ONLINE ASSIGNMENT

ONLINE ASSIGNMENT


Topic: E –Resources




Name of Student Teacher: Reji. T
Subject: Commerce
Candidate Code: 19014361007
Emmanuel College of B.Ed Training Vazhichal  




INTRODUCTION
E-resources is short term for Electronic Resources or electronic information resources. These are collections of information in electronic or digital format that are accessed on an electronic device, such as a mobile phone, computer, etc. These are published resources in electronic versions or format such as encyclopedias, pamphlets, e-books, e-journals, databases etc.
E-Resources
Electronic resources represent an increasingly important component of the collection building activities of libraries. “Electronic resources” refer to those materials that require computer access, whether through a personal computer, mainframe, or handheld mobile device. They may either be accessed remotely via the Internet or locally. Some of the most frequently encountered types are:
E-journals
E-books
Full-text (aggregated) databases
Indexing and abstracting databases
Reference databases (biographies, dictionaries, directories, encyclopaedias, etc.)
Numeric and statistical databases
E-images
E-audio/visual resources

Web resources
The concept of a web resource is primitive in the web architecture, and is used in the definition of its fundamental elements. The term was first introduced to refer to targets of uniform resource locators (URLs), but its definition has been further extended to include the referent of any uniform resource identifier (RFC 3986), or internationalized resource identifier (RFC 3987). In the Semantic Web, abstract resources and their semantic properties are described using the family of languages based on Resource Description Framework (RDF).
Social Networking
A social networking service (also social networking site or SNS) is a platform to build social networks or social relations among people who share similar interests, activities, backgrounds or real-life connections. A social network service consists of a representation of each user (often a profile), his or her social links, and a variety of additional services. Social network sites are web-based services that allow individuals to create a public profile, create a list of users with whom to share connections, and view and cross the connections within the system.
Most social network services are web-based and provide means for users to interact over the Internet, such as e-mail and instant messaging. Social network sites are varied and they incorporate new information and communication tools such as mobile connectivity, photo/video/sharing and blogging. Online community services are sometimes considered a social network service, though in a broader sense, social network service usually means an individual-centered service whereas online community services are group-centered. Social networking sites allow users to share ideas, pictures, posts, activities, events, and interests with people in their network.
Commonly used social networking sites are:
1. Facebook
2. Twitter
3. Linkdin etc…
Educational blogs
An edublog is a blog created for educational purposes. Edublogs archive and support student and teacher learning by facilitating reflection, questioning by self and others, collaboration and by providing contexts for engaging in higher-order thinking. Edublogs proliferated when blogging architecture became more simplified and teachers perceived the instructional potential of blogs as an online resource. The use of blogs has become popular in education institutions including public schools and colleges.
Blogs can be useful tools for sharing information and tips among co-workers, providing information for students, or keeping in contact with parents. Common examples include blogs written by or for teachers, blogs maintained for the purpose of classroom instruction, or blogs written about educational policy. Educators who blog are sometimes called edubloggers.
Electronic Journals
Electronic journals, also known as ejournals, e-journals, and electronic serials, are scholarly journals or intellectual magazines that can be accessed via electronic transmission. In practice, this means that they are usually published on the Web. They are a specialized form of electronic document: they have the purpose of providing material for academic research and study, and they are formatted approximately like journal articles in traditional printed journals. Many electronic journals are listed in directories such as the Directory of Open Access Journals, and the articles indexed in bibliographic databases and search engines for the academic discipline concerned.
Some electronic journals are online-only journals; some are online versions of printed journals, sometimes with extra video and interactive media material.
Most electronic journals are published in HTML and/or PDF formats, but some are available in only one of the two formats. A small minority publish in DOC, and a few are starting to add MP3 audio. Some early electronic journals were first published in ASCII text, and some informally published ones continue in that format.
Podcasting
A podcast is a form of digital media that consists of an episodic series of audio or digital radio, subscribed to and downloaded through web syndication or streamed online to a computer or mobile device. The word is portmanteau of "pod" and "broadcast."
Podcast is a “digital recording of a radio broadcast or similar program, made available on the internet for downloading to a personal audio player”. In other words, it is a digital audio file that is created, shared and heard. Podcast can be watched or listened to anywhere and anytime and across different devices.
How to create a podcast
1. Recording
2. Test your podcast
3. Publish your podcast
4. Promote your podcast.

E-Learning
Educational technology is the effective use of technological tools in learning. As a concept, it concerns an array of tools, such as media, machines and networking hardware, as well as considering underlying theoretical perspectives for their effective application.
Educational technology is not restricted to high technology. Nonetheless, electronic educational technology, also called e-learning, has become an important part of society today, comprising an extensive array of digitization approaches, components and delivery methods. For example, m-learning emphasizes mobility, but is otherwise indistinguishable in principle from educational technology.
Educational technology and e-learning can occur in or out of the classroom. It can be self-paced, asynchronous learning or may be instructor-led, synchronous learning. It is suited to distance learning and in conjunction with face-to-face teaching, which is termed blended learning. Educational technology is used by learners and educators in homes, schools (both K-12 and higher education), businesses, and other settings.
Synchronous and asynchronous learning
E-learning may either be synchronous or asynchronous. Synchronous learning occurs in real-time, with all participants interacting at the same time, while asynchronous learning is self-paced and allows participants to engage in the exchange of ideas or information without the dependency of other participants′ involvement at the same time.
Synchronous learning refers to the exchange of ideas and information with one or more participants during the same period. Examples are face-to-face discussion, online real-time live teacher instruction and feedback, Skype conversations, and chat rooms or virtual classrooms where everyone is online and working collaboratively at the same time. Since students are working collaboratively, synchronized learning helps students create an open mind because they have to listen and learn from their peers. Synchronized learning fosters online awareness and improves many students' writing skills.
Asynchronous learning may use technologies such as email, blogs, wikis, and discussion boards, as well as web-supported textbooks, hypertext documents, audio video courses, and social networking using web 2.0. At the professional educational level, training may include virtual operating rooms. Asynchronous learning is beneficial for students who have health problems or who have child care responsibilities. They have the opportunity to complete their work in a low stress environment and within a more flexible time frame.
In asynchronous online courses, students proceed at their own pace. If they need to listen to a lecture a second time, or think about a question for a while, they may do so without fearing that they will hold back the rest of the class. Through online courses, students can earn their diplomas more quickly, or repeat failed courses without the embarrassment of being in a class with younger students. Students have access to an incredible variety of enrichment courses in online learning, and can participate in college courses, internships, sports, or work and still graduate with their class.
Linear learning
Computer-based training (CBT) refers to self-paced learning activities delivered on a computer or handheld device such as a tablet or smartphone. CBT initially delivered content via CD-ROM, and typically presented content linearly, much like reading an online book or manual. For this reason, CBT is often used to teach static processes, such as using software or completing mathematical equations. Computer-based training is conceptually similar to web-based training (WBT) which are delivered via Internet using a web browser.
Collaborative learning
Computer-supported collaborative learning (CSCL) uses instructional methods designed to encourage or require students to work together on learning tasks. CSCL is similar in concept to the terminology, "e-learning 2.0" and "networked collaborative learning" (NCL).
Virtual Learning
Virtual Learning Environments (VLEs) and Personal Learning Environments (PLEs) provide an easy to use system for flexibly delivering learning materials, activities and support to students across an institution. For the administrator, a VLE provides a set of tools which allows course content and students to be managed efficiently and provide a single point of integration with student record systems.
Media
Numerous types of physical technology are currently used: digital cameras, video cameras, interactive whiteboard tools, document cameras, electronic media, and LCD projectors. Combinations of these techniques include blogs, collaborative software, ePortfolios, and virtual classrooms.
Webcams
Webcams and webcasting have enabled creation of virtual classrooms and virtual learning environment.
Whiteboards
Whiteboards predate tablets and other technological tools, but current interactive whiteboards and smartboards allow learners and instructors to write on the touch screen. The screen markup can be on either a blank whiteboard or any computer screen content. Depending on permission settings, this visual learning can be interactive and participatory, including writing and manipulating images on the interactive whiteboard.
Virtual classroom
A virtual learning environment (VLE), also known as a learning platform, simulates a virtual classroom or meetings by simultaneously mixing several communication technologies. For example, web conferencing software such as Go To Training, WebEx Training or Adobe Connect enables students and instructors to communicate with each other via webcam, microphone, and real-time chatting in a group setting. Participants can raise hands, answer polls or take tests. Students are able to whiteboard and screencast when given rights by the instructor, who sets permission levels for text notes, microphone rights and mouse control. Also in Adobe Connect the teacher can use sermonettes, this is a lecture where the professor uses a green screen that shows what he/she is teaching, with notes or PowerPoint.
Web based Learning
Web-based learning is associated with learning materials delivered in a Web browser, including when the materials are packaged on CD-ROM or other media. Online learning is associated with content readily accessible on a computer. The content may be on the Web or the Internet, or simply installed on a CD-ROM or the computer hard disk.
CONCLUSION
The use of e‐resources is certainly commonplace in all areas of partner institutions from communications and administration, marketing, and more innovative uses of these technologies for learning and teaching.   While innovations in this area may be led by individual “champions” who introduce a new resource, or a new utilization of an existing resource, it is clear that the use of e‐ resources in partner institutions has become increasingly important over the past years.
This importance, in particular to learning and teaching outcomes, is reflected in the way in which institutions have developed e‐learning strategies, embedded e‐learning imperatives into other strategies, and have developed centralized (or dispersed) e‐learning units which oversee the use of these resources.
Although e‐resource use is a high priority for institutions, there are two main problems that are holding back the wider utilisation of these technologies. Firstly, within institutions uneven skill‐sets of personnel, and a lack of internal dissemination of e‐resource use findings, means that the adoption of these resources, which might have already been trialled in one subject area, is slow to spread to other areas. As institutions have moved towards e‐learning strategies and units, this may well be overcome in the short term, and these units will be able to oversee the roll‐out of new e‐ learning innovations and be able to help with the dissemination of findings, and training staff in the use of these technologies.
Secondly, aside from the BLE, there is very little collaboration between institutions. This means that there is potential here to optimise e‐resource use, for example by encouraging partner institutions to share the financial burden of these technologies, or by sharing good practice in this area. The research found that there is a high level of willingness amongst partner institutions to collaborate more in this way.