIEW OF DIKSHA DIKSHA is a national platform for school education launched on S eptember 5th 2017. It is an initiative in the domain of digital learning by the National C ouncil for Education R esearch and Training (NCERT) and the Ministry of Human R esource D evelopment – MHRD It was developed based on the core principles of open architecture, open access, open licensing diversity, choice and autonomy as outlined in the strategy and approach paper for the national teacher platform. National teacher platform has been branded as DIKSHA. The motto of DIKSHA is ‘Our teachers are our heroes’ . Diksha – National T eachers P latform is built to host Open E ducational R esources (OER) and tools for teachers in schools, teacher educators in Teacher E ducation I nstitutes ( TEI s) and Student T eachers in TEI s.

21. OVERVIEW OF DIKSHA The aim of this initiative is to help teachers and the students to continue their studies as usual and ensure holistic learning for both. NTP is a minimal and generalised technology platform built using open standards and Application P rogram I nterfaces (APIs) and will host Open E ducational R esources (OER). It will also have tools and interfaces for the creation and consumption of teaching and learning content. As a shared infrastructure the platform will avoid duplication of effort and save costs. It will cater to the needs of teachers including the development of attitude, skill and knowledge. The platform will continuously develop and evolve in an iterative manner based on user needs and stakeholder feedback. NTP will cater to teachers from all stages of school education including pre-primary, primary, upper primary, secondary and senior secondary. Diksha is available for the use of all states and UTs of I ndia. Currently, it supports 18+ languages and the various curriculum of NCERT, CBSE and SCERTs across I ndia.

22. The New Teacher Project ( TNTP ) Introduction:- TNTP ,  formerly known as The N ew T eacher P roject , is an organization in the united states with a mission of ensuring that poor and minority students get equal access to effective teachers. It helps urban school districts and states recruit and train new teachers, staff challenged schools, design evaluation systems, and retain teachers who have demonstrated the ability to raise student achievement. TNTP is a non-profit organization that was founded by M ichelle Rhee  in 1997. http://tntp.org

23. The New Teacher Project ( TNTP ) History: TNTP was founded in 1997 by M ichelle Rhee . It began with the aim of giving poor and minority students equal access to effective teachers. During its first 10 years, TNTP initially focused on helping urban districts improve the way they recruited, trained, and hired new teachers. In the year 2000, TNTP began the teaching fellows and academy programs, which served as alternate routes to teacher certification for high-need schools. Today, TNTP also works with states and district public schools in the areas of measurement and management of teachers’ performance. As it became increasingly familiar with the needs of urban districts, TNTP began helping districts identify and address additional challenges, including hiring teachers earlier, staffing challenged schools and providing rigorous teacher certification training. It also began identifying policies counterproductive to overcoming these challenges and publishing reports to offer solutions and encourage reform.

24. The New Teacher Project ( TNTP ) The Widget E ffect (2009): In 2009, TNTP published  T he W idget E ffect: Our national failure to acknowledge and act upon teacher effectiveness . The report, which surveyed over 15,000 teachers and 1,300 principals in 12 school districts, concluded that the U.S. Public education system treats teachers as interchangeable parts, rather than individual professionals.  American Federation of Teachers  (AFT) president R andi W eingarten provided a public statement of support for the report, saying it “points the way to a credible, fair, accurate and effective teacher evaluation system that would improve teaching and learning.” The N ational Education Policy Center  (NEPC) review of  T he W idget E ffect  praised the overall quality of the report but said, "'it is unclear ... how and why particular districts were selected and whether they represent the range of teacher evaluation practices being implemented in school districts and states across the united states.' Omissions in the report's description of its methodology ( e.G. , Sampling strategy and survey response rates) and its sample lead to questions about the generalizability of the findings."

25. The New Teacher Project ( TNTP ) Teacher Evaluation 2.0 (2010): The N ational Education Policy center was critical of TNTP's report  teacher evaluation 2.0 , which, it said, contained "recommendations for teacher evaluation [that] boil down, for the most part, to truisms and conventional wisdom, lacking a supporting presentation of scholarly evidence." The review also claimed that "many of the ideas and recommendations are neither new nor innovative." The I rreplaceables (2012): In 2012, TNTP published  T he I rreplaceables : Understanding the real retention crisis in A merica’s urban schools . The study identified the failure of public schools to keep more of their strongest teachers (or “ irreplaceables ”) in the classroom than their weakest as the fundamental problem with teacher retention in urban school districts. The report, which focused on four large urban school districts, also offered solutions for how districts and schools can help keep more of their best teachers. Upon  T he I rreplaceables ’ release, U . S . Secretary of Education A rne D uncan publicly supported TNTP’s findings and the N ational Education Association  (NEA) praised the report, noting that TNTP had “helped focus attention on one of our nation’s most valuable assets: the dedicated professionals who educate our children.”

26. The New Teacher Project ( TNTP ) Importance of TNTP:- The New T eacher P roject (TNTP) holds importance in education for several reasons: Teacher quality improvement: TNTP focuses on enhancing the quality of teaching through training programs and initiatives. This is crucial for student success, as effective teaching is a key factor in academic achievement. Recruitment of talented educators: By actively recruiting and selecting individuals with the potential to excel in the teaching profession, TNTP contributes to building a pool of skilled and dedicated educators, positively impacting the learning experiences of students. Addressing educational inequities: TNTP's efforts often target addressing inequities in education. This includes working towards ensuring that all students, regardless of background, have access to high-quality teaching and educational resources. Policy advocacy: The organization plays a role in advocating for education policies that support effective teaching and address systemic challenges. This advocacy can lead to positive changes at a broader level within the education system. Research and innovation: TNTP's research initiatives contribute to a better understanding of challenges within education and provide insights for innovative solutions. This can lead to the development of evidence-based practices that benefit both teachers and students.

27. The New Teacher Project ( TNTP ) Uses of TNTP in education:- TNTP has been used in education to address various challenges and improve the quality of teaching. Some ways it has been utilized include: Teacher training: TNTP provides training programs to help new teachers develop effective instructional practices. This contributes to improved teaching methods and student learning outcomes. Recruitment: The organization works on recruiting talented individuals into the teaching profession, aiming to bring in individuals who can make a positive impact on students and schools. Policy advocacy: TNTP engages in advocacy efforts to influence education policies that support effective teaching and address systemic issues. This involves working with policymakers to implement changes that positively impact education at a broader level. Research and consulting: TNTP conducts research to identify challenges within the education system and provides consulting services to schools and districts seeking to implement evidence-based practices and reforms.

28. REFERENCES http://www.slideshare.net/ypsharma1/national-repository-of-open-educational-resources-nroer?from_m_app=android https://blog.teachmint.com/the-national-repository-of-open-educational-resources/ https://byjus.com/current-affairs/diksha-digital-infrastructure-knowledge-sharing/ https://en.m.wikipedia.org/wiki/the_new_teacher_project

29. Thank you