Asst. Professor
Dept of English
Walchand College of Arts and
Science,
Seth Walchand Hirachand Marg,
Ashok Chowk, olapur – 413006 atulkoti18677@yahoo.co.in
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In many areas like healthcare, communication, domestic appliances, transportation and food
– We have a lot of new understanding / development in the last few decades
– And what we did 20 yrs ago is no longer valid
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Do you think human psychology and learning has remained static?
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But when it comes to teaching we still do what our teachers did!
The old classroom model simply doesn’t fit the changing needs. It’s a fundamentally passive way of learning, while the world requires more and more active processing of information. The old model is based on pushing students together in age group batches with

one-pace-fitsall curricula and hoping they pick up something along the way. It isn’t clear that this was the best model one hundred years ago; it certainly isn’t anymore. Meanwhile, new technologies offer hope for more effective ways of teaching and learning, but also engender confusion and even fear; too often the shiny new technology is used as little more than window dressing. The govt. has passed the RTE. But the question is does the govt. capable to accommodate all the children in the schools? Are there enough schools to accommodate these many children? The answer is unfortunately negative. Unfortunately we have to say that the RTE is a kind of failure system. At one side there is RTE and at other side privatization of school education. Parents have to pay thousands of Rupees as fees and donations for admissions in schools. Some of the schools, under the title “QUALITY
EDUACTION” charge maximum fees. That can’t be quoted here. The question comes ‘where are we heading?’ Many children drop the education only because they don’t have enough money to pay the fees. The time has come to bring the change in the educational system itself. One method to do this is online learning.
Online learning is a global trend that uses the Internet to create learning communities among students and instructors/tutors who may be very distant physically from each other.
Over the past few years, online learning has grown dramatically in the world. India being a fast developing country is also using this means to train the available human resource. India has world’s largest young population. Every third person in India is a youth. Despite having a smaller population than China, India has the world's largest youth population with 356 million
10-24 year-olds. This is an advantage to use the technology. In order to maximize the dividend, India must ensure its young working-age populations be equipped to seize opportunities for jobs and other income-earning possibilities. To equip them with the modern technology and use the ICT means to train them is one of the best ways to develop the ingrained potential of the youth.
Now it has become easy to reach to those who are deprived of education. One of the best means to reach is a cell phone. Yashwantrao Chavan Maharashtra Open University, Nashik has decided to teach a programme entitled Preparatory Course through cell phones.
Students need not to contact or come to the study centres. The university itself will reach up to them, besides no extra fees will be charged. This system will definitely bring them in to the

flow of education. Higher education institutions must bring a change in their policy of discipline. Most of the institutes don’t allow the use of cell phones in the campus. Now it is a time to consider the fact that almost all the students possess cell phone and this asset could be utilized for developing their skills.
It is a time to reach to the students. In the age old Gurukul systems students used to go to the Guru Ashrama and get education. Now the students don’t have this much time. The world is changing fast. It is time when, we, the teachers need to reach to the students. Every student from every corner of the world must be in contact with the teacher. And the method to do this is use of cell phones.
Today out of 1,267,402,000 of the total population of India 970,955,980 people use mobile phones, that is 77.58%. The cell phone is personal technology. Most students have invested a great deal of time learning about the features of the cell phone, how to navigate and the limitations of the phone. The other reason to really rethink the cell phone debate is because learning on the cell phone can extend beyond the walls of the school or the confines of a class period.
Table I: Cell Phone Use in Asia
Percentage of respondents who have used a phone in the past 3 months
South Asia Southeast Asia
Pakistan India Sri Lanka Philippines Thailand
98 94 92 93 95
Source: Ayesha Zainudeen, Nirmali Sivapragasam, Harsha de Silva, Tahani Iqbal, and
Dimuthu Ratnadiwakara, “Teleuse at the Bottom of the Pyramid: Findings from a Five-
Country Study” (Sri Lanka: LIRNE asia , November 2007).

As mobile phones, tablets, and other connected devices become more prevalent and affordable, wireless technology can dramatically improve learning and bring digital content to students. Students love mobile technology and use it regularly in their personal lives. It therefore is no surprise that young people want to employ mobile devices to make education more engaging and personalize it for their particular needs.
As a country, we need to educate the next generation of scientists, inventors, engineers, and entrepreneurs. Educating a workforce that is effective in a global context and adaptive as new jobs and roles evolve will help to support our economic growth. Mobile learning makes it possible to extend education beyond the physical confines of the classroom and beyond the fixed time periods of the school day. It allows students to access content from home, communicate with teachers, and work with other people online. The value of mobile devices is that they allow students to connect, communicate, collaborate and create using rich digital resources.
Use of Cell phones for teaching : a defining feature of the youth culture. Educators have labeled them a classroom disturbance and they have been banned in most schools across the country. But, is it possible to think that there could be, in between the deafening ring tones and the obsessive text messaging, some redeeming educational qualities to these devices?
One teacher says yes.
Liz Kolb converted from being one of those teachers who “didn't see value of cell phones on campus” to devising ways to use cell phones as learning tools. Kolb, a former middle school and high social studies teacher and technology coordinator, said she was doing a blogging activity with a group of teachers when a message popped up on her screen telling her she could create an audio-blog with her cell phone. “It was the easiest podcast I ever made. I said, 'Wouldn't this be a great way to do podcasts as homework!' It was a real ahha moment,” she says.
But when she went out searching for resources on how to teach with cell phones, she foun d none so, she says, “I just started playing around.”

What she came up with was a host of ways educators and parents could use cell phones to enhance learning outside of the classroom, and perhaps just keep students engaged. Kolb, who is now completing her doctorate in learning technologies at the
University of Michigan, says while she still thinks cell phones shouldn't be used inside the classroom, she believes there are ways to use a cell phone as “an anytime, anywhere, datacollection tool.”
Take, for example, this science lesson: your eighth grader is learning about ecosystems, and is tasked with taking photos of insects on his phone to be studied later in class. “There is a genuine excitement about the lesson because they can use their own cell phone,” she says. And, says Kolb, when student's can connect their own culture with what's happening in school they're education becomes immediately more meaningful to them.
And, says Kolb, this type of technology integration will better prepare students for the
21st century workforce, where jobs are performed on mobile devices, such as cell phones.
“We see it in places where we compete, such as China,” she says. “The fact is that they already value the cell phone as a professional tool. Now we need to teach kids how to use a phone ethically in the work environment of the future.”
Kolb, who highlights her ideas in the new book, Toys to Tools: Connecting Student
Cell Phones to Education , says students don't need the latest high-tech phones to conduct these mini lessons. In fact, she says she did all her research for the book with one of the cheapest phones on the market. About 95 percent of phones today have cameras, albeit poor ones. But, says Kolb, even a poor camera is a teaching moment waiting to happen.
How can you leverage these teaching moments at home? Here are some of the suggestions for using the phone as a learning device.
Cell Phone Learning Strategies
Recording Lectures: The “Flipped" Classroom
Many teachers are structuring their lessons in what is b eing coined “Flipped
Classroom”. These teachers are recording their “lectures” using video or audio and students are listening to that outside of class as the homework and in class they are completing the

practice and the teacher serves as a guide, re-teaching as needed. On most cell phones with a data plan students can watch a video of a previous lesson of an appropriate clip on You
Tube.
Use Cell Phones as Your Student Response System
Using www.polleverywhere.com and your students’ cell phones, you can track instant answers from all your students. It’s free for classrooms of 30 people or less.
Gina Hartman an eMINTS Instructional Specialist at Francis Howell School District in
Missouri shared a fantastic new Web 2.0 site named http://wiffiti.com. The teacher creates a wiffiti screen and students can text in their opinions.
One teacher used this to summarize Act 1, Scene 1 from Romeo and Juliet. They texted in the short summary and it showed up on the screen. In another classroom the students had think about the time period that Andrew Johnson was in office and text something into the wiffiti screen that would have been something he would have tweeted back then. I love this example, talk about engaging students.
Delivering Materials
As more curriculum materials are delivered digitally creative teachers are delivering materials directly to students on their personal cell phones. One such platform is School
Town. This learning platform makes it possible for teachers and students to collaborate in discussion areas and chat with each other making blended learning a real possibility.
Awesome Teacher Apps
Dropbox: One of my most beloved apps is dropbox. Dropbox allows all my computers and my phone to interact together. So the photo I take on my cell phone can be put in my
Dropbox app and now it is available on all my devices, love it!
Evernote: Next in line of cool apps for the classroom is Evernote. This handy app lets you type a text note, or clip a web page. If your phone has a camera you can snap a photo, and now you can also grab a screenshot. Like dropbox it doesn’t matter what device you are on, they all sync together.

Solving Common Problems Using Cell Phones in Class
Students without Cell Phones / Smart Phones
Other issues arise because not every student has a cell phone. The easiest way to work around this is to have students working in groups, collaborating and solving problems together. Now we only need one cell phone to report out the group work. If we get creative, any problem can be solved.
Wireless Access
Wireless access might be another problem. Smart phone users will usually try and find a wireless network instead of going through the provider signal. With all these added devices your network may be burdened. Also cell phone reception is an issue in many schools. If this is the case, you may want to focus more of the group work or homework-related cell phone strategies.
Keeping Cell Phone Use Appropriate
Thinking about using cell phone in the classroom we need to make sure we involve our students in the conversation. Let them teach us about how to reduce the fear of theft or inappropriate use. Every student should be reminded every day about appropriate technology use, and what to do if the rules are broken. We need to help students understand the ramifications of things like cyber bullying, sexting and posting things to social networking sites.
Another method to reach to the students is OER (Open Educational Resources). OER are reusable; are adaptable to many learning should be interoperable in different formats
(including devices, operating systems and applications. OER are used in some sites, and can be useful; they are usually in the form of star ratings or numbers. Instructors can also conduct self-evaluations of resources to ensure that the quality meets their standards. Also, the brand or reputation of the course developers or their institutions can be an important indicator of quality.

Of course, the above quality indicators can and should also be used in evaluating restrictively licensed content. The ability to update content in a timely fashion without restriction gives OER a significant measurable quality advantage over closed content.
Commercial vendors do not allow users to modify their content and so it cannot be updated by the users. Cost is another important variable in evaluating quality. If the content is too costly and essentially unaffordable, it is not useful. OER are free of charge and the costs of developing content as OER is shared among many institutions. An institution may develop one OER and receive thousands in return.
Open Educational Resources
Name/Details of the Site
OER Commons
NPTEL
SAKSHAT
National Repository of Open Education
Resources
Web Link www.oercommons.org www.youtube.com/nptelhrd http://nptel.iitk.ac.in/ www.sakshat.org http://nroer.gov.in/home/
Teacher Portal ( Class room resources) http://www.teachersofindia.org/en
Open Resources for Schools ( Home http://www.hbcse.tifr.res.in/researchbaba Centre for Science and Education) development/projects/open-educationalresources-for-schools-oer4s
National Institute of Open Learning
Lecture fox http://www.nios.ac.in/online-coursematerial.aspx http://www.lecturefox.com
MIT
Berkeley University
Yale University
Princeton University
John Hopkings University
Rice University http://techtv.mit.edu http://ocw.mit.edu http://video.mit.edu/ http://ocw.uci.edu http://oyc.yale.edu www.princeton.edu/webmedia http://ocw.jhsph.edu http://cnx.org
Carnegie Mellon University
Tufts Open Courseware
University of Notre Dame
Utah State University
Utah Open Courseware Alliance
Paris Tech Graduate School
Open University of Nederland
University of Southern Queensland
New Zealand OER Project http://www.cmu.edu/oli http://ocw.tufts.edu http://ocw.nd.edu http://ocw.usw.edu http://uocwa.org http://graduateschool.paristech.org http://ocw.tudelft.nl http://ocw.usq.edu.au/ http://www.repository.ac.nz

United Nations University
Vietnam http://www.ocw.unu.edu http://ocw.vn/index.ocw http://ocw.fetp.edu.vn/home.cfm http://ocw.itesm.mx Open Courseware Mexico
Open Courseware Consortium http://www.ocwconsortium.org/
Open learning object repository: (Merlot) http://www.merlot.org/merlot/materials.htm?mat
erialType=Learning%20Object%20Repository& category=372822&sort.property=overallRating
Open textbooks: (Connexions) http://cnx.org http://www.academicearth.org http://en.wikipedia.org/wiki/Mixed_media https://open.umn.edu/opentextbooks/
Aggregated video: Academic Earth
Mixed Media: Wikimedia
University of Minnesota:
(Open academics textbook catalog)
Open access research: (DOAJ)
Open textbooks for K12: (Siyavula)
Khan Academy
OER Africa
Carnegie Mellon University ( Open
Learning Initiative)
The Open Video Project
WiKiEducator Project www.doaj.org http://www.siyavula.com/ https://www.khanacademy.org/ http://www.oerafrica.org/ http://oli.cmu.edu/learn-with-oli/see-our-freeopen-courses/ http://www.open-video.org/ http://wikieducator.org/Main_Page
Moodle
If you were a computer programmer the term “Modular Object-Oriented Dynamic
Learning Environment” (Moodle) might make your heart skip a beat. If you were a teacher you might recognize the word as a verb that describes the process of lazily meandering through something, doing things as it occurs to you to do them, an enjoyable tinkering that often leads to insight and creativity. As such it applies both to the way Moodle was developed, and to the way a student or teacher might approach studying or teaching an online course. Anyone who uses Moodle is a Moodler.
The Australian developer of Moodle (Martin Dougiamas), is both an educator and computer scientist. This combination brings unique qualifications to the art and science of using technology to reach learners in the 21st century.
The main goal of moodle is to give teachers, students and the tools used to teach and learn. The functionality is different from pre-existing software systems like Student

Information Systems and perfectly possible to use moodle as a Standalone system in which no need of integration with anything else.
Open Source e-Learning Software
Moodle is a course management system (CMS) - a software package designed to help educators create quality online courses and manage learner outcomes. Such e-learning systems are sometimes also called Learning Management Systems (LMS), Virtual Learning
Environments (VLE) and Learning Content Management Systems (LCMS). Students need only a browser (e.g., IE, Firefox, Safari) to participate in a Moodle course.
Moodle is Open Source software, which means you are free to download it, use it, modify it and even distribute it (under the terms of the GNU General Public License). Moodle runs without modification on Unix, Linux, Windows, Mac OS X, Netware and any other system that supports PHP, including most web host providers. Data is stored in a single database: MySQL and PostgreSQL are best supported, but it can also be used with Oracle,
Access, Interbase, ODBC and others.
Moodle that is the acronym for M odular O bject- O riented D ynamic L earning
E nvironment it's an online Learning Management System (LMS).
Moodle contains the following features
1. Upload existing content, other web resources can be linked to, or create and edit new content in moodle.
2. Stimulate, extend and record discussions outside the classroom.
3. Test and report on students learning, encourage students to learn and self-test, deliver exams.
4. Quickly gather feedback from students.
5. Facilitate the sharing, storing and dissemination of knowledge.
Other than the above features also some more features we have those are shown below
1. Assignment submission
2. Discussion forum
3. Files download

4. Grading
5. Moodle instant messages
6. Online calendar
7. Online news and announcement (College and course level)
8. Online quiz
MOOC stands for massive open online course (MOOC) which is an online education system providing various courses, which aims at large-scale interactive participation and open access via web. MOOC aims to provide real time education online with the help of various features like videos, study materials, quizzes and online exams and also tries to make it more efficient than the real time education in class rooms by removing time constraints and location constraints. MOOCs also provide interactive discussion sessions for the user through interactive discussion forums that help to build a community for the students and professors.
edX-MooC contains the following features
1. Interactive video lectures with subtitles and indexing on subtitle(Downloadable).
2. Study materials like books, notes, cheat sheets, etc (Downloadable).
3. Online test of different types like video embedded quiz, practice sessions, midterm exam, final exam, etc.
4. Virtual Laboratory with interactive interface for user to view the expected simulation.
5. Calendar based schedule.
6. Multi lingual support.
7. Discussion forums.
8. Wiki edits for implementing collaborative learning.
9. Progress reports and other kinds of embedded analytics.
10. Different kinds of assessment systems for submitted assignments (open response problems). It includes:
_ Peer Grading
_ Self Grading
_ Staff Grading

_ Machine Grading
11. Emails and Notification facilities for registered student
12. Provision of certification
13. Registering and deregistering from a course
14. edX meetups
15. Contacting authors through mailing
16. Support for a large traffic (Users at particular time)
LIST OF MOOC COURSES OFFERED BY UNIVERSITIES AND ENTITIES
Sl. No Mooc Name
1. Edx
2.
3.
Coursera
Canvas
URL https://www.edx.org/ https://www.coursera.org https://www.canvas.net/
4.
5.
6
7.
Iversity Open Courses
Novoed
Stanford Online Courses
Future Learn Online Courses
8.
9.
Open hpi Online Courses
Carnegie Mellon University
10. Open 2 Study Online Courses https://ivrsity.org https://novoed.com http://online.stanford.edu/courses https://www.futurelearn.com/ https://openhpi.de/ http://oli.cmu.edu/ https://www.open2study.com/
The interesting fact is that these courses are free of cost. Students need not pay any charges to complete a course. The certificate is issued on demand by paying minimum fees. Majority of the students and teaching community also is unaware of this. We should make them aware of this and equip them with the modern technology.
Using this modern technology for education and training the available human resource will definitely boost the economic growth of our nation. Besides, the human skills will be developed at anytime and anywhere regardless of the stakeholders.
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