Introduction

New and emerging technologies challenge the traditional process of teaching and
learning, and the way education is managed. Information technology, while an
important area of study in its own right, is having a major impact across all
curriculum areas. Easy worldwide communication provides instant access to a vast
array of data, challenging assimilation and assessment skills. Rapid
communication, plus increased access to IT in the home, at work, and in
educational establishments, could mean that learning becomes a truly lifelong
activity, an activity in which the pace of technological change forces constant
evaluation of the learning process itself.

Need

 Education is a life ling process therefore anytime anywhere access to it is the

need.
 Information explosion is an ever increasing phenomena therefore there is need
to get access to this information.
 Education should meet the needs of variety of learners and therefore IT is
important in meeting this need.
 It is a requirement of the society that the individuals should possess
technological literacy
 We need to increase access and bring down the cost of education to meet the
challenges of illiteracy and poverty. IT is the answer.
Microsoft Office

Microsoft Office is a family of client software, server software, and services

developed by Microsoft. It was first announced by Bill Gates on August 1, 1988, at
COMDEX in Las Vegas. Initially a marketing term for an office suite (bundled set
of productivity applications), the first version of Office contained Microsoft Word,
Microsoft Excel, and Microsoft PowerPoint. Over the years, Office applications
have grown substantially closer with shared features such as a common spell
checker, OLE data integration and Visual Basic for Applications scripting
language. Microsoft also positions Office as a development platform for line-of-
business software under the Office Business Applications brand. On July 10, 2012,
Softpedia reported that Office is used by over a billion people worldwide.[3]

Office is produced in several versions targeted towards different end-users and

computing environments. The original, and most widely used version, is the
desktop version, available for PCs running the Windows and macOS operating
systems. The current desktop version is Office 2019 for Windows and macOS,
released on September 24, 2018.[4]
More recently, Microsoft developed Office Mobile, which are free-to-use versions
of Office applications for mobile devices. Microsoft also produces and runs Office
Online, a web-based version of core Office apps, which is included as part of a
Microsoft account.

Microsoft Word

Microsoft Word Microsoft Word is a processor available for Windows and macOS
(formerly known as OS X).Word is also included in some editions of the now
discontinued Microsoft works. The first version of word, released in the autumn of
1983, was for the MS-DOS operating system and had the distinction of introducing
the mouse to broad population. Word 1.0 could be purchased with a bundled
mouse, though none was required. Following the precedents of LisaWrite and
MacWrite, word for Macintosh attempted to add closed WYSIWYG features into
its package.Word for Mac was released in 1985.Word for Mac was the first
graphical version of Microsoft word.

Its proprietary Doc format is a de facto standard through Word 2007 deprecated
this format in favor of office open XML,which was later standardized by Ecma
international as an open format. Support for Portable Document Format (PDF) and
OpenDocument format (ODF) was first introduced in Word for Windows with
Service Pack2 for Word 2007.
Microsoft Excel

Microsoft Excel is a spreadsheet editor that originally competed with the dominant
Lotus 1-2-3, and eventually outsold it. Microsoft released the first version of Excel
for the Mac OS in 1985, and the first Windows version (numbered 2.05 to line up
with the Mac) in November 1987.

Microsoft PowerPoint

Microsoft PowerPoint is a presentation program used to create slideshows

composed of text, graphics, and other objects, which can be displayed on-screen
and shown by the presenter or printed out on transparencies or slides.

Microsoft Access

Microsoft Access is a database management system for Windows that combines

the relational Microsoft Jet Database Engine with a graphical user interface and
software development tools. Microsoft Access stores data in its own format based
on the Access Jet Database Engine. It can also import or link directly to data stored
in other applications and databases.[6]

Microsoft Outlook

Microsoft Outlook (not to be confused with Outlook Express, Outlook.com or

Outlook on the web) is a personal information manager that replaces Windows
Messaging, Microsoft Mail, and Schedule+ starting in Office 97, it includes an e-
mail client, calendar, task manager and address book. On the Mac OS, Microsoft
offered several versions of Outlook in the late 1990s, but only for use with
Microsoft Exchange Server. In Office 2001, it introduced an alternative application
with a slightly different feature set called Microsoft Entourage. It reintroduced
Outlook in Office 2011, replacing Entourage.

Multimedia
Information which is stored in different forms could be combined and used in
different combinations. Multimedia can be recorded and played, displayed,
dynamic, interacted with or accessed by information processing devices, such as
computerized and electronic devices Multimedia devices are electronic media
devices used to store and experience multimedia content. This process has given
rise to the term ‘Multi-media’. This combination of different media for
communication has influenced and changed all aspects of our life, including the
teacher and the learner. Multimedia has become an inevitable part of any
presentation. We have seen that it has found a variety of applications right from
entertainment to education. The evolution of internet has also increased the
demand for multimedia content. Multimedia is a term used to describe how
multiple means of media like text, audio, graphics, animation, video, and
interactivity are used to communicate information . It is also often used to describe
any computer media. This helps us to understand information at a faster rate.

“Multimedia is the exciting combination of computer hardware and software that

allows you to integrate video, animation, audio, graphics, and text resources to
develop effective presentations on an affordable desktop computer” (Fenrich,
1997).

“Multimedia is characterized by the presence of text, pictures, sound, animation

and video; some or all of which are organized into some coherent program”
(Phillips, 1997).

From these definitions we see that Multimedia is a concept which sees the use of
text, graphic art, sound, animation, and video in different combinations. This
integration of Media into one whole and that which gives the user more benefits
than any one of the media used individually is Multimedia

Multimedia Components
The different building blocks of Multimedia are Text, Images and graphics, Audio,
Video, and Animation. Any multimedia application consists any or all of them.

• Text - ASCII/Unicode, HTML, Postscript, PDF

• Audio – Sound, music, speech, structured audio (e.g. MIDI)

• Still Image - Facsimile, photo, scanned image, photographs, drawings, maps and
slides

• Video (Moving Images) – Movie, a sequence of pictures

• Graphics – Computer produced image

• Animation – A sequence of graphics images

1. Text: Text and symbols are very important for communication in any medium.
Using text in online training has many advantages: text files are small so they
perform well at low bandwidth, the user can search for specific words or phrases,
and text can be easily updated.

2. Images and Graphics: Images play a very important role in a multimedia. It is

expressed in the form of still picture, painting or a photograph taken through a
digital camera. The points at which an image is sampled are known as picture
elements, commonly abbreviated as pixels. The pixel values of intensity images are
called grayscale levels. There are different kinds of image formats like the
Captured Image Format and the format when images are stored. The captured
image Format is known by two main factors that is spatial resolution which is
specified as pixels x pixels (eg. 640x480) and color encoding, which is specified
by bits per pixel. Both factors depend on hardware and software for input/output of
images. The Stored Image Format is when we store an image; we are storing a
two-dimensional array of values, in which each value represents the data
associated with a pixel in the image. These images can be edited with the help of
few of the software like general drawing programs, JASC Paint Shop Pro, Corel
Photo Paint, Macromedia Fireworks ,Art Rage: free (NZ) paint program simulating
, Corel Draw , and Open Office / Libre Office Draw, GIMP, and Mypaint.

Graphics Formats: Most Web browsers can display GIF and JPEG graphics files.
Web browsers that are version 4.0 or later can use the JPEG format for continuous-
tone images, such as photographs and images that use color gradients. The PNG
format was developed as a patent-free replacement for the GIF format. PNGs can
use an alpha channel to define transparency in a graphic. Import PNG files into any
of the Macromedia tools as an alternative to GIF files, especially if you need 24-bit
graphics or graphics with transparency. Use this format in Web-native content only
when delivering to newer browsers; some older browsers do not support the PNG
format also display PNG graphics files. The two most popular graphic formats for
online training and Web pages in general are GIFs and JPEGs. Both are bitmap
files that are relatively small in size. The two formats compress images differently,
each excelling at compressing different types of graphics. Using software such as
Macromedia Fireworks, you can compare the file size of your graphics with
various optimization settings to help you pick the best file format. Use the GIF
format for line art and graphics that have large areas of a single color. Graphics
saved in the GIF format can have one transparent color where JPEG graphics
cannot. There are applications like format factory which helps us in converting
graphics from one format to other.

3. Audio: Audio can enhance learning concepts and reinforce ideas presented as
text or graphics on the screen. Using audio may be essential to the teaching of
topics such as a foreign language or music appreciation. There are three types of
audio assets that are commonly used in e-learning:

Music

Narration (voice-overs)

Sound effects
Music demands a higher-quality and a wider sound-frequency range than narration
and therefore produces larger files. Narrations generally have a smaller sound
frequency range so it can be compressed more than music and still retain good
sound quality. Sound effects are generally short so they don’t have a large impact
on the overall file size of an online course.

Audio Formats: The WAV and AIFF audio formats, popular on Microsoft
Windows and Macintosh systems respectively, usually create files that are too
large to use in an online course. Use one of the compressed formats with the goal
of balancing small file size with acceptable quality audio. You have different
options depending upon which authoring software you use. Both Shockwave
Audio (SWA) used by Authorware and Director, and MP3, which is used by Flash
are popular compressed formats useful for all three types of audio used in e-
learning. The open source audio editing software like audacity is very popular tool
for audio editing.

4. Video: Although video requires lots of bandwidth to download, it is very useful

for conveying certain information. Using video in e-learning helps realistically
demonstrate equipment and processes among other things. For instance, an e-
learning course in botany might show a video of a sprouting seed. A course about
the features of an airplane might show a video of a crewmember properly closing
and securing a door for takeoff. The intricate level of detail visible in video is also
ideal for illustrating subtle, nonverbal information. For example, to teach sales
skills you could use a video to demonstrate an interaction between a salesperson
and a customer, then have the learners analyze the body language of the people
involved in the transaction.

Video Formats: There are three standard digital video formats: Quick Time, Video
for Windows, and MPEG. Video files tend to be large so they really aren’t
appropriate for delivery on modem connections. You may choose to include video
in your e-learning course if you are delivering it over an intranet or to users with
relatively high bandwidth connections. There are many open source video editing
tool and open shot is one such popular tool.
5. Animation: Animation illustrates concepts with movement, shows processes, or
draws attention to a region or elements of a screen. Since animations usually
involve graphics, they are highly dependent upon the size and file type of the
graphics that are being animated.

Animation Formats: There are many ways you can create animations. Authorware,
Dreamweaver, Director and Flash can all create animations. An animation created
within an authoring program is usually smaller and more efficient than an
animation created in another tool and then imported in your authoring program.
This is particularly true when an animation is based on shapes created with the
software’s drawing tools rather than with imported bitmaps. For example, Flash
excels at creating vector graphics and animations. Although Flash can animate
bitmap graphics, animations made predominately with vector graphics in Flash are
considerably smaller than animations created with bitmap graphics. Simple 2D
animations can be created using open source tools like pencil or tupi and more
advance tools like blender.

Types of multimedia

Multimedia may be broadly divided into Linear and Non-linear Multimedia.

In Linear Multimedia the active content progresses without any navigational

control for the viewer. The viewer interacts with the multimedia application in
which the content is sequentially arranged. The viewer does not control the
progress of the content. In other words, the viewer is a passive receiver of the
multimedia content most of the time. For example a movie uses a combination of
audio, graphics and animations, but the viewer has no control over the sequence of
events.
Non-linear Multimedia uses interactivity to control progress as with a video game
or self-paced computer based training. It allows one to use the content according to
ones wants. It is a two way communication. This communication can be controlled
by using buttons, links and hypertext. Hypermedia is an example of non-linear
content. It connects to different media elements such as audio and video.
Multimedia presentations which are live or recorded are also Non-linear. A
recorded presentation may allow interactivity via a navigation system. A live
multimedia presentation may allow interactivity via an interaction with the
presenter or performer.

Importance of multimedia in Education

Multimedia is vital in our life. This is because it is pack with various elements such
as text, graphic, sound, video and animation. All of this element can be seen in our
surrounding. It is also used in various fields such as in education, training,
business, games and science and technology. This is a proof that multimedia is
important. In fact, multimedia is changing the ways of learning itself. Instead of
just limiting you with a linear presentation such as reading text from a book,
multimedia makes many improvement in learning by bringing various elements in
order to make it more dynamic.

Multimedia enable students to represent information using several different media.

This prove to be helpful when students need to do their project. By using
multimedia elements, they can present their project in a much more creative ways.
Moreover, multimedia approach also provide flexibility of where and when can
they learn. This is because by using multimedia approach such as audio and video,
student can record or make connection with one another for discussion or listening
to the previous topic that they have recorded. Multimedia approach also helps the
students to develop a higher order thinking skills. By using the multimedia
elements, students use their own idea and creativity to combine the elements of
multimedia to produce something fresh and new. Furthermore, multimedia
approach are also much more engaging compare to the traditional one. With
multimedia, interactive learning can be done with live-action video, feedback,
questions and answers to keep the students interested and help enhancing their
skills. Next, with multimedia simulation technique can be effectively applied. By
using simulation, student can grasp a better understanding about the step and
producer to make or do a certain project. This can improve their understanding and
also help improving their skills.

"Multimedia is a synthesis: a hybrid offering the advantages of the user-driven

book with the wonders of electronic technology" -Robert Winter; UCLA
Roundtable in Multimedia

Education courses, skills and knowledge are often taught in a context. To

overcome this, the use of multimedia as education aids help to provide a real world
example using a computer with high quality content. The various type of software
available on the market can also help to provide a friendly interactive method of
learning. Multimedia and tool such as the internet can provide teacher an instant
excess to millions of resource available. These material can help the teacher to
provide the students with cooperative learning, critical thinking, discussion, and
problem solving. So, multimedia approach in education provide many advantage
over the traditional method.
EDUSAT

EDUSAT is the satellite exclusively devoted to meet the demands of educational

sector. It was launched on September20, 2004 by Indian Space Research
Organization (ISRO) to meet ever increasing demand for an interactive satellite-
based distance education system for the country. It has revolutionized classroom
teaching through IP based technology. EDUSAT has five KU band transponders
providing spot beams, one KU beam transponder providing national beam and six
extended C-band transponders providing national coverage beams.

Consortium for Educational Commission (CEC) is one amongst the five primary
users of this educational satellite. ISRO has adjudged the CEC as “the best
EDUSAT National Beam User” in July 2008.

At present, there are over hundred Satellite Interactive Terminals (SITs) and
Receive only Terminals (RoTs) under CEC EDUSAT network, installed at various
colleges, Academic Staff Colleges and Universities across the country. Many more
are being added with the purpose of providing quality higher education to the
remote areas through satellite network.CEC EDUSAT network is empowering
students through cutting edge technology and caters the needs of students across
the country.

EDUSAT live transmission

CEC EDUSAT network has done exceptionally well in the past and has won many
laurels since it began live transmission on 5th September 2005. In the live
transmission, CEC acts as the teaching end. Subject Experts deliver lectures live.
These lectures are received by various SITs and RoTs. They are known as Class
Room End. The Teaching End can be shifted from one SIT to another. Thus, the
students can benefit from experts located in various Educational Institutions across
the country.The Expert can address the queries of the students in the live mode.
The students can interact and ask questions using the following three methods.

 Audio Video Conferencing

 Text Mode
 Through Telephones
Impact of EDUSAT on school students and Teachers

In the year 2004 the Govt. of India launched a dedicated Satellite called EDUSAT
(Educational Satellite) to serve the educational sectors offering an interactive
satellite based distance education system for the country. It is to provide
connectivity to schools, colleges, and other similar institutions. Initially it is
proposed to use the facilities in four different states for reaching different target
groups. In Karnataka State the Edusat is being used to supplement classroom
teaching in all the elementary schools (850 Schools) of one district.

The schools are provided with receiving solar backed system to receive signals
(programmes) in all the 850 schools. On each day two programmes of 30 minutes
were broadcast for the benefit of students of Grade III to VIII. The contents
covered almost all subject areas of all the grades. In the academic year 2005-06
almost 200 video programmes were broadcast. The teachers were given training
with respect to the use of television as medium of instruction and also to conduct
Pre and post broadcast activities.

As part of evaluation of Edusat Project in Karnataka a comprehensive research

study has been initiated to find out the impact on the attendance, and academic
achievement of students by following experimental and control design. The content
achievement (one test of about 20 items for each grade) and visual achievement
(one test of 10 items for each grade) tests have been administered on students of
different grades to ascertain the learning gains. The feedback from teachers have
been obtained.

Government of India launched the Educational Satellite (EDUSAT) in September

2004, which is expected to revolutionise the Distance Education Programmes in
the country. Different Pilot Projects under EDUSAT are proposed on experimental
basis in four States the country for understanding the process and implication of
Satellite based Education Programme in different sectors. Karnataka, Kerala,
Madhya Pradesh and Maharastra are the four States where EDUSAT programme
are implemented in the current year. In each of these States a particular target and
area has been identified for utilization of EDUSAT .In Karnataka the focus and the
target group includes Students and Teachers of Elementary and Secondary
Education. Also included in the target group are Teacher Educators and
supervisory personnel.
IMPLEMENTING AGENCIES

Different agencies have been identified in Karnataka for implementing the

EDUSAT Project. The State council of Educational Research and Training is
entrusted with the responsibility for the development of Software, Teacher
Training, Monitoring & Evaluation and overall implementation of the project.
Indian Space Research Organisation (ISRO), Serva Siksha Abhiyan (SSA) are also
involved in the implementation the Programme. Each of these agencies was
entrusted with certain tasks for facilitating the implementation.

EDUSAT PROJECT IN KARNATAKA

In Karnataka it was proposed to utilize the Technology to improve the quality of

Education at the Elementary and Secondary Schools .In the first Phase all the
Primary Schools of Chamarajanagar, District and Kenchanahalli Hobli of HD Kote
Block (Mysore District),

In all, about 840 Primary Schools had the facilities to receive the quality Video
Programmes through the Direct Reception Systems (DRS), and a Television Set

By implementation of EDUSAT in Primary Schools it was proposed:

 To develop quality broadcast video materials in Language and Core Subjects

(Mathematics, Science, Social Studies and Languages)
 To develop the required competencies in Language and Core subjects in
children
 To provide academic support (by way of video Programmes) to Teachers
working
 working in Multi-level and Multi grade Context

INSTALLATION OF HARDWARE

The UPLINK facility was established in DSERT, Bangalore (the capital city of the
State) and down link facility in all the Primary Schools of Chamarajanagar district
The downlink facility provided in schools are provided with solar power facility,
which takes care of the frequent power problems
INPUTS

Production of Software or Content

The DSERT had the system developed for preparing the scripts for Radio
Programme) “KELI-KALI., (Listen and Learn which was started in 2000-01 in two
Karnataka Districts later on expanded to cover about 50,000 Schools of the State in
2003-04 . In this scheme a group of teachers in association with Teacher educators
had identified difficult areas in different subjects of grades III to VII, which was
the basis for development of audio scripts. Based on this experience the State
constituted a group of experts for identifying areas in indifferent subjects, which
has the potential for video programmes.

The State advertised in the Local News Papers calling tenders from different
agencies /institutions, who had the experiences of producing video programmes.
From among the tenders submitted by different agencies an expert committee
short-listed about 20 agencies. These 20 agencies were invited for one-day
discussion along with some selected scriptwriters. In the discussion the expert
committee explained the objectives of the EDUSAT project, highlighted the type
and nature of video programmes, the duration and also the rules being followed for
the final selection of the programme. It was also informed that $ 150 would be paid
if the programmes finally approved by the committee. Each programme was
reviewed at two levels once at the script level and secondly after the production. In
the beginning the expert committee met on almost every week for reviewing the
script and the video films. After discussion among the committee members, each
producer was called for the discussion where in the members gave their feedback
and suggested modifications, where ever required. After modifications the agencies
were asked to resubmit the video films for final approval.
The details of grade- subject wise videos produced and broadcast during the
Academic year 2005-06 are given in the following table. Number of films
produced, approved and included for broadcast during the Three Semester Period
(2005-06)

Social Environment
Grade/Subjects Kannada English Science Mathematics General
Studies Studies
III 3 - - - 2 8
IV 5 - - - 11 5
V 7 - 15 13 1
VI 5 6 6 1
V, VIII
VII 4 2 7 8 - 1 2
VIII 2 18 3 1 - 1 2
III, IV,V 8
IV, V 2 3 1
V,VIII 1
V,VI,VII 5
VII,VIII 8 2 2 1
Total 26 28 36 31 14 19 18

A total 172 Video films were broadcast during the year beginning from 13th June
2005 to 13 March 2006 in three semesters of the academic year. As could be seen
certain integrated programmes were developed and broadcast for combination of
grades.

Development of Teachers Handbook

To facilitate the effective use of EDUSAT programme by teachers, a handbook for

each of the semester was brought out and distributed to all the schools. The
handbook highlighted/covered issues such as schedule of broadcast
(date/time/grade wise topics), the objectives of each film, content/issues covered,
the pre and post broadcast activities to be carried out etc. Also included is the
person to be contacted in case of system (receiving system), contact numbers all
the district, and block and cluster officials
Orientation of Teachers

Teacher Educators and supervisory staff at the sub district levels were given
orientation about the EDUSAT. They in turn provided training/orientation to
teachers of all the Schools of District.

IMPACT OF THE PROJECT

In view of the efforts made by the State in the implementation of the Programme
an attempt was made to assess the effectiveness and impact made on students and
teachers. Based on the objectives of the Project

Objectives

1. To assess the impact of the broadcast of the Video Programme on

students with respect the gain in the knowledge

2. To assess the impact of the broadcast on students attendance

3. To get the feedback from the teachers on the quality of the programme
and is impact on teachers

EVALUATION STRATEGIES

Evaluation Design

The evaluation of the EDUSAT project was envisaged at different

levels/dimensions

At the first level getting the feedback of students and teachers on the films,
secondly the impact the films made on students at the knowledge and
understanding of content transacted and thirdly how the programmes influences the
attendance pattern.
Impact on Students

Field Testing of Few selected Video Films

Four video films were field tested to find the effectiveness of the programme on
their performance and also to get the reactions. While students were seeing the
films their viewing behavior was observed. 41 students of III to VI Standards
drawn from different schools of Chamarajanagar town participated in viewing the
films.

The following FOUR Video films were identified for field-testing

 Measurement of length
 First Aid
 Natural resources:
 1857 -The first war of Indian Independence

Arrangements for screening the films in two separate rooms were made. The
students of VII & VIII were combined and the remaining students were made to
sit in the other room. The pre-test and post- test scores (maximum possible score of
10 for each test) for each of the film was collected separately and analyzed to find
the difference in the mean scores and its significance