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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
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TABLE OF CONTENT :
1. Executive Summary:
This report presents InOpens analysis on development of Amaar Computers Project and how could
this content enhance students 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
thats the bigger goal. The rst 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
specically to conditions in RGCLP Schools And these three facts are what can make InOpen and
AMTRONs 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 efciency
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 rst 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.
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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 rst 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 fth 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
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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 & Certication 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 rst 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 nding IT-
enabled solutions of the future. AMTRON has played a signicant 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 agship 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 denes 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.
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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 gure 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 gure below:
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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
synthesi s of i nformati on, mul ti pl e
representation and decision making. The
rationale for choosing the specic
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 specic 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 prociency 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
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learning of computer usage skills in the context of learning about computer-related
concepts and thinking process skills. The rst 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
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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 ofce 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
GCompris
Educational game - familiarity with computer, language,
math and thinking skills
6
Tux Paint Productivity tool 6
Tux Type Educational game - familiarity with computer 6
Childsplay
Educational game - familiarity with computer, language,
math and thinking skills
6
gedit text editor Productivity tool 6
Openoffice.org Productivity tool 6
Scratch Visual Programming language 6
Work rave Computer application - healthy computer practices 6
Hex a Hop Computer game - thinking skills 6
Tower of Hanoi Computer game - thinking skills 6
Tetravex
Educational game - familiarity with computer, thinking
skills
7
Firefox internet explorer Productivity tool 7
Pysycache
Educational game - familiarity with computer, thinking
skills
7
Celestia
Educational game - familiarity with computer, science
and thinking skills
7
Frogger Computer game - thinking skills 7
Lincity-NG Computer game - thinking skills 7
Pix Bros Computer game - thinking skills 7
Mines Computer game - thinking skills 7
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Kolf Computer game - thinking skills 7
Untangle(gplanarity) Computer game - thinking skills 7
Marble Desktop Globe
Educational Computer application - geography and
thinking skills
7
Pauker Computer game - language and thinking skills 8
Semantik Mind mapping software 8
Scribus Desktop publishing software 8
Audacity audio editing tool 8
Kstars
Educational Computer application - geography and
thinking skills
8
ACM aeri al 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 Earth
Educational Computer application - geography and
thinking skills
8
HTML Website creation tool 8
Xmind Brainstorming and mind mappingsoftware 8
Scribus Desktop Publishing (DTP) application
Scilab Syntax based Programming Language 9
GNU Plot 2d and 3d Plots on graphs 9
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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
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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 - Topics
1. Computer Basics - Parts,
Usage skills
Input Output Devices
Printer
Speaker
Double Click
Scroll
Selection
Select Text
Cut
Copy
Paste
Undo
6. Comp u t e r S t a r t u p a n d
Shutdown
Switching on
Start Up,
Username Login
Password
Logout
Shutdown
Be safe
Be gentle
Keep it clean
Correct Posture
Time Spent
Sequence of Instructions
Simple Animation
Control Block
Background Switching
Sprite Animation
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5.1.2. Final TOC
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5.2. Grade 7- Level 0.1
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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.
5.2.1. Mutually Agreed TOC
S. No Chapter Theme Sub - Topics
1. S t e p wi 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
Internet
Browse
o
URL
o
Address
o
Bookmarks
Searching
o
Search Engine
o
Tips to Search
4. Making Presentations
Planning
Inserting Graphics
Slides
Visual Styles
5. File Operations
Login
Send Message
7. More Activities Using Scratch
Actions, Coordination between Sprites
Interactive Cards
8. Computers and Your Health
Interviews%with%Faculty%of%IIT%Guwaha7.
Study%of%textbooks%of%other%school%subjects.
Applying% ADDIE%
model% for% con.
tent%crea7on
500 Analysis,%Review%
and%renement%
of%content%at%
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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.
INOPEN TECHNOLOGIES SINE IIT BOMBAY - ANALYSIS OF WORK UNDERTAKEN IN AMAAR COMPUTER
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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% Comput er%
Mas7,% rewri 7ng%
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
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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,%ood% 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%dierent%from%mutually%agreed%topics%for%
each%grade.
Wri7ng% new% con.
tent
180 Cover%page%of%
each%of%the%ve%
books