rgclp combined report

1. Executive Summary

2. Section I: Introduction

2.1.About Amaar Computer

2.2.About RGCLP Programme

2.3.About AMTRON

2.4.About InOpen Technologies

3. Section II: Scope of Work

4. Section III: Product Description

5. Section III: Product Description:

6. Section V: Topics covered in each book of Amaar Computer:

7. Section VI: Implementation Plan:

8. Section VII: License & Intellectual Property Rights:

9. Summary:

10.Acknowledgements:

11.Annexures:

11.1.Annexure A: User Study for RGCLP programe

11.2.Annexure B: Annexure B: Effort Analysis - Human hours spent on each

activity

11.3.Annexure C: Lesson components and Sample lesson from Amaar

Computer

INOPEN TECHNOLOGIES SINE IIT BOMBAY - ANALYSIS OF WORK UNDERTAKEN IN AMAAR COMPUTER

! INOPEN TECHNOLOGIES SINE IIT BOMBAY

TABLE OF CONTENT :

1. Executive Summary:

This report presents InOpen’s analysis on development of Amaar Computer’s Project and how could

this content enhance student’s learning outcomes.

‘Amaar Computer is a Free and Open source (FOSS) based content solution to teach computers. It is especially designed for implementing the RGCLP (Rajiv Gandhi Computer Literacy program) scheme in schools from Grades 6 onwards. The content is created by InOpen Technologies, SINE IIT Bombay, for AMTRON, Assam.

The project involves implementation of IT-Literacy curriculum across RGCLP schools in Assam. InOpen and AMTRON have exchanged letter of intent between them for collaboration on Research and joint development for designing IT literacy curriculum for state. This report entails the details of the content development project along with the budget to execute it. In addition, suggestions for further areas of collaboration are included in the report.

The report details out the research the work done in order to conceive and create Amaar Computer (Grade 6 onwards). The report also outlines the implementation process for effective deployment of Amaar Computer.

Computer Education in Schools or Using ICT to enhance learning is not a new concept. However that’s the bigger goal. The first objective is to start with implementing correct IT literacy in schools The scale of the Amaar Computer its relative low unit cost and new and advanced technology designed specifically to conditions in RGCLP Schools And these three facts are what can make InOpen and AMTRON’s Amaar Computer interesting.

We at InOpen feel that successful implementation of this program will help us achieve 3 important objectives. Firstly, it is likely to contribute increased access and attention levels - leading to efficiency gains and cost savings. Secondly, and most importantly, it could assist to increase the quality of education and the relevancy of education for poverty reduction. Lastly, InOpen also feels that it can be a great initiative to reduce the disparity of learning outcomes between types of schools and districts.

We also wish to be a participate in introducing new technology and learning methodologies that will assist RGCLP to better support schools, teachers and learners in remote areas in North East India. It is, in general, in these areas where learning outcomes are the lowest. The next phase can be a digital curriculum which can include learning methodologies that are learner and activity-centered and inte-grates learning opportunities like sound, picture, games, and interaction. Most of these opportunities are made possible with Amaar Computer. Amaar Computer is derived from Computer Masti. (CM). CM with its focus on thinking skills and hands on model of active learning can be the correct platform for introducing Computers to children who probably are first time users of Computers.

This will enable them to leap frog and become active participants in the techno savvy world. Being a thorough FOSS based computer education content, it is ensured that these students do not remain mere users of technology, but can become creators of technology as well.



Fun is an important element of learning with Amaar Computer. The Narrative style of the lesson that uses guided inquiry takes the students along to explore new knowledge through the dialogue be-tween the two child characters and the facilitator character. The curriculum is spiral, in that there is an iterative revisiting of topics with each successive encounter being deeper and based on the former.

Computer Masti from which Amaar Computer is derived, understands the needs of students from developing countries. This is realized in the form of reverse thematic integration and used of tools that are Operating System independent. CM attains thematic integration by giving students opportunity to apply knowledge of other subjects as well as using real world examples in its worksheets and activities. Use of free and open source applications results in reduction of implementation cost, thus ensuring ensure sustained access. Moreover, it allows the students to become creators of technology, rather than remaining mere users of the technology.

2. Section I: Introduction

2.1. About Amaar Computer: “Amaar Computer” is a Free and Open source (FOSS) based content solution to teach computers. It is especially designed for implementing the RGCLP (Rajiv Gandhi Computer Literacy program) scheme in schools from Grades 6 onwards. The content is created by InOpen Technologies, SINE IIT Bombay, for AMTRON, Assam. The following section presents a brief write up on the RGCLP program, the key players in the project – AMTRON and InOpen Technologies

2.2. About RGCLP Programme: The Government of Assam launched the public private partnership based Rajiv Gandhi Computer Literacy Programme (RGCLP) to impart computer education in the Higher Secondary and High schools of the State. The Planning and Development Department of Government of Assam and AMTRON, the State Nodal Agency for Information Technology have embarked on this project. The objective of RGCLP is to provide computer education, free of cost, to the stu-dents of the Government Schools. In pursuance thereof, AMTRON has entered into a strategic tie up with NIIT & EDUCOMP, to achieve the highest level of excellence in the project. The first phase of the Programme covering 200 schools was launched on 19th February, 2004. The second phase covering additional 200 schools was launched on 27th March, 2005. The third phase covering another 230 schools was launched on 20th August, 2005. The fourth phase covering 300 High Schools was launched on 11th February, 2006. The fifth phase launched on 16th February, 2010 kick started the Linux based computer education in Assam. Following are brief high-lights of Phase V.

• Schools covered: 641 High Schools• Classes: V - X• LINUX based curriculum• Reach: 600 students per school per year



• Students not to pay fee and course material supplied to students free of cost• 5 Year maintenance inbuilt• Computer Aided Education on 4 subjects --- English, Maths,Science & Social

Science• Multimedia Educational Software• Spoken English Course• Testing & Certification in Computer Education at the end of every academic

year.

Phase V of implementing the RGCLP scheme in Assam forms the backdrop for association with In-Open Technologies. The need for FOSS based computer education content was felt by AMTRON for RGCLP school curriculum. The following paragraphs give a brief overview of both the partners - AMTRON and InOpen Technologies.

2.3. About AMTRON AMTRON is amongst the first focused software services compa-nies in North Eastern India. With over 24 years of experience in delivering solutions in Telecom and the IT-domain, AMTRON happens to be the pioneers in finding IT-enabled solutions of the future. AMTRON has played a significant role in extending technology and services to organizations to maximize competitive advantage and grow market share. AMTRON's solutions and services can be integrated easily with support from professional expertise in open source making any project cost-effective and viable for any enterprise.

2.4. About InOpen Technologies InOpen Technologies Pvt. Ltd. is an IIT Bombay based technological startup in Educational sector. The Company designs and develops pre-mium content and solutions for the academia and industries offering its products and service to the Schools – Government/private/low income group schools as well as e-Learning Industry. Its flagship product, Computer Masti, is developed in collaboration with IIT Bombay. InOpen Technologies, is the only education company that uses Free and open source applications (FOSS) for computer education in schools. One of the major strengths of the company lies in contextualization and localization of the con-tent. InOpen Technologies has made a difference in Computer Science education across 2.5 lakh students. It provides customized solution to schools from various loca-tions and background. With the backdrop of the project, the parties involved – AM-TRON and InOpen Technologies, the report defines the major tasks involved in cre-ating content for students of Assam under the RGCLP project.

3. Section II: Scope of Work: In order to implement the ICT@School RGCLP

project, AMTRON entered into a strategic tie up with InOpen Technologies. This was done

with an aim to provide high quality computer content to Schools all across the state

facilitating Free and Open Source philosophy and technology.



InOpen and AMTRON have exchanged letter of intent between them for collaboration on Research and joint development for designing IT literacy curriculum for state. The scope of project includes 2,000 schools across urban and rural areas of Assam with an estimate number of 300,000 students. InOpen and AMTRON discussed about the development and implementation of IT Literacy curricu-lum for schools in Assam. InOpen has provided the curriculum and IT Literacy content to AMTRON for grades VI to IX. This includes a book per grade as well as a Foundation book for grade 8. This will provide the necessary sophistication to be able to cope with the new topics. The content is developed keeping the guidelines of National Curriculum Framework, which is followed by NCERT.

The mutual responsibilities of the parties involved refer the figure below:

4. Section III: Product Description:

Amaar Computer (AC) is derived from Computer Masti, which is developed and created at

Department of Computer Science and Engineering, IIT Bombay. Since they both essentially derive

from the same curriculum, several of the key features and instruction methodology apply to both of

these. Also refer to Annexure C. The key features are illustrated in the figure below:



Figure: Amaar Computer key features adopted from CM curriculum

4.1. Thinking process skills Thinking process skills include basic methods and cognitive

processes used by scientists, engineers, computer scientists, writers, economists and

many other professionals in making sense of complex situations, solving problems,

conducting investigations and communicating ideas. These skills are applicable in a

wide range of problems in science, technology and engineering, as well as in everyday

life. The thinking process skills are addressed in Amaar Computer include: Algorithmic

(stepwise) thinking, problem-solving (logical reasoning) skills, systematic information

gathering, brain storming, analysis and

synthesis of information, multiple

representation and decision making. The

rationale for choosing the specific

thinking process skills mentioned above is

several-fold. One, algorithmic processes

are the foundation of much of computer

science curriculum, hence developing

stepwise algorithmic thinking is important in understanding several aspects of

computers itself. Algorithmic thinking and logical reasoning are applied to the

procedure of solving problems in several domains. Next, learning how to

systematically gather information, represent it in multiple ways, analyze it and

synthesize different information from the basic steps of research in any area, and

hence are widely applicable skills. In the specific sense of information literacy, the skill

of gathering and organizing information is valuable. In Amaar Computer, students

would have already practiced the process of gathering and organizing information

when they start learning about the Internet. Finally, thinking process skills such as

synthesizing information, brainstorming, multiple representation and decision-making

equip students with powerful skills to handle real-life situations at various ages, from

planning a vacation, to buying a computer for home use, to deciding future education

and career paths. These skills are included in the curriculum because they are

important, as explained in previous point. But, importantly, such skills need to be

explicitly addressed in such a manner that students will eventually develop them

while learning content.

4.2. Computer literacy integrated with concepts and thinking skills: Amaar computer”

addresses computer literacy by means to enhance students’ proficiency in basic

computer usage skills (such as computer operations, or text processing), along with

developing higher order cognitive skills which are discussed above. It emphasizes the



learning of computer usage skills in the context of learning about computer-related

concepts and thinking process skills. The first step in deciding to teach a particular

usage skill lies in establishing the need for that skill, either to learn a concept or to

develop a thinking process skill. At that point, the usage skill is addressed only to the

extent it is required by the underlying need. Advanced aspects of the usage skill are

addressed in future visits to the topic, as explained in the

next point of Spiral Curriculum.

4.3.Spiral curriculum:The computer education curriculum is

structured such that themes and topics are revisited

multiple times, with each successive visit increasing the

depth to which topics are addressing.

4.4.Thematic integrationCM curriculum provides an

opportunity for knowledge integration while learning computer concepts and skills.

Students can assimilate the new computer knowledge with the already acquired

knowledge in other domains. This integration of interdisciplinary knowledge is

achieved by:

4.4.1. Use of analogy from other domains to establish an understanding of computer

related concepts.Example: Teaching about Internet network by drawing an

analogy with water or electric supply networks.

4.4.2. Activities that require a combination of knowledge from other subjects and real

life situations. Students need to develop an

ability to comprehend relationship between

concepts taught in various subjects, real life

experiences and apply it appropriately.

4.4.3. Emphasis on collaborative learning on various

activities and projects so that there is

knowledge sharing.

4.4.4. Use of educational games that provide a drill for knowledge acquired in other

subjects. Example: while students are taught keyboard or mouse skills, they are



given a drill of arithmetic operations through educational computer games such

as Gcompris and TuxMath.

4.5. Scalability: independent of OS, h/w platforms and FOSS: Amaar Computer considers

a FOSS operating system (edubuntu), and more than 30 FOSS applications such as

open office suite, audacity, Gimp, Scribus, and educational games such as GCompris,

KGeography, Celestia.

List of Free/Open Source applications included in Amaar Computer:

Name of the applica-tion Nature of the application

AC book lev-els

GComprisEducational game - familiarity with computer, language, math and thinking skills

6

Tux Paint Productivity tool 6Tux Type Educational game - familiarity with computer 6

ChildsplayEducational game - familiarity with computer, language, math and thinking skills

6

gedit text editor Productivity tool 6Openoffice.org Productivity tool 6Scratch Visual Programming language 6Work rave Computer application - healthy computer practices 6Hex a Hop Computer game - thinking skills 6Tower of Hanoi Computer game - thinking skills 6

TetravexEducational game - familiarity with computer, thinking skills

7

Firefox internet explorer Productivity tool 7

PysycacheEducational game - familiarity with computer, thinking skills

7

CelestiaEducational game - familiarity with computer, science and thinking skills

7

Frogger Computer game - thinking skills 7Lincity-NG Computer game - thinking skills 7Pix Bros Computer game - thinking skills 7Mines Computer game - thinking skills 7



Kolf Computer game - thinking skills 7Untangle(gplanarity) Computer game - thinking skills 7

Marble Desktop GlobeEducational Computer application - geography and thinking skills

7

Pauker Computer game - language and thinking skills 8Semantik Mind mapping software 8Scribus Desktop publishing software 8Audacity audio editing tool 8

Kstars Educational Computer application - geography and thinking skills

8

ACM aer ia l combat simulator Computer game - thinking skills

8

Shot well Photo man-ager Computer application - managing personal photographs

8

GIMP image editor Image editing tool 8

Google EarthEducational Computer application - geography and thinking skills

8

HTML Website creation tool 8Xmind Brainstorming and mind mapping software 8Scribus Desktop Publishing (DTP) applicationScilab Syntax based Programming Language 9GNU Plot 2d and 3d Plots on graphs 9



5. Topics covered in each book of Amaar Computer:

For each grade, the proposed topics by AMTRON are listed along with the corresponding table of

content in Amaar Computer:

5.1. Grade 6 - Level 0.1



Starting with the basics computer

operation skills, the book embarks

upon the creative abilities of a child.

Topics such as step wise thinking are

included to equip students with skills

to break any activity into main and

detailed steps.Following this,

‘Scratch’, a visual programming lan-

guage is introduced. ‘Scratch’ facili-

tates the child to use his creativity in

full vigor and uses the creativity to

build basic programming concepts at

such lower levels.

5.1.1. Mutually Agreed TOC

S. No Chapter Theme Sub - Topics1. Computer Basics - Parts,

Usage skills• Input Output Devices• CPU, Monitor, Keyboard, Mouse (In brief)• Printer• Speaker• IPO Process with example

2. Mouse and Activities Using a Mouse

• Left and Right Click• Double Click• Scroll• Selection• Drag and Drop

3. Keyboard and Activities Using a Keyboard

• Alphabet Keys, Number Keys, Special Keys• Space Bar, Backspace, Enter Key• Arrow Keys, Caps Lock, Backspace, Delete Key• Page Up, Page Down

4. Graphical Application • Introduction to Tux Paint• Common Activities like - Open file, Save file, New file,

Close file5. Word Processor • Editing Text Basics

• Select Text• Cut• Copy• Paste• Undo

6. C o m p u t e r S t a r t u p a n d Shutdown

• Switching on• Start Up,• Username Login• Password• Logout• Shutdown•

7. Safety and Health Measures • Do’s and Don’ts with a computer• Be safe• Be gentle• Keep it clean• Correct Posture• Time Spent• Basic Asanas and Eye/Neck/ Hands Exercises

8. Step wise Thinking • Step by Step Planning• Identify Main and detailed Sequence of steps• Follow step by step instructions

9. Introduction to Scratch • Basic Blocks, Commands• Sequence of Instructions• Scratch Program, Sprite, Stage, Scripts• Simple Animation• Control Block• Background Switching• Sprite Animation



5.1.2. Final TOC



5.2. Grade 7- Level 0.1



Beginning with healthy computer

practices, thinking process skills are

included in the book. The topic of

‘Stepwise gathering of Information’

equips students with planning skills

and ability to select appropriate re-

sources and collect information sys-

tematically. The concept is reinforced

in the subsequent topics such as ‘Us-

ing Lists and tables’ and ‘Making Pres-

entations’ and ‘Internet browsing and

searching’. Advanced and extensive

features of the Scratch programming

language are also a part of this series.


S. No Chapter Theme Sub - Topics1. S t e p w i s e g a t h e r i n g o f

information• Gather information from various resources• Consolidate information

2. Word Processing Skills • Organize information using Lists and Tables• Advantages of Lists and Tables

3. Internet • Computer Network• World Wide Web• Internet• Browse

o URLo Addresso Bookmarks

• Searchingo Search Engineo Tips to Search

4. Making Presentations • Planning• Inserting Graphics• Slides• Visual Styles

5. File Operations • Organize Files and Folders• Naming Files and folders• Need for organization

6. Communication Using Email • Email Account Creation• Login• Send Message

7. More Activities Using Scratch • Actions, Coordination between Sprites• Various Blocks of Scratch• Interactive Cards

8. Computers and Your Health • Correct Posture guidelines• Exercise for strengthening wrists, neck, spine, eye

exercises



5.2.2. Final TOC






Beginning with ‘Synthesis of Informa-

tion : Uses of a computer’, students

are provided opportunities to apply

imaginative skills to come up with

probable futuristic uses. ‘Digital Sto-

rytelling’ helps students visually rep-

resent data and use creativity and

designing skills for story narration.

‘Word Processor : Designing Ephem-

era’ and ‘Multiple representation of

data: Spreadsheet’ include activities

wherein students create newsletters,

greeting cards, formulas and other

time-saving features of a word proc-

essor and spreadsheet. Contempo-

rary topics such as ‘Cloud Comput-

ing’, ‘Introduction to FOSS Applica-

tions’ and ‘Image Editing with GIMP’

are also included. In addition, stu-

dents are taught how to create web-

pages in the lesson ‘Introduction to

HTML’.


S. No Chapter Theme Sub – Topics1. Synthesis of Information -

Uses of a Computer● Uses of computers in various fields, purposes, products

(In brief)● Synthesis of Data

2. Advanced Presentation ● Steps to Digital Storytelling● Adding Graphics

3. A d v a n c e d W o r d Processing

● Newsletter Making● Card Making

4. Multiple Representation of Data - Introduction to Spreadsheet

● Data entry● Simple Calculations● Drawing Charts and Graphs● Insertion/Deletion of Row/Column

5. Introduction to FOSS applications

● Find an application for a given purpose● Explore Independently its features● FOSS Concept, Scribus, Xmind, GNU Plot● Basic Photo Editing

6. File operations (directory structure, backup)

● CPU, Processor, Main Memory, Monitor● Backup, Secondary Storage● I/O Devices, Connection Ports

7. Introduction to HTML

Introduction to HTML

8. Project I – Using Scribus / GNU Plot / HTML etc.Project I – Using Scribus / GNU Plot / HTML etc.



5.3.2. Final TOC







This books includes topics that

equips students with skills of con-

solidation and synthesis of data. ‘Basic

troubleshooting and System Admin-

istration’ enables students to control

the computers and tackle common

hardware and software issues. ‘Ex-

change of Electronic Document’

deals with various file formats and

applying local language support to an

Operating System(OS) “Combined

Software Activities” reinforce multi-

ple applicative skills together. In addi-

tion, programming fundamentals are

addressed in the topics on ‘Flow-

charts’, syntax based programs ‘Pro-

gramming with Scilab’, and ‘Advanced

HTML’

S. No Chapter Theme Sub - Topics1. Synthesis of Information - Uses of

a Computer Part II● Uses of computers in various fields, purposes,

products.● Synthesis of Data

2. Computer Operations - Basic troubleshooting

● Elementary administration● Task manager - Close non-responsive programs● Control panel type activities, add/remove

programmes, change various settings● Configure printer, firewall, connect broadnet, check

Internet speed● Checks for ensuring devices (speakers, mic, and

webcam) are working appropriately.3. Inside a Computer - Hardware and

Software ● Number System (Decimal, Binary system, Octal

and Hexadecimal)● Power Supply, Motherboard● Operating System Software, Application Software.

4. Combined Software Activities ● Use of multiple Office applications for one activity● Use of internet based applications (such as Google

Docs) for integration and collaboration5. Advanced Spreadsheet ● Data analysis

● Using formulae● Draw and edit charts

6. Programming Fundamentals ● Flowchart● Constants and Variable● Loops● Decision Making● Functions

7. Introduction to Programming using “Scilab”

● Data Types● Operators● Expressions● Statements/Keywords● Control Statements

○ If-else○ for, while

● Simple Program8. Advanced HTMLAdvanced HTML

9. Project II – Using Scilab / HTML etc.Project II – Using Scilab / HTML etc.



5.4.2. Final TOC



5.5. Grade 8 - Foundation Work



In addition a foundation book is

created for Grade 8 students. This

is done with the objective of ena-

bling students of this grade to

cope with a new curriculum and

new approach of learning.

The purpose of this book is to

provide the necessary sophistica-

tion to students who are newly

introduced to Amaar Computer.

This book contains topics from

previous levels (0.1 and 0.2), so

that it is easier to revise, learn and

apply the concept. This book is

provided along with the Level 8

Book.

5.5.1. Final TOC - Foundation Book

From the above tables, it is apparent that all the commitments of topics made to AMTRON have

been delivered by InOpen technologies. The next section describes the product development cycle.



6. Section V: Product Development Cycle:

We followed the ADDIE model for content development. The figures below illustrate the iterations brought in at multiple

levels in various areas

Analysis Phase:



!

User study Gap analysis!

• Interaction with the students and Teachers of two schools following the State Board Schools

• Interaction with the IIT Profs with relevant knowledge in the education domain

• Education Scenario and Computer Literacy in the state

• Verbatim Report and Feedback

!

• Studying the Proposed Curriculum and Existing Curriculum Shared for Levels 6, 7 and 8!!

• Discussion over curriculum and building roadmap for the next phase.!

Analysis

Context Analysis !

• Survey of the cultural background required for illustration and other reference of the content.

• Aalysis of

general Guideline of state education system

Design Phase

!

Phase&I&!

Phase II: (parallel to the content generation based upon the latest

TOC)

Design

TOC

Phase I: Mutually agreed TOC

Objectives!!

Illustration & cover page

Revision !

Phase II: Content made age appropriate

Title of the books

Phase I : Computer Mitro

Revision

Phase II: Amar Computer

Phase I: Logo of Amar Computer

Revision

Phase II: Designing cover page (with the logo designed by AMTRON)

Revision !

Phase III: Level VIII and IX revised

Revision !

Phase IV: TOC expanded (OS, Adv Internet, Word Processing, Spreadsheet and Presentation)

Revision !

Phase V: Minor!changes!in!SciLab



Development



! Development

Lesson content

Illustration ! Worksheets, Activities and Projects!

Once the first phase of TOC is finalised the content generation begins

!Learning objective that matched with that of CM curriculum was sorted out

• Screenshots of the applications

• Characters

• Illustration to support the textual content

• Based on

revision illustration of level IX were edited.

Existing lessons were edited as per the target and context analysis

Writing of new content

• After the development of each lesson worksheets are prepared to check the Learning Objectives.

• Activities are

developed

• FOSS base educational games were included as a part of the activity

• Projects were

designed to assess the learning of few lessons clubbed together.

The user study was undertaken to understand the nature of contextualisation required for students of

Assam. Secondary data was gathered on the education scenario in general and computer literacy in

particular for the state. In addition to interaction with students, teachers and education experts,

secondary sources were studied for context analysis.

6.1. Methodology

6.1.1. Sample: Teachers and class 6 to 8 students from two different schools, Cotton

Collegiate HS School – Pan Bazar, Guwahati and Nichols English School,

Chatribari, Guwahati. In addition, IIT Guwahati faculties with expertise in the

field of education were interviewed to gather further insights into the context.

6.1.2. Tool: Tools of data collection included an interview schedule to conduct

focussed group interview with teacher and students, checklist for recording

observations and exploratory questions for experts.

6.1.3. Procedure: Data was collected at schools. The entire interaction was audio

recorded and later transcribed for analysis.

6.1.4. Major findings: Students use computers more at a personal level (homes,

neighbors, relatives) than in schools and mainly for multimedia applications

mainly.

6.1.4.1. Students are proficient in English language and Science subjects.

6.1.4.2. Computers are mostly used for internet and multimedia entertainment.

6.1.4.3. Most teachers require lot of training due to lack of technicalities and

fundamental basics.

6.1.4.4. Average student to computer ratio is 5:1.

6.1.4.5. Along with the above, we undertook a context study. For this, textbooks

of other subjects were studied to understand the topics covered,

examples given. A more comprehensive report of the user study is

presented in the Annexure A.

The next paragraphs elaborate on the following points: Content Development team at InOpen

Technologies Effort Analysis - Human hours spent on each activity. Number of iterations/revisions the

content underwent before approval

6.1.5. Effort Analysis



A 14 member team executed the project. The roles and corresponding numbers listed below:

1 Project Manger

2 Subject matter Experts

1 Education Researcher

4 Content Writers

1 Language Reviewer

3 Graphic Designers

2 Illustrators

6.2. Human hours spent on each activity: Work for Amaar Computer can be categorized

as:

6.2.1. Research

Nature'of'Work

Hours'Spent

Outcome Remarks

User%study 126 User%study%Re.port

• Classroom% observa7ons,% focussed% group% in.terviews%with%students%and%computer%teacher%from%two%schools%of%Guwaha7.

• Interviews%with%Faculty%of%IIT%Guwaha7.• Study%of%textbooks%of%other%school%subjects.

Applying%ADDIE%model% for% con.tent%crea7on

500 Analysis,%Review%and%refinement%of%content%at%various%stages%of%product%devel.opment%cycle

Each%stage%of% the%product%development%cycle%has%undergone%several%rounds%of%itera7ons%based%on%.%user%study,%feedback%from%the%client,%

6.2.2. Curriculum Planning and Syllabus:

Nature'of'Work

Hours'Spent

Outcome Remarks

Iden7fying% top.ics%to%be%taught%in%each%grade

400 Mutually%agree%table%of%content%for%each%grade

There%have%been%several%rounds%of%back%and%forth%exchanges%between%the%two%par7es.



Iden7fying% the%depth% of% se.lected%topics

200 Mutually%agreed%learning%objec.7ves%of%each%topic

Mul7ple%rounds%of%exchanges%between%both%par.7es%for%this

6.2.3. Content Development:

Nature'of'Work Hours'Spent

Outcome Remarks

Adap7ng% content%f rom% Computer%Mas7,% rewri7ng%exis7ng%content%

125 Mutually%agree%table%of%content%for%each%grade

There% have%been% several% rounds% of% back% and%forth%exchanges%between%the%two%par7es.

Wri7ng% new% con.tent

2004 As%per%client%requirements,%new%lessons%had%to%be%wriSen.

Iden7fying%areas%of%Contextualisa7on

1000 The%user% study% enabled% us% to% understand% the%factors %that% need% to% be% considered%while% de.veloping%the%content.For%example,%names%of% characters%in%main%les.son,%worksheets%and%ac7vi7es,%important%fes7.vals,%flood%being%a %relevant%event%to%Assamese%students.

6.2.4. Additional Work

Nature'of'Work Hours'Spent

Outcome Remarks

Content%changes%as%per%require.ments%from%Am.tron

1884 New%lessons%were%wriSen

In%some%cases,%scope%of% lesson%became%dras7.cally%different%from%mutually%agreed%topics%for%each%grade.

Wri7ng% new% con.tent

180 Cover%page%of%each%of%the%five%books

• Contextualisa7on%is%reflected%in% the%cover%page.

• Client% requirements% for% content% and% leg.ends%were%incorporated.

7. Section VI: Implementation Plan:

7.1. Importance of a Teacher Empowerment Plan:

As mentioned earlier in the report, Amaar Computer is derived from Computer

Masti. Due its innovative teaching style, teachers practicing the traditional instruction



practices need training on how to transact in the classroom. An initial training session

will help them boot into Amaar Computer. This training is essential for the following

reasons:

7.1.1. Learning objectives covered in each lesson are assessed with worksheet

questions that require application of higher order thinking skills (HOTS). This is

unlike the typical book where only recall level questions are included to test

knowledge.

7.1.2. Use of Visual programming language, Scratch is challenging for the teacher who

is used to syntax based programming. At the same time, unless trained, they

may not be able to appreciate the power of this programming language.

7.1.3. Amaar Computer is compliant with the CCE (Continuous and Comprehensive

evaluation) directive of CBSE/NCERT. However, teacher may find it difficult to

apply it in the context of computers.

7.2. The training program can include handbook for the teachers, lesson plans to conduct

the classes and question bank for formative assessment, sample rubrics for project

evaluation.

Teacher Training – Proposed Plan

Duration:

The duration of one session will be for 3 days. We assume that 2 sessions will be required in a year

for effective training. Outline for session:

7.3. Session 1

7.3.1. Introduction to Amaar Computer – topics, applications.

7.3.2. ICT tips for teacher - managing theory and lab sessions

7.3.3. Soft skills to deal with school ecosystem

7.3.4. Assessment according to CCE (continuous and comprehensive evaluation) as suggested by education board.

7.3.5. Topics included in Amaar Computer series – 0.1, 0.2 (theory, following lesson plan)

7.3.6. Hands on session for practice of FOSS applications included in Amaar Computer (AC)

7.3.7. Assessment of teachers knowledge gained after training



7.4. Session 2

7.4.1. Experience sharing (case studies)

7.4.2. Recap of previous session – soft skills, ICT tips, CCE.

7.4.3. Topics included in Amaar Computer series – 0.3, 0.4 (theory, following lesson plan)

7.4.4. Hands on session for practice of subsequent CM applications

7.4.5. Assessment of teachers knowledge gained after training

7.4.6. Broad responsibilities of AMTRON and InOpen Technologies for Teacher

Training

7.4.6.1. Infrastructure: The complete infrastructure that includes hardware, software, LAN/Internet connectivity, etc shall be provided by AMTRON or its Associates. InOpen Technologies will provide only IT Instructor who will undertake the responsibilities of training the School Teachers.

7.4.6.2. Teachers and Resources: AMTRON will have its own resources and teachers for imparting IT-literacy education. InOpen shall only provide Resource Training and Hand Holding for effective implementation of “Amaar Computer” which will include a ‘Teacher’s Guide’ for the project.

7.4.6.3. Assistance for “Amaar Computer” training : AMTRON Projects will be required to provide food and accommodation (if required) to the trainers.

7.5. Assumptions for Teacher Training

7.5.1. The candidate should be fluent in English language. The trainee could be a

Graduate or diploma in B.Sc. Computers or equivalent to BCA, IT or

Hardware or any other equivalent degree. The trainee should know basic

computer operations and Internet skills, zeal for teaching, making a difference,

prefer candidate with B.Ed.

7.5.2. 3 day training (18 hours) Biannually; June and November.

7.5.3. Teacher maintains daily diary and shares the same during subsequent training.

7.5.4. If there is attrition of teachers, and new teachers come on board, we should

know their details before the training.

7.5.5. New teachers would have to learn topics covered in previous sessions. Support

material (learning material, video tutorials), would be provided for the same.



We will conduct an assessment of their knowledge and if require, they may

have spent an extra training day.

7.5.6. Testing & certification in computer education at the end of every academic

year. : InOpen Technologies, SINE IIT Bombay has the expertise to conduct

systematic and comprehensive evaluation of students’ computer knowledge. For

this, the company partners with on the key players in assessment of students’

performance. A detailed report of each students’ performance can be issued. In

addition, formative assessments can be set so that it is compliant with CCE.

Besides, Scratch competitions can be organized in various schools covered by

RGCLP.

8. Section VII: License & Intellectual Property Rights:

8.1. The licensing have been designed keeping in mind few questions.

8.1.1. Have any Indian government-funded institutions ever used CC licenses?

8.1.2. Is it ok to have a copyright plus a CC license?

8.1.3. It seems we have decided to go for CC+.

8.1.4. Could these derivatives be used commercially by InOpen? Or are the commercial rights of InOpen restricted to the products mentioned in the agreement? Can InOpen make its own derivatives and use them commercially? The agreement or license does not say anything about that. Teacher services may require worksheets etc. - would these come under the category of derivatives? Will it restrict others in their good work

8.1.5. The CC+ license is not mentioned in the agreement, except suddenly in point no.

InOpen proposes the following license to be added in every book which also upholds the spirit of Open Source.

License Terms for Amaar ComputerTM Books & Derivatives

Attribution-Non Commercial-Share Alike

THE WORK HEREIN IS REFERRED TO OUR PRODUCT Amaar Computer IN TANGIBLE OR IN-TANGIBLE FORM (AS DEFINED BELOW) IS PROVIDED UNDER THE TERMS OF THIS CREATIVE COMMONS LICENSE (“CCPL” OR “LICENSE”). THE WORK IS PROTECTED BY COPYRIGHT AND/OR OTHER APPLICABLE LAW IN THE INDIAN JURISDICTION. ANY USE OF THE WORK



OTHER THAN AS AUTHORIZED UNDER THIS LICENSE OR COPYRIGHT LAW IS PROHIBITED AND IS PUNISHABLE UNDER LAW.

BY EXERCISING ANY RIGHTS TO THE WORK PROVIDED HERE, YOU ACCEPT AND AGREE TO BE BOUND BY THE TERMS OF THIS LICENSE. TO THE EXTENT THIS LICENSE MAY BE CONSID-ERED TO BE A CONTRACT, THE LICENSOR GRANTS YOU THE RIGHTS CONTAINED HERE IN CONSIDERATION OF YOUR ACCEPTANCE OF SUCH TERMS AND CONDITIONS.

1. The exclusive commercial rights to this Licensee lies with InOpenTM Technologies Pvt. Ltd, here-under are not subject to a pre-existing Creative Commons license which grants members of the common public nonexclusive and non-commercial right to create their own adaptations or deriva-tives of the said Licensed Property. Such Creative Commons-licensed works should not be sold or distributed for profit. Licensor agrees not to license the rights that are granted to Licensee here-under to any competitor of Licensee or to any commercial enterprise intending to create adapta-tions of the works for commercial distribution.

2. Restrictions. The license granted in terms of “attribution” and “share alike” is expressly made sub-ject to and limited by the following common guidelines:

1. You may distribute or publicly perform the work only under the terms of the original License i.e. cc by-nc-sa. You must include a copy of or at least the Uniform Resource Identifier (URI) for, this License with every copy of the work you distribute or publicly perform. You may not offer or impose any terms on the work that restrict the terms on the work that restrict their terms of this license or the ability of the recipient of the work to exercise the rights granted to that recipient under the terms of the license. You may not sublicense the work. You must keep intact all notices that refer to this license and to the disclaimer of warranties with every copy of work that you distribute or publicly perform.

2. If You Distribute, or Publicly Perform the Work or any Adaptations or Derivatives, you must, unless a request has been made pursuant to InOpen Technologies as well as AMTRON with reference to section 2(a), keep intact all copyright notices for the work and provide, reason-able to the medium or means you are utilizing: (i) the name of the original author (or pseudo-nym, if applicable) if supplied, and/or if the original author and/or licensor designate another party or parties (e.g., a sponsor institute, publishing entity, journal) for attribution ("Attribution Parties") in licensor's copyright notice, terms of service or by other reasonable means, the name of such party or parties; (ii) the title of the work if supplied; (iii) to the extent reasonably practicable, the URI, if any, that licensor specifies to be associated with the work, unless such URI does not refer to the copyright notice or licensing information for the Work; and, (iv) con-sistent in the case of an adaptation, a credit identifying the use of the work in the adaptation (e.g., "Odiya or Nepalese translation of the work by original author," or "Screenplay based on original work by original author"). The credit required may be implemented in any reasonable manner; provided, however, that in the case of an adaptation or collection, at a minimum such credit will appear, if a credit for all contributing authors of the adaptation or collection appears, then as part of these credits and in a manner at least as prominent as the credits for the other contributing authors. For the avoidance of doubt, you may only use the credit required by this



section for the purpose of attribution in the manner set out above and, by exercising your rights under this license, you may not implicitly or explicitly assert or imply any connection with, sponsorship or endorsement by or without the consent of the original author, licensor and/or attribution parties, as appropriate, of you or your use of the work, without the sepa-rate, express prior written permission of the original author, licensor and/or attribution parties.

For any further clarifications or a better understanding of this license, please email us at [email protected] or visit our web page http://Amaarcomputer.AMTRON.com/legal (just for refer-ence)

CREATIVE COMMONS INDIA ENCOURAGES THE USE OF CC Plus LICENSE FOR COMMER-CIAL PURPOSE. We hereby support the above License.

* Creative Commons is working with India jurisdiction-specific licenses from the generic Creative Commons licenses

9. Summary :

This report has presented details about the nature of the computer education project and its

execution by InOpen Technologies. It presents an overview of the topics covered in each book, the

product development cycle and effort involved in completing the project.

A research based approach was adopted for content development of Amaar Computer. ADDIE

model that stands for analysis - development-design-implementation-evaluation. Each stage of content

development involved multiple reviews and evolved iteratively. The instruction material focusses on

not just teaching computers, but more importantly establishing clarity of thought. This is achieved by

topics such as step wise thinking, logical reasoning, step wise gathering of information. Students are

equipped with contemporary learning tools through the topic of mind maps. In addition, healthy

computer practices, SMART rules of Internet safety, AWARE rules for responsible use of Internet

resources are included in the Amaar Computer series of books. It is a completely FOSS based

computer education solution for secondary school.

Some of the topics covered in the books are Scratch (visual programming language), digital story

telling, Scilab, GNU plot, combined software activities, publishing.

A team of subject matter experts, researchers, content writers, instruction designers, designers,

illustrators and a project manager executed the project. Collective more than 6000 working hours

were devoted to realise the project. A detailed report of human hours and timeline of the project is

included.



Implementation plan suggested by content developers requires considering teacher training as a very

important exercise if successful delivery to the end user has to be achieved. Hence, a detailed plan of

teacher training, is suggested in the report. In addition, support in assessment would be handy for the

teachers to facilitate formative and comprehensive assessment of computer knowledge.



10. Acknowledgements:

The work could not have been completed without effort from the following

people :

10.1. Key People

10.1.1. Mr. Mahendra Kumar Yadav, MD, AMTRON

10.1.2. Mr. Rupesh Kumar Shah, CEO, InOpen Technologies Pvt. Ltd.

10.1.3. Dr. Farida Khan - VP - Learning & Research, InOpen Technologies Pvt. Ltd

10.2. AMTRON Team

10.2.1. Mr. Pranab Hazarika

10.2.2. Mr. Basanta Barthakur

10.2.3. Mr. Monoj Baruah

10.3. InOpen Team

10.3.1. Mr. Nishant Lodha

10.3.2. Dr. Sarbani Banerjee Belur

10.3.3. Ms. Chandrani Dasgupta

10.3.4. Ms. Namita Palkar

10.3.5. Ms. Shilpa Rajesh

10.3.6. Ms. Pradnya Malandkar

10.3.7. Ms. Amruta Patil

Thank You,

InOpen Team

[email protected] | www.inopen.in | +91-22-2572-5596



Annexures



SUMMARY REPORT USER STUDY FOR COMPUTER MASTI IMPLEMENTATION

IN RGCLP PROGRAMME

GUWAHATI, ASSAM

17th October 2011 to 20th October 2011

Key Points:

Interaction with the students and Teachers of two schools following the State Board Schools

Interaction with the IIT Profs with relevant knowledge in the education domain

Cultural Study pertaining to Assam

Education Scenario and Computer Literacy in the state

Verbatim Report and Feedback

Conducted By:

NISHANT LODHA

Education Officer

This document includes brief important points found during the study:

Interacted with the following SCERT schools in Guwahati:

1. Cotton Collegiate HS School – Pan Bazar, Guwahati – Ph – 0361 2548799

2. Nichols English School – Chatribari – Guwahati – Ph – 2547672

Interacted with teachers and Class 6 to 8 students in groups and recorded the entire interaction in audio (The verbatim from the audios have been quoted using the double quotes – “ “ wherever necessary).

Teachers Perspective:

Introduction: o Interacted with two computer teachers, namely, Mr Balay Kumar Das (teaches

‘Computer Techniques’ to classes 7, 8, 9 and 10 at CCHSS) and Mr Michael John (teaches ‘Computer Skills’ to classes 6 to 12 at NES).

Infrastructure: o Q. “Is there a computer lab in the school?” A.” Yes” o Q. “How many computers does it have?” A.” 10” (CCHSS), “25 “(NES) o Q. “How many students are there in each class as in section?” A.”40-50 at an

avg”(Both) o Q. “What is the average student to computer ratio?” A.” 5:1” o Q. “Do you have power cuts? How often? Do you have a backup for it” A.” Sometimes

for 2-3 hrs, Yes, we have a inverter”

Approach: o Q. “How are computer classes conducted in your school?” A.” We teach the theory

from books and later explain the practical part on the computer or sometimes on the projector”

o Q. “How do you conduct practical classes (in computers)?” A.” Explain on a computer in groups of 8-10 students and then assign some practical work to them. ”

o Q. “What is the duration of lectures?” A.”40 mins” o Q. “Weight age of theory and practical in exams?” A.”60 marks theory and 40 for

practical” o Q. “Do you give any HW / assignments for the computer subject?” A.”Yes after

completion of each lesson and a practical project and the end of the entire course” o Q. “Which text books do you teach from?” A.”Prescribed SCERT books and rarely

search some content from the internet” o Q. “Do you like how the text books present information? If not, what ways are the

best?” A.”Textbooks which have too much information and less pictures or activities catch less attention of the students, they like solving puzzles and crosswords. More graphics should be included and text should be minimal and concise”

o Q. “Do you use stories/narration to teach? Do you use presentation/ AV materials to teach?” A.”Yes, I try to explain harder concepts by giving real life examples to them. E.g.- Process of making tea to teach flow decision, Car race in laps to explain the concept of looping”

Basic Familiarity and Tool Usage: o Q. “Do you search information on the web? For presentation etc?” A.”Sometimes.” o Q. “Any educational websites you use / websites for personal use?” A.”Google search

engine, Yahoo, Gmail, Wikipedia, Facebook, Indiatimes, etc” o Q. “Do you maintain daily records/ log on excel sheets/ how often do you update it?”

A.”No daily log is maintained on a computer, it is just on paper registers.” o Q. “Do you have an email account? Do you check your mails frequently?” A.”Yes, but I

check emails around 3-5 times in a week” o Q. “Do you use a music player?” A.”Yes, at home” o Q. “Do you prepare presentations for the students?” A.”Yes, but only sometimes”

Participation and Encouragement o Q. “How do you encourage participation in cultural activities or games/sports?” A.”By

trying to explain how sports is important in self-improvement and fitness of the body and mind too ”

o Q. “Would you love to teach exercises/ proper posture/ Asanas to students?” A.”Yes of course but the postures should be carefully represented so that the students do not exercise it the wrong way”

o Q. “Do you have parent teachers meeting? What are the parent’s responses? Do they actively involve?” A.”Yes we have PTMs, the parents of lower grades participate with lot of anxiety and concern but for the higher grades it is quite lower”

o Q. “Do you let students to use email/ internet in school? Do u ensure safety and other measures” A.”No we do not have internet facility for students”

Miscellaneous Feedback o Q. “Will the students love to learn programming?” A.” Yes, even I think programming

should be given more importance because of the sudden shift from basics till class 8 and programming logic at class 9 onwards. Also the portion should be made such that students do not notice they are learning programming”

o Q. “Can you brief us about the education scenario in the area?” A.”The education is developing rapidly and institutions ”

o Q. “Please have a look at our content. What are your findings?” A.”I like the way things are presented and the flow is good, the graphics used will catch the student’s attention and the activities are also good. But! will all of these activities be completed in the class? ”

Student’s Perspective:

Introduction: o Interacted with four groups of students of grades 6, 7, and 8 at CCHSS and NES. o Q. “Have you ever seen a computer? Where?”A.”Yes, at school/home/ relative’s

house/ bank/ railway ticket counter etc” o Q. “For what purposes were they used?”A.”Social Networking/ Typing letters/

Playing games/ Listening to music/ Watching movies etc ”

Computer Awareness: o Q. “If we want to make a greeting card/type a letter? How can I make it using a

computer? Can food be prepared using a computer? Can editing/ painting be done?” A.”Yes we can make greeting cards/ letters on the computer. Can be made by using MS Paint / MS Word. Yes, painting can be done”

o Q. “Can food be prepared using a computer?”A.”No ” Socio-economic Status and Access to Technology

o Q. “Do have a computer/laptop at home?”A.”30-35 % - Yes, 65-70% - No” o Q. “What games do you play indoor or outdoor?”A.”Cricket, Football, Computer

Games, Ludo, Carrom etc” o Q. “Do you come to school by bus, or own vehicle?”A.”80%- Bus” o Q. “Do u have a mobile with yourself/ at home? Are you allowed to use, what all

things do you do on it? ”A.”0%- Mobile with themselves, 85-90%- Mobiles at home, Play games, call relatives”

o Q. “How many people are there in your family? Do you have a separate room of yours”A.”4-5 members at average, 10%- Yes, 90%- No”

Creativity: o Q. “Do you like charts/ pictures on walls or making them?”A.”Yes, if it looks

interesting” o Q. “Do you like folding paper activities? What all things can you make?”A.”Yes, plane,

boat, frog, fan can be made ”

Interests and Skill Updation: o Q. “When do you have a period for computers? How often do you go to the lab? Do

you share your computer with another student” A.”Computer Period - 2 times in a week, Lab – Once a week( Duration 40-60 mins), Sometimes we have to share computers ”

o Q. “Do you have an email account? Which one? Are you on social networking website? Do you play any online games? Or listen to music on the computer?”A.”No email accounts and neither on social networking website, but we can create and send emails, Yes we play online games and listen to music using VLC/windows media player/Winamp”

o Q. “Do you use computer for your projects/ for presentation?”A.”Yes, we use google search and then make our projects on MS Word”

o Q. “What kind of projects do you get?”A.” Create buying list on MS Excel, Write a report on animals in MS Word,etc ”

Exercise/Yoga: o Q. “Do you know Yoga/ Exercise? Do you exercise?”A.”Yes, we know, 90-95%- Do not

exercise, 5-10%- Exercise”

Collaboration: o Q. “Do you perform any projects with friends or in groups?”A.”No, such projects are

not given to us ”

Thinking Process: o Q. “If we are going for a picnic? What all things should we plan and bring?”A.”Cloth,

Food, Games, Laptop, Car, Decide a place, Ludo, Football, Frisbee”

Culture: o Q. “What festivals do you celebrate? Which one is your favorite? And why? ”A.”Durga

Puja, Bihu, Kali Puja, Diwali, Holi ; Reasons – Meeting with relatives, Eat sweets, Play with relatives, Burn crackers, Love colours etc ”

o Q. “Do you have sports day? What all games are there in the competition? Which player is your favorite?”A.”Yes we have sports competitions in school, Games – Sack race, Shot put, 100m Race, Cricket, Volleyball etc, Favorite players - Sachin Tendulkar, Cristiano Ronaldo , MS Dhoni, Roger Federer, Saina Nehwal, Sania Mirza”

o Q. “What stories do you like the most? Comics? Cartoon characters?”A.”Turtle and Rabbit, Three little pigs; Panchatantra, Amara Chitra Katha; Shinchang, Tom and Jerry, Power Rangers, Pokemon etc ”

Miscellaneous: o Q. “Do you like exams/ studying/sports? Do you like being the first in

class?”A.”Exams-Not liked by anyone, Like playing and sports; Yes would love to come first”

o Q. “Which subject do you like the most? Why?” A.”English – Because its easy to understand and no memorizing is needed, Maths- Because its interesting and fun, Geography – Because I like to learn about different places, Assamese – Mother Tongue so its easy to understand and use, Science – Because I like to make things”

o Q. “Which subject do you hate the most? Why?” A.”Maths – Because lots of formulae are there, History- Because more reading and memorizing is needed”

o which do u find difficult and why ?daily routine o Q. “What is your daily routine?”A.”1. Get up, 2. Brush teeth, 3. Take bath, 4. Eat

breakfast, 5. Get ready for school, 6. Attend School, 7. Go to home, 8. Change clothes, 9. Have lunch, 10. Play/ Rest, 11. Do homework, 12. Eat Dinner, 13. Watch TV, 14. Go to Sleep”

The extract of the findings:

Students use computers more at a personal level (homes, neighbours, relatives) than in schools for multimedia applications mainly.

The level of English which they can read is quite upto the CM content.

Students do relate to cricket, yoga and parables.

Specific content to be added – Bihu, Kali Puja, Flood Management, Rhinoceros, etc

Average student to computer ratio is 5:1.

Average family size 4-5 members.

Students use internet quite seldom at Internet Cafes or at home (very rare).

Practical demonstration and animations are liked equally by students.

Avg 40-50 students in a section of a class.

There are fewer schools with the higher grades.

Theory to practical weightage is 3:2 at an average.

Not many computer textbooks available for higher standards.

Teachers do not maintain a log on a daily basis.

More participation of parents in Parent Teachers Meeting from lower classes.

Lack of computer teachers in schools.

Teachers said “Programming Languages needs to be given more importance and in a better way which is easily understood by the students”.

Most teachers have an email account but check it less frequently.

Not much changes in the current CM content

Cotton Collegiate HS School Images:

Entrance Inside the school – Frontview of the bldg

Inside the School – Students returning from the assembly Mr Balay( Computer Techniques Teacher) showing AV room

The computer laboratory Class 7 Students

Class 8 Students

Nichols English School Images:

Entrance Campus 1

Campus 2 School Corridor

Book Stand at the entrance Suggestion box at exit

Findings from the interaction with Prof Amarendra Das( HoD, Design Dept, IIT G):

There are lots of tribes in Assam, so there is lack of uniformity in the customs and traditions too.

Most tribes prefer their own language and do not accept the rest of the languages. Vernacular schools infrastructure is very bad currently. People turning to private schools which are mostly CBSE, and less ICSE board schools. Salaries and Appointments of school teachers are suffering due to poor infrastructure. Assam had the biggest scam in education sector in the past. Most of the people are training in computers for surfing the internet, typing, etc In the most interiors of Assam it is booming business, lots of private coaching to teach

computers are on the boom.

Findings from the interaction with Prof Ravi Mokashi( Professor, Design Dept, IIT G):

Government has provided free education till the age of 14. Major students do not continue their education after class 12. Computers are mostly used for internet and multimedia entertainment. Most teachers require lot of training due to lack of technicalities and fundamental basics. The quality of science and English is very good here.

Annexure B: Effort Analysis - Human hours spent on each activity Following table lists the various tasks and corresponding dates and times spent by various team members to develop content for Aamaar Computer.

Task Start Date

DD/MM/YEAR Finish Date

DD/MM/YEAR

Total Resource

Hours Studying the Proposed Curriculum and Existing Curriculum Shared for Levels 6, 7 and 8 11-10-2011 11-10-2011 25 Discussion over curriculum and building roadmap for the Phase 1 of Content Development - "Module Classification" 11-10-2011 12-10-2011 16

Phase 1: ‘Mutually Agreed ‘Table of Contents’ Phase 1A - Content Development 12-10-2011 29-10-2011 640 Proposal to conduct User Study in Assam 12-10-2011 12-10-2011 15 Phase 1B – Designing Content 15-10-2011 02-11-2011 200 User Study Questionnaire Preparation - For Students, Teachers and Observation Pointers 13-10-2011 15-10-2011 32

User Study Research 16-10-2011 20-10-2011 77 User Study Report 25-10-2011 25-10-2011 17

Phase 2: ‘Content Made Age Appropriate’ Phase 2A - "Content development ---Contextualization/ Localization" 01-11-2011 14-11-2011 294 Phase 2B- "Designing Contextualized/ Localized Content" - Flood Management, Assamese Language, Cultural Context, on the basis of the Users Study 03-11-2011 24-11-2011 312 Language Review 18-11-2011 23-11-2011 100 Content Uploaded on FTP- Levels 6,7,8 24-11-2011 24-11-2011 34 Online Meeting with AMTRON Team 27-11-2011 27-11-2011 4 Feedback and Review Sharing – Studying the First round of review 28-11-2011 29-11-2011 148 Incorporating feedback/demand for new content Begins 28-11-2011 30-11-2011 200 Phase 2 Closes 30-11-2011 30-11-2011 48

Phase 3: ‘Level 8 and 9 TOC Revised, Foundation Book for Level 8 came into picture’

Level 8 and 9 TOC Revised by Amtron is Studied 02-12-2011 02-12-2011 8 Phase 3 - Content Revision and Redesign of content for Grades 8 and 9 03-12-2011 06-12-2011 224 Level 8 Foundation and Main book Completed, Level 9 Uploaded 10-12-2011 10-12-2011 54 Advanced Internet content frozen 12-12-2011 12-12-2011 8 Level 9 - Narrative Style Removal, Content Revision Begins as per requirements by Amtron 14-12-2011 24-12-2011 346 Word Processor, Presentation and Spreadsheet Topics Changes as per requirements by Amtron 15-12-2011 17-12-2011 264 Advanced internet content revision mainly for language level corrections 15-12-2011 17-12-2011 57 Phase 4: ‘TOC Expansion’

Specific corrections entered as required by Amtron (Mr. Manoj Baruah) Incorporating requirements of Amtron on: 19-12-2011 02-01-2012 714

the presentation format issues • Cultural contexts • Topic depth to be covered • Less reliance on teachers • New topics added

Input Output Device - Level 6 Content Development 20-12-2011 22-12-2011 31 Introduction to Operating System Chapter - Level 9 Content Development 20-12-2011 23-12-2011 95

Level 8 Foundation Book Reviewed and Uploaded. 21-12-2011 21-12-2011 48

Language Review 20-12-2011 22-12-2011 40

Content Review 21-12-2011 23-12-2011 52 Phase 5: ‘Minor Changes in Content and Design Changes’

Specific corrections entered as required by Amtron (Mr Prasanta Sarma) Content Development for changes suggested by AMTRON 01-01-2012 14-02-2011 1572 Scilab Chapter Revised 07-03-2012 09-03-2012 16 Combined software activities chapter revised 12-03-2012 12-03-2012 27 Uploaded Levels 8,9 to ftp 13-03-2012 13-03-2012 5

Changes in Cover Pages and minor content level 15-03-2012 19-03-2012 128

Content Changes 15-03-2012 17-03-2012 142 Design Changes 16-03-2012 19-03-2012 158 Language Review 18-03-2012 22-03-2011 100 Content Review 20-03-2012 24-03-2012 208 Final upload on content 27-03-2012 27-03-2012 6 Compiling report 27-03-2012 30-03-2012 43

Total Human hours spent on the project 11-10-2011 27-03-2012 6419

Role-wise hours spent Role%Wise%

! !Role% Number%of%Resources% Resource%Hours%Project!Manager! 1! 324!Content!Writers! 3! 3562!Instructional!Designers! 2! 1248!Language!Expert! 3! 240!Subject!Matter!Expert! 2! 520!Designers! 1! 402!Illustrator! 1! 123!Total%Resource%Hours% 6419!

Annexure'C:'Lesson'components'and'Sample'lesson'from'Amaar'Computer'

Each%lesson%of%Amaar%computer%consists%of%the%following%components:%

• Learning%objective%addressed%in%the%topic.%These%are%measureable%goals%that%students%are%expected%to%achieve%on%learning%a%particular%lesson%

• Main%lesson%explained%in%the%form%of%narrative.%The%lesson%is%delivered%via%dialogue%between%three%characters%–%Moz,%the%facilitator,%Dipu%and%Ruma,%the%learners.%Role%of%these%characters%evolves%across%books%6%to%8.%Initially,%the%learners%ask%questions%and%the%facilitator%provides%answers%and%thereby%delivers%knowledge.%In%subsequent%books,%the%facilitator%asks%questions%and%allows%learners%to%explore%and%find%answers%to%these%questions.%Moz,%then%summarizes%the%knowledge%gained.%

• Each%lesson%also%consists%of%concept,%skills,%info%and%guidelines%box.%%o Concept%box%presents%the%concepts%that%are%covered%in%the%lesson.%This%are%

fundamental%in%nature%and%facilitate%quick%revision%of%key%information.%o Skill%box%present%the%step%by%step%procedure%to%achieve%a%particular%task.%It%also%

facilitates%test%of%students’%performance%on%practical%test.%o Guideline%box%provides%general%recommendations%helpful%in%achieving%a%certain%goal%o Info%box%provide%additional%information%about%a%concept%or%skill.%It%is%not%as%

fundamental%as%a%concept%and%is%likely%to%be%application%specific%and/or%transitory%in%nature.%

• Worksheets%that%includes%higher%order%thinking%questions.%Instead%of%direct%knowledge%level%questions,%students%are%expected%to%apply%knowledge.%In%addition%to%test%of%Learning%objectives%covered%in%the%lesson,%students%are%expected%to%draw%knowledge%gained%in%other%subjects%and/or%real%life%situations%in%order%to%solve%the%worksheet%questions.%

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A'sample'lesson'is'included'herewith'for'sake'of'reference.'

96

Aim: In this lesson, you will learn:The different options and tools to edit an image.The different ways to change and/or add attributes of an image.

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Ruma: I want to prepare a souvenir for my grandparents on their wedding anniversary. Dipu is helping me to do this. Dipu: Ruma’s dad has given us photographs of her grandparents on a CD. Moz: You can create a collage or poster or booklet using these photographs.Ruma: I want to use these photographs and show some interesting events in the life of my grandparents. Let us make a collage.Moz: A pictorial illustration is a good choice for your purpose.

Dipu: Let us list the steps for this task.Ruma: First, I need to select the photographs that show some interesting events of their lives.Dipu: Second, arrange the photographs in a sequence of when these events occurred. Ruma: These photographs can then be inserted into a collage.Moz: I see that you are applying your knowledge of different thinking skills to decide which photographs to include. Dipu and Ruma select some photographs.

97

Moz: There are many applications available for editing images, like Gimp and GIMP. Let us explore ‘GIMP’ which is a simple image editing application with various utilities. 'LSX��2N��/HW·V�H[SORUH�*,03��GRXEOH�FOLFNV�RQ�WKH�LFRQ�RI �*,03��Ruma: Let us use File-> Open option to open one of the pictures we have and explore different options available.

Dipu: Let us see how to change the colour in the pictures to make them more colourful. I wonder if we can add text to this picture.5XPD��&DQ�ZH�VHOHFW�VRPH�SRUWLRQV�RI �WKH�LPDJH��SLFWXUH��IRU�WKH�FROODJH"Moz: Yes. These are part of the image editing features.

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Dipu: We need to reduce the size of the images to include in the collage. Suppose we want to reduce the size of this image. Can we do it without losing some part of the image.Moz: Yes. You can. This is called scaling of the image.

Ruma: Look at the cropped image.S

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Moz: These are some of the options we have used for manipulating the image. Now explore options by which you can add other interesting things to the image.

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Ruma: For some of the photographs there are dates. I want to add these in the images. Dipu: We can also add some funny captions for some of these images. Let us try the option: under the Toolbox.

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Moz: By using the Basic Shapes tool and Pencil tool we can draw a Flowchart

101

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Moz: Apart from inserting text, you can also duplicate shapes in images in GIMP.

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102

Moz: One way to introduce this is by using the ‘Smudge’ option on the toolbar. When you use this option and drag the cursor, the colour in that area is smeared or blurred.

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0R]��<HV��7KHUH�DUH�PDQ\�VXFK�WRROV�OLNH�ÁRRG�ÀOO��GUDZ�VWUDLJKW�OLQHV��GUDZ�DQG�ÀOO�VKDSHV�which can be used to bring life to your images. Now that you are done with the editing of the images, save them.5XPD��,I �,�SUHVV�¶&WUO�6·�QRZ��LW�ZLOO�RYHUZULWH�RQ�WKH�RULJLQDO�LPDJH��DQG�,�ZLOO�ORVH�WKH�RULJLQDO�LPDJH��6R�OHW�XV�VDYH�WKLV�LPDJH�XVLQJ�¶6DYH�DV·��ZKLFK�DOORZV�XV�WR�FKDQJH�WKH�ÀOHQDPH�DQG�DOVR�retain the original image. 0R]��*RRG�WKLQNLQJ�5XPD��$OWHUQDWLYHO\��\RX�FRXOG�KDYH�DOVR�PDGH�D�FRS\�RI �WKH�RULJLQDO�LPDJH�with DQRWKHU�ÀOH�QDPH�EHIRUH�\RX�VWDUWHG�HGLWLQJ�WKLV�LPDJH��Dipu: While saving, under the ‘File Format’ option, I see so many options like GIF, PNG, JPG, 7,))��:KLFK�ÀOH�IRUPDW�VKRXOG�ZH�XVH�WR�VDYH�WKH�LPDJH"

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Dipu: GIMP by default saves the image with .jpg extension.Moz: Images saved in jpg format are mostly recognized by all applications. You can try saving in different formats and check out how they look on the screen.

Dipu: We have a picture of Ruma when she was two years old, running away with grandma’s glasses. Let us make this image more interesting. Can we add some speed lines to make her look like she is running fast?

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103

Ruma: I am curious to know how does the computer save an image? How does it remember the colours and shapes in an image?Moz: A digital image, whether it is a photograph or any type of graphic is composed of millions of individual pixels. A pixel is a tiny block of colour like a dot and it is a digital image’s most basic building block. The more pixels an image contains the sharper the image.When you magnify an image you can notice the details of the pixels. For example see the following Figure 1.While storing such an image, the computer actually stores the information about the SL[HOV�ZKLFK�DUH�EODFN�DQG�WKH�SL[HOV�ZKLFK�DUH�QRW�EODFN��ZKLWH��7KLV�LPDJH�KDV�RQO\�RQH�FRORXU�used which is black.

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104

Moz: You are already familiar with a monitor resolution. Similarly the number of pixels in a image is also referred to as image resolution. 5HVROXWLRQ of an image is the number of pixels present in the image. An image is measured using its width and height. So, the resolution is always represented as the product of the width and height. For example, an image that is 2048 wide and 1536 in height has a resolution of 2048 x 1536 pixels. Let us do a small experiment.

1. Open a image in GIMP. 2. Check its resolution. �� )URP�WKH�PHQXEDU��VHOHFW�¶,PDJH��!��6HW�,PDJH&DQYDV�6L]H·�� &KHFN�WKH�ZLGWK�DQG�KHLJKW�RI �WKH�LPDJH��

3. Now change the resolution by changing the height and width.4. Observe the changes in the image now.

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Ruma: We changed the resolution of the image to 2000 x1409. We have to use the slider to view the image. With this resolution, the image is blurred and we can also see the pixels.

Moz: Now you know that when you increase the original resolution of an image, at some point the image starts getting blurred. Use an image at it’s original resolution for a sharp output either on screen or for printing. Dipu: Now how do we print the image?Moz: You can use GIMP print option and print the image. Since many a time we open images using image viewer let us explore the print option in one of the image viewers.Dipu: I have opened a photograph of grandparents in ‘Shotwell’ image viewer. Properties of the image are as follows.

Dipu: We opened an image of Ruma’s grandparents that has resolution of 220 x 155.

105

Moz: Now click on print and select a printer.

Moz: Next let us look at the Image settings option and the standard sizes that are available for printing.

0R]��*R�DKHDG�DQG�ÀQG�D�VL]H�WKDW�VXLWV�\RXU�purpose and gives a clear image when printed.Ruma: 5x7 size is also not such a good choice for printing our 368x620 pixels image. We have to choose 3x5 which gives a clear print preview.Moz: Yes. Before printing an image, try various sizes. You can also try the custom size. Use print preview to see how your image will be printed. Decide on a print size that gives you a clear picture for your purpose. Following are some guidelines for printing images. Moz: Now complete the collage, take a print out and present it to your grandparents.Chin chinaki...

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less than 640X480 Wallet size only640X480 absolute largest, 4X61024X768 4X61152X864 5X71600X1200 8X10

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At the end of this lesson, you will be able to:

Smudge

pixelation

Print

Learning Outcome

106

1. An original image along with images where some effects have been applied are given below. Identify the effect applied on the original for each of the 5 images. Hint: The effect can be one of the following: VPXGJH��HPERVV��JUH\VFDOH��EULJKWQHVV�LQFUHDVH��FRQWUDVW�LQFUHDVH�

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2. An original image is given along with 3 more images. Identify for each of the image which one of the following has been applied:

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Original Image

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3. Following are three drawings. Study the colour wheel. Specify which of the following colour schemes would you use for each of these drawings and why?:DUP�FRORXUV��&RRO�FRORXUV��&RQWUDVW�FRORXUV�

�� 7KH�UHFDOO�LFRQ�LQ�WKLV�OHVVRQ�LQGLFDWHV�D�IHZ�SODFHV�ZKHUH�FRQFHSWV�IURP�SUHYLRXV�OHYHOV�DUH�EHLQJ�DSSOLHG�e. Identify one more connect box in the lesson and justify your answer.

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3. Complementary colours are those which are opposite each other on the colour wheel. For example, red is opposite green.

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�� (GLW�D�3KRWRJUDSK�)RUP�JURXSV�RI �WKUHH�DQG�JHW�D�SKRWRJUDSK��<RX�FDQ�VFDQ�DQ\�H[LVWLQJ�JURXS�SKRWRJUDSK��8VH�RQO\�WKUHH�SHRSOH�IURP�WKH�JURXS�SKRWRJUDSK��8VH�VPXGJH�WRRO�DQG�FRQYHUW�WKH�LPDJHV�LQ�WKH�SLFWXUH�WR�FDUWRRQ�FKDUDFWHUV�To open the GIMP, do the following:Applications > Graphics > GIMP graphic editor Hint: Use small brush while using smudge.

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Note to teacher- Ideally photos taken of all the buildings and from various angles can be made available for this activity.

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([SO��UH([SO��UH 1. Apart from using the crop toolbar option, is there an alternate way to crop any image?

2. Explore the difference between ‘Resize Canvas’ and ‘Scale Canvas’ options.

3. ([SORUH�ÀOWHU�HIIHFWV�IRU�WH[W�DV�ZHOO�DV�IRU�WKH�LPDJHV

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111

��ȱ��ȱ��ȱ��ȱ��ȱ��ȱ��ȱ��ȱ��ȱ��ȱ��ȱ��ǰȱ��ȱ��ȱ ��ȱ��ǯȱ��ȱ��ȱ��ȱ ��ȱ��ȱ�¡��ȱ��ȱ��ȱ�ȱ��ȱ��ȱ��ǯ��ȱ��ȱ��ȱ�¢ȱ��ȱ��ȱ��ȱ��¢ȱ ��ȱ��ȱ��ȱ��ȱ��ȱ��ȱ�¡��ȱ��ǯȱThey are likely to come with interesting suggestions such as adding some features, changing

colours, etc. Tell them that this topic will teach them how to do this using a computer

application.

�¡��ȱ ��ȱ ��ȱ ��ȱ ��ȱ ��ǯȱ ��ȱ ��ȱ ��ȱ ��ȱ ��ȱ ��ȱ ��ȱ��Ğ ��ǯȱ��ȱ��ȱ��ȱ �ȱ ��ȱ��ȱ��ȱ��ȱ�¡��ȱ��ȱ��ǯȱ��ȱ ��ȱ��ȱ ��ȱ ��¢ȱ ��ȱ��ȱ ��¢ǰȱ ��ȱ¢��ȱ��ȱ��ȱ ��ȱ ��ȱ ��ȱ ��ȱ ��ȱ��ȱ ��ȱ ��ȱ ��ȱ ��ȱ �ȱ ��ǯȱ�� ȱ ��ȱ ��ȱ ��ȱ ��ȱ ��ȱ ��ȱ ��¢ȱ ��ȱ ��ȱ��ȱ��ȱ��ȱ��ȱ��ǯȱ��ȱ��ȱ��¢ǰȱ¢��ȱ��ȱ��ȱ��ȱ��ȱ��ȱ��ȱ��ȱ��ȱparticipated in such as wild life club, math lab, school annual day program of last year.

��ȱ �ȱ ��ȱ ��ȱ ��ȱ ��ě��ȱ ��ȱ ��ȱ ��ȱ ��ȱ ��ȱ ��ȱ ��ȱ ��ǰȱ��£��ǰȱ��ȱ��¡�ȱ��ȱ��ǰȱ��ǰȱ��ȱ�ě��ȱ��ȱ��ȱ��ǯȱ�� ȱ��ȱ��ȱ�¡��ȱ�� ȱ��ȱ��ȱ��ȱ��¡��ǯȱ�¡��ȱ��ȱ��ȱ��ȱ��¡��ǯȱ��£�ȱ��ȱstudents understand the suitability of applying particular options to the image, rather than

��¢��ȱ��¢��ȱ��ȱ��¢��ȱ��ȱ��ȱ��ȱ��ȱ��ȱ��¢ǯȱ��ȱ��¢ȱ�� ȱ��ȱ��ȱ��ě��ȱę��ȱ��ȱ��ȱ��ǯȱ��ȱ��ȱ��ȱ�¡��ȱ��ȱ��ě��ȱ�� ȱ��ȱ��ȱ��ȱę��ȱ��ǯ Inform the students about image view and give a demonstration.

��ȱ��ȱ��ȱ��ȱ��ȱ��ȱ��ȱ��ȱ��¢ȱŘȱ��ȱ��ȱ��ȱ��ǯȱ��ȱ��ȱ��¡�ȱpractical class, instruct students to do activity 3. Activity 1 and 4 can be given as homework.

All worksheet questions can also be given as homework.

��ȱ��Ǳ�Ĵ�ǱȦȦ ǯ��ǯ��¡��ǯ��Ȧ��¢Ȧ��Ȧ��Ȧ��Ȧ�Ĵ�ǱȦȦ�¢��ǯ��ǯ��Ȧ��Ȧ��Ȭ��ȬŗŖŜŜŞŝŚŖŞ�Ĵ�ǱȦȦ ǯ��ǯ��

3Teacher’s

Corner

Book V

Lesson 6

rgclp combined report

Documents

mutually agreed toc

social networking website

human hours spent

sine iit bombay

existing curriculum shared

intellectual property rights

parent teachers meeting

thinking process skills