ABILITY COURSE 1 (AB 1)

CRITICAL UNDERSTANDING OF ICT

Task :2

Topic :Select a topic relevant to education, collect Open

Educational Resources (Text, Multimedia, Website references)
and analyze the type of license used in the Open Educational
Resources. Submit the report for the same with evidences.

Name of student : Inchalkar Ravina Mukund

Class: F.Y . B.ED (2020-2021)

 Certificate
This to Certify that Ms. Inchalkar Ravina Mukund
student of class F.Y B.ed (2020-2021) has successfully
completed task/ activity/case study/ project work of the
respective subject CRITICAL UNDERSTANDING OF ICT
on topic/title OPEN EDUCATIONAL RESOURCE.

Principal sign & Stamp

 TASK -3
Select a topic relevant to education, collect Open Educational Resources
(Text, Multimedia, Website references) and analyze the type of license used
in the Open Educational Resources. Submit the report for the same with
evidences.

TOPIC: MICRO ECONOMICS & MACRO ECONOMICS

INTRODUCTION

Open educational resources (OER) are freely accessible, openly licensed text,
media, and other digital assets that are useful for teaching, learning, and
assessing as well as for research purposes.The term OER describes publicly
accessible materials and resources for any user to use, re-mix, improve and
redistribute under some licenses.[The development and promotion of open
educational resources is often motivated by a desire to provide an alternate
enhanced educational paradigm.

EXAMPLES OF OER: SHODHGANGA, MOOC, KHAN

ACADEMY,OPENSTAX CNX, OPEN TEXTBOOK LIBRARY, WIKIPEDIA,
WIKIMEDIA Etc.
 DEFINITION AND SCOPE

The idea of open educational resources (OER) has numerous working

definitions.[ The term was first coined at UNESCO's 2002 Forum on Open
Courseware and designates "teaching, learning and research materials in
any medium, digital or otherwise, that reside in the public domain or have
been released under an open license that permits no-cost access, use,
adaptation and redistribution by others with no or limited restrictions. Open
licensing is built within the existing framework of intellectual property rights
as defined by relevant international conventions and respects the authorship
of the work."

OER are teaching, learning, and research resources that reside in the public
domain or have been released under an intellectual property license that
permits their free use and re-purposing by others. Open educational
resources include full courses, course materials, modules, textbooks,
streaming videos, tests, software, and any other tools, materials, or
techniques used to support access to knowledge

The Hewlett Foundation updated its definition to:

"Open Educational Resources are teaching, learning and research materials

in any medium – digital or otherwise – that reside in the public domain or
have been released under an open license that permits no-cost access, use,
adaptation and redistribution by others with no or limited restrictions". The
new definition explicitly states that OER can include both digital and non-
digital resources. Also, it lists several types of use that OER permit, inspired
by 5R activities of OER.

5R activities/permissions were proposed by David Wiley, which include:

 Retain – the right to make, own, and control copies of the content (e.g.,
download, duplicate, store, and manage)
 Reuse – the right to use the content in a wide range of ways (e.g., in a class,
in a study group, on a website, in a video)
 Revise – the right to adapt, adjust, modify, or alter the content itself (e.g.,
translate the content into another language)
 Remix – the right to combine the original or revised content with other
material to create something new (e.g., incorporate the content into a
mashup)
 Redistribute – the right to share copies of the original content, your
revisions, or your remixes with others (e.g., give a copy of the content to a
friend)

Users of OER are allowed to engage in any of these 5R activities, permitted

by the use of an open license.

HISTORY

The term learning object was coined in 1994 by Wayne Hodgins and quickly
gained currency among educators and instructional designers, popularizing
the idea that digital materials can be designed to allow easy reuse in a wide
range of teaching and learning situations. The OER movement originated
from developments in open and distance learning (ODL) and in the wider
context of a culture of open knowledge, open source, free sharing and peer
collaboration, which emerged in the late 20th century. OER and Free/Libre
Open Source Software (FLOSS), for instance, have many aspects in
common, a connection first established in 1998 by David Wiley who coined
the term open content and introduced the concept by analogy with open
source. The term "open educational resources" was first adopted
at UNESCO's 2002 Forum on the Impact of Open Courseware for Higher
Education in Developing Countries. The global movement for OER
culminated at the 1st World OER Congress convened in Paris on 20–22 June
2012 by UNESCO, COL and other partners. The resulting Paris OER
Declaration (2012) reaffirmed the shared commitment of international
organizations, governments, and institutions to promoting the open licensing
and free sharing of publicly funded content, the development of national
policies and strategies on OER, capacity-building, and open research. n
2018, the 2nd World OER Congress in Ljubljana, Slovenia, was co-organized
by UNESCO and the Government of Slovenia.

ADVANTAGES AND DISADVANTAGES

Advantages of using OER include:

 Expanded access to learning – can be accessed anywhere at any time

 Ability to modify course materials – can be narrowed down to topics that
are relevant to course
 Enhancement of course material – texts, images and videos can be used
to support different approaches to learning

Disadvantages of using OER include:

 Quality/reliability concerns – some online material can be edited by

anyone at anytime, which results in irrelevant or inaccurate information
 Limitation of copyright property protection – OER licenses change "All
rights reserved." into "Some rights reserved.", so that content creators
must be careful about what materials they make available
 Technology issues – some students may have difficulty accessing online
resources because of slow internet connection, or may not have access to
the software required to use the materials

Types of open educational resources

It include full courses, course materials, modules, learning objects, open

textbooks, openly licensed (often streamed) videos, tests, software, and other
tools, materials, or techniques used to support access to knowledge. OER
may be freely and openly available static resources, dynamic resources
which change over time in the course of having knowledge seekers
interacting with and updating them (such as this Wikipedia article), or a
course or module with a combination of these resources
SUPPORT POLICY
Scheme for use in streamlining the OER policy

Open educational resources policies are principles or tenets adopted by

governing bodies in support of the use of open content and practices in
educational institutions. Many of these policies require publicly funded
resources be openly licensed. Such policies are emerging increasingly at the
country, state/province and more local level. Creative Commons hosted an
open educational resources policy registry, which listed 95 current and
proposed open education policies from around the world. The OER Policy
Registry was moved in fall 2018 to the OER World Map, it currently contains
148 policies. Creative Commons and multiple other open organizations
launched the Open Policy Network to foster the creation, adoption and
implementation of open policies and practices that advance the public good
by supporting open policy advocates, organizations and policy makers,
connecting open policy opportunities with assistance, and sharing open
policy information.

OPEN EDUCATIONAL PRACTICES

OER have been used in educational contexts in a variety of ways, and

researchers and practitioners have proposed different names for such
practices. According to Wiley & Hilton (2018), the two popular terms used
are "open pedagogy" and "open educational practices". What these two terms
refer to is closely related to each other, often indistinguishable. For example,
Weller (2013) defines open pedagogy as follows: "Open pedagogy makes use
of this abundant, open content (such as open educational resources, videos,
podcasts), but also places an emphasis on the network and the learner's
connections within this". Open educational practices are defined as, for
example, “a set of activities around instructional design and implementation
of events and processes intended to support learning. They also include the
creation, use and repurposing of Open Educational Resources (OER) and
their adaptation to the contextual setting. (The Open Educational Quality
Initiative.

COSTS

One of the most frequently cited benefits of OER is their potential to reduce
costs. While OER seem well placed to bring down total expenditures, they
are not cost-free. New OER can be assembled or simply reused or
repurposed from existing open resources. This is a primary strength of OER
and, as such, can produce major cost savings. OER need not be created
from scratch. On the other hand, there are some costs in the assembly and
adaptation process. And some OER must be created and produced originally
at some time. While OER must be hosted and disseminated, and some
require funding, OER development can take different routes, such as
creation, adoption, adaptation and curation. Each of these models provides
different cost structure and degree of cost-efficiency. Upfront costs in
developing the OER infrastructure can be expensive, such as building the
OER infrastructure.

KHAN ACADEMY

Khan Academy

Type of site 501(c)(3)

Available in Multiple languages

Owner Khan Academy, Inc.

Founder(s) Sal Khan

URL www.khanacademy.org

Launched 2006; 15 years ago

ABOUT KHAN ACADEMY

Khan Academy is an American non-profit educational organization created

in 2006 by Sal Khan, with the goal of creating a set of online tools that help
educate students. The organization produces short lessons in the form of
videos. Its website also includes supplementary practice exercises and
materials for educators. All resources are available for free to users of the
website and application.

HISTORY

The organization started in 2006 when Salman "Sal" Khan tutored one of his
cousins in mathematics on the Internet using a service called Yahoo! Doodle
Images. After a while, Khan's other cousins began to use his tutoring
service. Due to the demand, Khan decided to make his videos watchable on
the Internet, so he published his content on YouTube. Later, he used a
drawing application called SmoothDraw, and now uses a Wacom tablet to
draw using ArtRage. The video tutorials were recorded on his computer.

Positive responses prompted Khan to quit his job in 2009, to focus full-time
on creating educational tutorials (then released under the name Khan
Academy). Khan Lab School, a school founded by Sal Khan and associated
with Khan Academy, opened on September 15, 2014, in Mountain View,
California. In June 2017, Khan Academy officially launched the Financial
Literacy Video Series for college graduates, job seekers and young
professionals.

FOUNDER OF KHAN ACADEMY

Salman Khan (Sal Khan)

EARLY LIFE AND EDUCATION

Salman Khan was born in Metairie, Louisiana, to a Bengali family. His father
was from Barisal, Bangladesh and his mother was
from Murshidabad, India. He attended Grace King High School, where, as he
recalls, "a few classmates were fresh out of jail and others were bound for
top universities." He also worked as a cartoonist for the high school's
newspaper. Khan took upper-level mathematics courses at the University of
New Orleans while he was in high school and graduated valedictorian in
1994. Khan attended the Massachusetts Institute of Technology (MIT),
graduating with Bachelor of Science and Master of Science degrees in
Course 6 (electrical engineering and computer science), and another
bachelor's degree in Course 18 (mathematics), in 1998. He was class
president in his senior year. Khan also holds a Master of Business
Administration (MBA) from Harvard Business School

LICENSING AND TYPES

Open educational resources often involve issues relating to intellectual

property rights. Traditional educational materials, such as textbooks, are
protected under conventional copyright terms. However, alternative and
more flexible licensing options have become available as a result of the work
of Creative Commons, a non-profit organization that provides ready-made
licensing agreements that are less restrictive than the "all rights reserved"
terms of standard international copyright. These new options have become a
"critical infrastructure service for the OER movement."] Another license,
typically used by developers of OER software, is the GNU General Public
License from the free and open-source software (FOSS) community. Open
licensing allows uses of the materials that would not be easily permitted
under copyright alone.
FUNDING

Khan Academy is a 501(c)(3) non-profit organization, mostly funded by

donations coming from philanthropic organizations. In 2010, Google donated
$2 million for creating new courses and translating content into other
languages, as part of their Project 10100 program. In 2013, Carlos Slim from
the Luis Alcazar Foundation in Mexico, made a donation for creating
Spanish versions of videos. In 2015, AT&T contributed $2.25 million to
Khan Academy for mobile versions of the content accessible
through apps. The Bill & Melinda Gates Foundation has donated $1.5
million to Khan Academy. On January 11, 2021, Elon Musk donated $5
million through his Musk foundation.

CONTENT

Khan Academy's website aims to provide a free personalized learning

experience, mainly built on the videos which are hosted on YouTube. The
website is meant to be used as a supplement to its videos, because it
includes other features such as progress tracking, practice exercises, and
teaching tools. The material can also be accessed through mobile
applications. The videos display a recording of drawings on an electronic
blackboard, which are similar to the style of a teacher giving a lecture. The
narrator describes each drawing and how they relate to the material being
taught. Furthermore, throughout the lessons, users can earn badges and
energy points, which can be displayed on their profiles. professional".

LANGUAGE AVAILABILITY[

Khan Academy videos have been translated into several languages, with
close to 20,000 subtitle translations available. These translations are mainly
volunteer-driven with help from international partnerships. The Khan
Academy platform is fully available in English (en), Bangla (bn), Bulgarian
(bg), Chinese (zh), French (fr), German (de), Georgian (ka), Norwegian (nb),
Polish (pl) Portuguese (pt), Spanish (es), Serbian (sr), Turkish (tr) and Uzbek
(uz), and partially available in 28 other languages.
TEACHERS

Teachers can set up a classroom within Khan Academy. This classroom

allows teachers to assign courses within Khan Academy's database to their
students.[35] Teachers can also track their students progress as they work
through the assigned tutorials.

CRITICISM

Khan Academy has been criticized because its creator, Sal Khan, lacks a
formal background or qualifications in pedagogy. Statements made in
certain mathematics and physics videos have been questioned for their
technical accuracy. In response to these criticisms, the organization has
corrected errors in its videos, expanded its faculty and formed a network of
over 200 content experts. In an interview from January 2016, Khan
defended the value of Khan Academy online lectures while acknowledging
their limitations: "

RECOGNITION

Khan Academy has gained recognition both in the US and internationally:

 In April 2012, the founder and executive director of Khan Academy, Sal
Khan, was listed among TIME's 100 Most Influential People for 2012.
 Khan was one of five winners of the 2013 Heinz Award. His award was in
the area of "Human Condition."
 In 2016, Khan Academy won a Shorty Award for Best in Education.
Subject specific: For the purpose of study I have taken topic Micro Economics &
Macro Economics from class XI through Khan Academy.

INTRODUCTION TO ECONOMICS

Economics is the study of how humans make decisions in the face of

scarcity. These can be individual decisions, family decisions, business
decisions or societal decisions. If you look around carefully, you will see that
scarcity is a fact of life. Scarcity means that human wants for goods, services
and resources exceed what is available. Resources, such as labor, tools,
land, and raw materials are necessary to produce the goods and services we
want but they exist in limited supply. Of course, the ultimate scarce
resource is time- everyone, rich or poor, has just 24 hours in the day to try
to acquire the goods they want. At any point in time, there is only a finite
amount of resources available.

Economics is divided into two different categories: Microeconomics and

Macroeconomics. Microeconomics is the study of individuals and business
decisions, while Macroeconomics looks at the decisions of countries and
governments. While these two branches of economics appear to be different,
they are actually interdependent and complement one another. Many
overlapping issues exist between the two fields. Microeconomics studies
individuals and business decisions, while macroeconomics analyzes the
decisions made by countries and governments. Microeconomics focuses on
supply and demand, and other forces that determine price levels, making it
a bottom-up approach. Macroeconomics takes a top –down approach and
looks at the economy as a whole, trying to determine its course and nature.
Investors can use microeconomics in their investment decisions, while
macroeconomics is an analytical tool mainly used to craft economic and
fiscal policy.
Microeconomics: Microeconomics is the study of individuals, households
and firms’ behaviour in decisions making and allocation of resources. It
generally applies to markets of goods and services and deals with individual
and economic issues.

Macroeconomics :Macroeconomics is the branch of economics that studies

the behaviour and performance of an economy as a whole. It focuses on the
aggregate changes in the economy such as unemployment, growth rate,
gross domestic product and inflation. Macroeconomics is a part of economic
study which analyzes the economy as a whole.
John Maynard Keynes is often credited as the founder of macroeconomics,
as he initiated the use of monetary aggregates to study broad phenomena.
Some economists dispute his theories, while many Keynesians disagree on
how to interpret his work.
HISTORY OF MACROECONOMICS
While the term "macroeconomics" is not all that old (going back to the
1940s), many of the core concepts in macroeconomics have been the focus of
study for much longer. Topics like unemployment, prices, growth, and trade
have concerned economists almost from the very beginning of the discipline,
though their study has become much more focused and specialized through
the 20th and 21st centuries. Elements of earlier work from the likes of Adam
Smith and John Stuart Mill clearly addressed issues that would now be
recognized as the domain of macroeconomics.

WHAT IS MACROECONOMICS ?

Macroeconomics is a branch of economics that depicts a substantial picture.

It scrutinises itself with the economy at a massive scale, and several issues
of an economy are considered. The issues confronted by an economy and the
headway that it makes are measured and apprehended as a part and parcel
of macroeconomics. Macroeconomics studies the association between
various countries regarding how the policies of one nation have an upshot
on the other. It circumscribes within its scope, analysing the success and
failure of the government strategies. In macroeconomics, we normally survey
the association of the nation’s total manufacture and the degree of
employment with certain features like cost prices, wage rates, rates of
interest, profits, etc., by concentrating on a single imaginary good and what
happens to it.
The important concepts covered under macroeconomics are as follows:

1. Capitalist nation
2. Investment expenditure
3. Revenue

CONCEPTS COVERED UNDER MACROECONOMICS

 A Capitalist Nation: A capitalist country is distinguished by sub-

urbanised and voluntary conclusions for economic planning instead of
the consolidated political practices. Below mentioned are a few aspects
of a capitalist financial structure (Economy) that would provide a
better intuition into the concept. Attributes of a capitalist nation :

 Liberty of customers to pick between goods and services.

 The privilege of individuals to set up a business to supply goods

and services.

 There is finite interference of the government.

 Investment expenditure: As the name says it all, it is the money

consumed towards charges to create investments. In other words, it is
the money that the family circle (households) and enterprises spend
on capital goods. It plays a decisive role in macroeconomic pursuit for
 business cycles and economic enhancement in the long run. In short,
investment expenditure is proficient of creating additional income and
fosters employment in a nation.

 Revenue: Revenue is the total income of an entity through sale of

goods and proffering its services to the customers. Revenue can be
operating or non-operating. The significance of revenue and its
acknowledgements is better comprehended if we are well aware of the
aspects that are contemplated while deciding the GDP. The index of
the economic health of a nation is measured through the GDP (gross
domestic product).

Macro Economics involves the study of:

 The behaviour of an economic system as a whole

 Aggregate and average covering the entire economy
 Behaviour of large aggregators such as – total employment,

 National product, national income, price- levels etc.

Macro Economics deals with problems such as:

Unemployment in the country

Inflation/ deflation

 Economic growth

 International trade

 National output

SCOPE OF MACRO ECONOMICS:

The scope of Macro Economics lies in the study of analysis of the

following:

• Theory of employment

• Theory of income • Theory of price level

• Theory of growth
 • Theory of distribution

• Theory of national income

MACROECONOMICS VS. MICROECONOMICS

Video links through khan academy:

 https://www.khanacademy.org/economics-finance-
domain/microeconomics/basic-economic-concepts-gen-micro/economics-
introduction/v/scarcity?modal=1
 https://youtu.be/8JYP_wU1JTU
 https://youtu.be/uVA1-m8SVvA
 https://youtu.be/7n_Hf_UsW7I
 https://youtu.be/oLhohwfwf_U

Summary :
Here I summarise the topic as Open educational resources (OER) are freely

accessible, openly licensed text, media, and other digital assets that are
useful for teaching, learning, and assessing as well as for research purposes.
Open educational resources often involve issues relating to intellectual
property rights. Traditional educational materials, such as textbooks, are
protected under conventional copyright terms. Another license, typically
used by developers of OER software, is the GNU General Public License from
the free and open-source software (FOSS) community. Open licensing allows
uses of the materials that would not be easily permitted under copyright
alone. The licensing of OER is free which means accessibility of Khan
academy is also free . OER has helped many students by providing free
study material .OER has also helped teachers to prepare their lessons in
more innovative method .

CONCLUSION :

OER has great potential in skill development, lifelong learning and other
sector of human development. in simple words OER has transformed our
work by making it easier , more collaborative and cost effective .The Micro
and Macro economics are interdependent. They are complementary and not
conflicting. We cannot put them in water tight compartments. Both these
approaches help us in analysing the working of the economy. If we study one
approach and neglect the other, we are considered to be only half educated.
We should integrate the two approaches for the successful analysis of the
working of economic system. The macro approach should be applied where
aggregate entities are involved and micro approach when individual cases
are to be examined. If we ignore one and lay emphasis on the other, it will
lead to wrong or inadequate conclusions.