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1.

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

CPU, Monitor, Keyboard, Mouse (In brief)

Printer

Speaker

IPO Process with example


2. Mouse and Activities Using a
Mouse

Left and Right Click

Double Click

Scroll

Selection

Drag and Drop


3. Keyboard and Activities Using
a Keyboard

Alphabet Keys, Number Keys, Special Keys

Space Bar, Backspace, Enter Key

Arrow Keys, Caps Lock, Backspace, Delete Key

Page Up, Page Down


4. Graphical Application

Introduction to Tux Paint

Common Activities like - Open file, Save file, New file,


Close file
5. Word Processor

Editing Text Basics

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

7. Safety and Health Measures



Dos and Donts with a computer

Be safe

Be gentle

Keep it clean

Correct Posture

Time Spent

Basic Asanas and Eye/Neck/ Hands Exercises


8. Step wise Thinking

Step by Step Planning

Identify Main and detailed Sequence of steps

Follow step by step instructions


9. Introduction to Scratch

Basic Blocks, Commands

Sequence of Instructions

Scratch Program, Sprite, Stage, Scripts

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

Advantages of Lists and Tables


3. Internet

Computer Network

World Wide Web

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

Organize Files and Folders

Naming Files and folders

Need for organization


6. Communication Using Email

Email Account Creation

Login

Send Message
7. More Activities Using Scratch

Actions, Coordination between Sprites

Various Blocks of Scratch

Interactive Cards
8. Computers and Your Health

Correct Posture guidelines

Exercise for strengthening wrists, neck, spine, eye


exercises
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5.2.2. Final TOC
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5.3. Grade 8 - Level 0.3
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Beginning with Synthesis of Informa-
tion : Uses of a computer, students
are provided opportunities to apply
imaginative skills to come up with
probable futuristic uses. Digital Sto-
rytelling helps students visually rep-
resent data and use creativity and
designing skills for story narration.
Word Processor : Designing Ephem-
era and Multiple representation of
data: Spreadsheet include activities
wherein students create newsletters,
greeting cards, formulas and other
time-saving features of a word proc-
essor and spreadsheet. Contempo-
rary topics such as Cloud Comput-
ing, Introduction to FOSS Applica-
tions and Image Editing with GIMP
are also included. In addition, stu-
dents are taught how to create web-
pages in the lesson Introduction to
HTML.
5.3.1. Mutually Agreed TOC
S. No Chapter Theme Sub Topics
1. Synthesis of Information -
Uses of a Computer
Uses of computers in various fields, purposes, products
(In brief)
Synthesis of Data
2. Advanced Presentation Steps to Digital Storytelling
Adding Graphics
3. A d v a n c e d Wo r d
Processing
Newsletter Making
Card Making
4. Multiple Representation of
Data - Introduction to
Spreadsheet
Data entry
Simple Calculations
Drawing Charts and Graphs
Insertion/Deletion of Row/Column
5. I ntroducti on to FOSS
applications
Find an application for a given purpose
Explore Independently its features
FOSS Concept, Scribus, Xmind, GNU Plot
Basic Photo Editing
6. File operations (directory
structure, backup)
CPU, Processor, Main Memory, Monitor
Backup, Secondary Storage
I/O Devices, Connection Ports
7. Introduction to HTML

Introduction to HTML

8. Project I Using Scribus / GNU Plot / HTML etc. Project I Using Scribus / GNU Plot / HTML etc.
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5.3.2. Final TOC
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5.4. Grade 9 - Level 0.4
5.4.1. Mutually Agreed TOC
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This books includes topics that
equips students with skills of con-
solidation and synthesis of data. Basic
troubleshooting and System Admin-
istration enables students to control
the computers and tackle common
hardware and software issues. Ex-
change of Electronic Document
deals with various le formats and
applying local language support to an
Operating System(OS) Combined
Software Activities reinforce multi-
ple applicative skills together. In addi-
tion, programming fundamentals are
addressed in the topics on Flow-
charts, syntax based programs Pro-
gramming with Scilab, and Advanced
HTML
S. No Chapter Theme Sub - Topics
1. Synthesis of Information - Uses of
a Computer Part II
Uses of computers in various fields, purposes,
products.
Synthesis of Data
2. Computer Operations - Basic
troubleshooting
Elementary administration
Task manager - Close non-responsive programs
Control panel type activities, add/remove
programmes, change various settings
Configure printer, firewall, connect broadnet, check
Internet speed
Checks for ensuring devices (speakers, mic, and
webcam) are working appropriately.
3. Inside a Computer - Hardware and
Software
Number System (Decimal, Binary system, Octal
and Hexadecimal)
Power Supply, Motherboard
Operating System Software, Application Software.
4. Combined Software Activities Use of multiple Office applications for one activity
Use of internet based applications (such as Google
Docs) for integration and collaboration
5. Advanced Spreadsheet Data analysis
Using formulae
Draw and edit charts
6. Programming Fundamentals Flowchart
Constants and Variable
Loops
Decision Making
Functions
7. Introduction to Programming
using Scilab
Data Types
Operators
Expressions
Statements/Keywords
Control Statements
If-else
for, while
Simple Program
8. Advanced HTML Advanced HTML
9. Project II Using Scilab / HTML etc. Project II Using Scilab / HTML etc.
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5.4.2. Final TOC
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5.5. Grade 8 - Foundation Work
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In addition a foundation book is
created for Grade 8 students. This
is done with the objective of ena-
bling students of this grade to
cope with a new curriculum and
new approach of learning.
The purpose of this book is to
provide the necessary sophistica-
tion to students who are newly
introduced to Amaar Computer.
This book contains topics from
previous levels (0.1 and 0.2), so
that it is easier to revise, learn and
apply the concept. This book is
provided along with the Level 8
Book.
5.5.1. Final TOC - Foundation Book
From the above tables, it is apparent that all the commitments of topics made to AMTRON have
been delivered by InOpen technologies. The next section describes the product development cycle.
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6. Section V: Product Development Cycle:
We followed the ADDIE model for content development. The gures below illustrate the iterations brought in at multiple
levels in various areas
Analysis Phase:
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User study Gap analysis!
Interaction with the
students and
Teachers of two
schools following the
State Board Schools
Interaction with the
IIT Profs with
relevant knowledge
in the education
domain
Education Scenario
and Computer
Literacy in the state
Verbatim Report and
Feedback
!
Studying the
Proposed
Curriculum and
Existing
Curriculum
Shared for Levels
6, 7 and 8!
!
Discussion over
curriculum and
building roadmap
for the next phase.!
Analysis
Context Analysis !
Survey of the
cultural
background
required for
illustration and
other reference of
the content.

Aalysis of
general Guideline
of state education
system
Design Phase
!
Phase&I&
!
Phase II:
(parallel to
the content
generation
based upon
the latest
TOC)

Design
TOC
Phase I: Mutually
agreed TOC
Objectives!
!
Illustration &
cover page
Revision
!
Phase II: Content
made age
appropriate
Title of the
books
Phase I :
Computer
Mitro
Revision
Phase II:
Amar
Computer
Phase I: Logo
of Amar
Computer
Revisio
n
Phase II:
Designing
cover page
(with the logo
designed by
AMTRON)
Revision
!
Phase III: Level
VIII and IX revised
Revision
!
Phase IV: TOC expanded
(OS, Adv Internet, Word
Processing, Spreadsheet and
Presentation)
Revision
!
Phase V: Minor!
changes!in!SciLab
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Development
INOPEN TECHNOLOGIES SINE IIT BOMBAY - ANALYSIS OF WORK UNDERTAKEN IN AMAAR COMPUTER
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!
Development
Lesson
content
Illustration ! Worksheets, Activities
and Projects!
Once the first phase of
TOC is finalised the
content generation begins
!
Learning objective that
matched with that of CM
curriculum was sorted
out
Screenshots of
the
applications

Characters

Illustration to
support the
textual content

Based on
revision
illustration of
level IX were
edited.
Existing
lessons
were
edited as
per the
target and
context
analysis
Writing of
new
content
After the
development of
each lesson
worksheets are
prepared to check
the Learning
Objectives.

Activities are
developed

FOSS base
educational games
were included as a
part of the activity

Projects were
designed to assess
the learning of few
lessons clubbed
together.
The user study was undertaken to understand the nature of contextualisation required for students of
Assam. Secondary data was gathered on the education scenario in general and computer literacy in
particular for the state. In addition to interaction with students, teachers and education experts,
secondary sources were studied for context analysis.
6.1. Methodology
6.1.1. Sample: Teachers and class 6 to 8 students from two different schools, Cotton
Collegiate HS School Pan Bazar, Guwahati and Nichols English School,
Chatribari, Guwahati. In addition, IIT Guwahati faculties with expertise in the
eld of education were interviewed to gather further insights into the context.
6.1.2. Tool: Tools of data collection included an interview schedule to conduct
focussed group interview with teacher and students, checklist for recording
observations and exploratory questions for experts.
6.1.3. Procedure: Data was collected at schools. The entire interaction was audio
recorded and later transcribed for analysis.
6.1.4. Major ndings: Students use computers more at a personal level (homes,
neighbors, relatives) than in schools and mainly for multimedia applications
mainly.
6.1.4.1. Students are procient in English language and Science subjects.
6.1.4.2. Computers are mostly used for internet and multimedia entertainment.
6.1.4.3. Most teachers require lot of training due to lack of technicalities and
fundamental basics.
6.1.4.4. Average student to computer ratio is 5:1.
6.1.4.5. Along with the above, we undertook a context study. For this, textbooks
of other subjects were studied to understand the topics covered,
examples given. A more comprehensive report of the user study is
presented in the Annexure A.
The next paragraphs elaborate on the following points: Content Development team at InOpen
Technologies Effort Analysis - Human hours spent on each activity. Number of iterations/revisions the
content underwent before approval
6.1.5. Effort Analysis
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A 14 member team executed the project. The roles and corresponding numbers listed below:
1 Project Manger
2 Subject matter Experts
1 Education Researcher
4 Content Writers
1 Language Reviewer
3 Graphic Designers
2 Illustrators
6.2. Human hours spent on each activity: Work for Amaar Computer can be categorized
as:
6.2.1. Research
Nature'of'
Work
Hours'
Spent
Outcome Remarks
User%study 126 User%study%Re.
port

Classroom% observa7ons,% focussed% group% in.
terviews%with% students%and%computer%teacher%
from%two%schools%of%Guwaha7.

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%
various%stages%of%
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
1000 The% user% study% enabled% us% to% understand% the%
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

Contextualisa7on%is% reected%in% the%cover%


page.

Client% requirements% for% content% and% leg.


ends%were%incorporated.
7. Section VI: Implementation Plan:
7.1. Importance of a Teacher Empowerment Plan:
As mentioned earlier in the report, Amaar Computer is derived from Computer
Masti. Due its innovative teaching style, teachers practicing the traditional instruction
INOPEN TECHNOLOGIES SINE IIT BOMBAY - ANALYSIS OF WORK UNDERTAKEN IN AMAAR COMPUTER
! INOPEN TECHNOLOGIES SINE IIT BOMBAY
practices need training on how to transact in the classroom. An initial training session
will help them boot into Amaar Computer. This training is essential for the following
reasons:
7.1.1. Learning objectives covered in each lesson are assessed with worksheet
questions that require application of higher order thinking skills (HOTS). This is
unlike the typical book where only recall level questions are included to test
knowledge.
7.1.2. Use of Visual programming language, Scratch is challenging for the teacher who
is used to syntax based programming. At the same time, unless trained, they
may not be able to appreciate the power of this programming language.
7.1.3. Amaar Computer is compliant with the CCE (Continuous and Comprehensive
evaluation) directive of CBSE/NCERT. However, teacher may nd it difcult to
apply it in the context of computers.
7.2. The training program can include handbook for the teachers, lesson plans to conduct
the classes and question bank for formative assessment, sample rubrics for project
evaluation.
Teacher Training Proposed Plan
Duration:
The duration of one session will be for 3 days. We assume that 2 sessions will be required in a year
for effective training. Outline for session:
7.3. Session 1
7.3.1. Introduction to Amaar Computer topics, applications.
7.3.2. ICT tips for teacher - managing theory and lab sessions
7.3.3. Soft skills to deal with school ecosystem
7.3.4. Assessment according to CCE (continuous and comprehensive evaluation) as
suggested by education board.
7.3.5. Topics included in Amaar Computer series 0.1, 0.2 (theory, following lesson
plan)
7.3.6. Hands on session for practice of FOSS applications included in Amaar
Computer (AC)
7.3.7. Assessment of teachers knowledge gained after training
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7.4. Session 2
7.4.1. Experience sharing (case studies)
7.4.2. Recap of previous session soft skills, ICT tips, CCE.
7.4.3. Topics included in Amaar Computer series 0.3, 0.4 (theory, following lesson
plan)
7.4.4. Hands on session for practice of subsequent CM applications
7.4.5. Assessment of teachers knowledge gained after training
7.4.6. Broad responsibilities of AMTRON and InOpen Technologies for Teacher
Training
7.4.6.1. Infrastructure: The complete infrastructure that includes hardware,
software, LAN/Internet connectivity, etc shall be provided by AMTRON
or its Associates. InOpen Technologies will provide only IT Instructor who
will undertake the responsibilities of training the School Teachers.
7.4.6.2. Teachers and Resources: AMTRON will have its own resources and
teachers for imparting IT-literacy education. InOpen shall only provide
Resource Training and Hand Holding for effective implementation of
Amaar Computer which will include a Teachers Guide for the project.
7.4.6.3. Assistance for Amaar Computer training : AMTRON Projects will be
required to provide food and accommodation (if required) to the
trainers.
7.5. Assumptions for Teacher Training
7.5.1. The candidate should be uent in English language. The trainee could be a
Graduate or diploma in B.Sc. Computers or equivalent to BCA, IT or
Hardware or any other equivalent degree. The trainee should know basic
computer operations and Internet skills, zeal for teaching, making a difference,
prefer candidate with B.Ed.
7.5.2. 3 day training (18 hours) Biannually; June and November.
7.5.3. Teacher maintains daily diary and shares the same during subsequent training.
7.5.4. If there is attrition of teachers, and new teachers come on board, we should
know their details before the training.
7.5.5. New teachers would have to learn topics covered in previous sessions. Support
material (learning material, video tutorials), would be provided for the same.
INOPEN TECHNOLOGIES SINE IIT BOMBAY - ANALYSIS OF WORK UNDERTAKEN IN AMAAR COMPUTER
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We will conduct an assessment of their knowledge and if require, they may
have spent an extra training day.
7.5.6. Testing & certication in computer education at the end of every academic
year. : InOpen Technologies, SINE IIT Bombay has the expertise to conduct
systematic and comprehensive evaluation of students computer knowledge. For
this, the company partners with on the key players in assessment of students
performance. A detailed report of each students performance can be issued. In
addition, formative assessments can be set so that it is compliant with CCE.
Besides, Scratch competitions can be organized in various schools covered by
RGCLP.
8. Section VII: License & Intellectual Property Rights:
8.1. The licensing have been designed keeping in mind few questions.
8.1.1. Have any Indian government-funded institutions ever used CC licenses?
8.1.2. Is it ok to have a copyright plus a CC license?
8.1.3. It seems we have decided to go for CC+.
8.1.4. Could these derivatives be used commercially by InOpen? Or are the
commercial rights of InOpen restricted to the products mentioned in the
agreement? Can InOpen make its own derivatives and use them commercially?
The agreement or license does not say anything about that. Teacher services
may require worksheets etc. - would these come under the category of
derivatives? Will it restrict others in their good work
8.1.5. The CC+ license is not mentioned in the agreement, except suddenly in point
no.
InOpen proposes the following license to be added in every book which also upholds the spirit of
Open Source.
License Terms for Amaar ComputerTM Books & Derivatives
Attribution-Non Commercial-Share Alike
THE WORK HEREIN IS REFERRED TO OUR PRODUCT Amaar Computer IN TANGIBLE OR IN-
TANGIBLE FORM (AS DEFINED BELOW) IS PROVIDED UNDER THE TERMS OF THIS CREATIVE
COMMONS LICENSE (CCPL OR LICENSE). THE WORK IS PROTECTED BY COPYRIGHT
AND/OR OTHER APPLICABLE LAW IN THE INDIAN JURISDICTION. ANY USE OF THE WORK
INOPEN TECHNOLOGIES SINE IIT BOMBAY - ANALYSIS OF WORK UNDERTAKEN IN AMAAR COMPUTER
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OTHER THAN AS AUTHORIZED UNDER THIS LICENSE OR COPYRIGHT LAW IS PROHIBITED
AND IS PUNISHABLE UNDER LAW.
BY EXERCISING ANY RIGHTS TO THE WORK PROVIDED HERE, YOU ACCEPT AND AGREE TO
BE BOUND BY THE TERMS OF THIS LICENSE. TO THE EXTENT THIS LICENSE MAY BE CONSID-
ERED TO BE A CONTRACT, THE LICENSOR GRANTS YOU THE RIGHTS CONTAINED HERE IN
CONSIDERATION OF YOUR ACCEPTANCE OF SUCH TERMS AND CONDITIONS.
1. The exclusive commercial rights to this Licensee lies with InOpenTM Technologies Pvt. Ltd, here-
under are not subject to a pre-existing Creative Commons license which grants members of the
common public nonexclusive and non-commercial right to create their own adaptations or deriva-
tives of the said Licensed Property. Such Creative Commons-licensed works should not be sold or
distributed for prot. Licensor agrees not to license the rights that are granted to Licensee here-
under to any competitor of Licensee or to any commercial enterprise intending to create adapta-
tions of the works for commercial distribution.
2. Restrictions. The license granted in terms of attribution and share alike is expressly made sub-
ject to and limited by the following common guidelines:
1. You may distribute or publicly perform the work only under the terms of the original License
i.e. cc by-nc-sa. You must include a copy of or at least the Uniform Resource Identier (URI)
for, this License with every copy of the work you distribute or publicly perform. You may not
offer or impose any terms on the work that restrict the terms on the work that restrict their
terms of this license or the ability of the recipient of the work to exercise the rights granted to
that recipient under the terms of the license. You may not sublicense the work. You must keep
intact all notices that refer to this license and to the disclaimer of warranties with every copy
of work that you distribute or publicly perform.
2. If You Distribute, or Publicly Perform the Work or any Adaptations or Derivatives, you must,
unless a request has been made pursuant to InOpen Technologies as well as AMTRON with
reference to section 2(a), keep intact all copyright notices for the work and provide, reason-
able to the medium or means you are utilizing: (i) the name of the original author (or pseudo-
nym, if applicable) if supplied, and/or if the original author and/or licensor designate another
party or parties (e.g., a sponsor institute, publishing entity, journal) for attribution ("Attribution
Parties") in licensor's copyright notice, terms of service or by other reasonable means, the
name of such party or parties; (ii) the title of the work if supplied; (iii) to the extent reasonably
practicable, the URI, if any, that licensor species to be associated with the work, unless such
URI does not refer to the copyright notice or licensing information for the Work; and, (iv) con-
sistent in the case of an adaptation, a credit identifying the use of the work in the adaptation
(e.g., "Odiya or Nepalese translation of the work by original author," or "Screenplay based on
original work by original author"). The credit required may be implemented in any reasonable
manner; provided, however, that in the case of an adaptation or collection, at a minimum such
credit will appear, if a credit for all contributing authors of the adaptation or collection appears,
then as part of these credits and in a manner at least as prominent as the credits for the other
contributing authors. For the avoidance of doubt, you may only use the credit required by this
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section for the purpose of attribution in the manner set out above and, by exercising your
rights under this license, you may not implicitly or explicitly assert or imply any connection
with, sponsorship or endorsement by or without the consent of the original author, licensor
and/or attribution parties, as appropriate, of you or your use of the work, without the sepa-
rate, express prior written permission of the original author, licensor and/or attribution parties.
For any further clarications or a better understanding of this license, please email us at
md@amtron.co.in or visit our web page http://Amaarcomputer.AMTRON.com/legal (just for refer-
ence)
CREATIVE COMMONS INDIA ENCOURAGES THE USE OF CC Plus LICENSE FOR COMMER-
CIAL PURPOSE. We hereby support the above License.
* Creative Commons is working with India jurisdiction-specic licenses from the generic Creative
Commons licenses
9. Summary :
This report has presented details about the nature of the computer education project and its
execution by InOpen Technologies. It presents an overview of the topics covered in each book, the
product development cycle and effort involved in completing the project.
A research based approach was adopted for content development of Amaar Computer. ADDIE
model that stands for analysis - development-design-implementation-evaluation. Each stage of content
development involved multiple reviews and evolved iteratively. The instruction material focusses on
not just teaching computers, but more importantly establishing clarity of thought. This is achieved by
topics such as step wise thinking, logical reasoning, step wise gathering of information. Students are
equipped with contemporary learning tools through the topic of mind maps. In addition, healthy
computer practices, SMART rules of Internet safety, AWARE rules for responsible use of Internet
resources are included in the Amaar Computer series of books. It is a completely FOSS based
computer education solution for secondary school.
Some of the topics covered in the books are Scratch (visual programming language), digital story
telling, Scilab, GNU plot, combined software activities, publishing.
A team of subject matter experts, researchers, content writers, instruction designers, designers,
illustrators and a project manager executed the project. Collective more than 6000 working hours
were devoted to realise the project. A detailed report of human hours and timeline of the project is
included.
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! INOPEN TECHNOLOGIES SINE IIT BOMBAY
Implementation plan suggested by content developers requires considering teacher training as a very
important exercise if successful delivery to the end user has to be achieved. Hence, a detailed plan of
teacher training, is suggested in the report. In addition, support in assessment would be handy for the
teachers to facilitate formative and comprehensive assessment of computer knowledge.
INOPEN TECHNOLOGIES SINE IIT BOMBAY - ANALYSIS OF WORK UNDERTAKEN IN AMAAR COMPUTER
! INOPEN TECHNOLOGIES SINE IIT BOMBAY
10. Acknowledgements:
The work could not have been completed without effort from the following
people :
10.1. Key People
10.1.1. Mr. Mahendra Kumar Yadav, MD, AMTRON
10.1.2. Mr. Rupesh Kumar Shah, CEO, InOpen Technologies Pvt. Ltd.
10.1.3. Dr. Farida Khan - VP - Learning & Research, InOpen Technologies Pvt. Ltd
10.2. AMTRON Team
10.2.1. Mr. Pranab Hazarika
10.2.2. Mr. Basanta Barthakur
10.2.3. Mr. Monoj Baruah
10.3. InOpen Team
10.3.1. Mr. Nishant Lodha
10.3.2. Dr. Sarbani Banerjee Belur
10.3.3. Ms. Chandrani Dasgupta
10.3.4. Ms. Namita Palkar
10.3.5. Ms. Shilpa Rajesh
10.3.6. Ms. Pradnya Malandkar
10.3.7. Ms. Amruta Patil
Thank You,
InOpen Team
farida@inopen.in | www.inopen.in | +91-22-2572-5596
INOPEN TECHNOLOGIES SINE IIT BOMBAY - ANALYSIS OF WORK UNDERTAKEN IN AMAAR COMPUTER
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Annexures
INOPEN TECHNOLOGIES SINE IIT BOMBAY - ANALYSIS OF WORK UNDERTAKEN IN AMAAR COMPUTER
! INOPEN TECHNOLOGIES SINE IIT BOMBAY
SUMMARY REPORT
USER STUDY FOR COMPUTER MASTI IMPLEMENTATION
IN RGCLP PROGRAMME
GUWAHATI, ASSAM
17
th
October 2011 to 20
th
October 2011




Key Points:
Interaction with the students and Teachers of two schools following the State Board Schools
Interaction with the IIT Profs with relevant knowledge in the education domain
Cultural Study pertaining to Assam
Education Scenario and Computer Literacy in the state
Verbatim Report and Feedback









Conducted By:
NISHANT LODHA
Education Officer

This document includes brief important points found during the study:
Interacted with the following SCERT schools in Guwahati:
1. Cotton Collegiate HS School Pan Bazar, Guwahati Ph 0361 2548799
2. Nichols English School Chatribari Guwahati Ph 2547672
Interacted with teachers and Class 6 to 8 students in groups and recorded the entire interaction in
audio (The verbatim from the audios have been quoted using the double quotes wherever
necessary).
Teachers Perspective:
Introduction:
o Interacted with two computer teachers, namely, Mr Balay Kumar Das (teaches
Computer Techniques to classes 7, 8, 9 and 10 at CCHSS) and Mr Michael John
(teaches Computer Skills to classes 6 to 12 at NES).

Infrastructure:
o Q. Is there a computer lab in the school? A. Yes
o Q. How many computers does it have? A. 10 (CCHSS), 25 (NES)
o Q. How many students are there in each class as in section? A.40-50 at an
avg(Both)
o Q. What is the average student to computer ratio? A. 5:1
o Q. Do you have power cuts? How often? Do you have a backup for it A. Sometimes
for 2-3 hrs, Yes, we have a inverter

Approach:
o Q. How are computer classes conducted in your school? A. We teach the theory
from books and later explain the practical part on the computer or sometimes on the
projector
o Q. How do you conduct practical classes (in computers)? A. Explain on a computer
in groups of 8-10 students and then assign some practical work to them.
o Q. What is the duration of lectures? A.40 mins
o Q. Weight age of theory and practical in exams? A.60 marks theory and 40 for
practical
o Q. Do you give any HW / assignments for the computer subject? A.Yes after
completion of each lesson and a practical project and the end of the entire course
o Q. Which text books do you teach from? A.Prescribed SCERT books and rarely
search some content from the internet
o Q. Do you like how the text books present information? If not, what ways are the
best? A.Textbooks which have too much information and less pictures or activities
catch less attention of the students, they like solving puzzles and crosswords. More
graphics should be included and text should be minimal and concise
o Q. Do you use stories/narration to teach? Do you use presentation/ AV materials to
teach? A.Yes, I try to explain harder concepts by giving real life examples to them.
E.g.- Process of making tea to teach flow decision, Car race in laps to explain the
concept of looping
Basic Familiarity and Tool Usage:
o Q. Do you search information on the web? For presentation etc? A.Sometimes.
o Q. Any educational websites you use / websites for personal use? A.Google search
engine, Yahoo, Gmail, Wikipedia, Facebook, Indiatimes, etc
o Q. Do you maintain daily records/ log on excel sheets/ how often do you update it?
A.No daily log is maintained on a computer, it is just on paper registers.
o Q. Do you have an email account? Do you check your mails frequently? A.Yes, but I
check emails around 3-5 times in a week
o Q. Do you use a music player? A.Yes, at home
o Q. Do you prepare presentations for the students? A.Yes, but only sometimes
Participation and Encouragement
o Q. How do you encourage participation in cultural activities or games/sports? A.By
trying to explain how sports is important in self-improvement and fitness of the body
and mind too
o Q. Would you love to teach exercises/ proper posture/ Asanas to students? A.Yes
of course but the postures should be carefully represented so that the students do not
exercise it the wrong way
o Q. Do you have parent teachers meeting? What are the parents responses? Do they
actively involve? A.Yes we have PTMs, the parents of lower grades participate with
lot of anxiety and concern but for the higher grades it is quite lower
o Q. Do you let students to use email/ internet in school? Do u ensure safety and other
measures A.No we do not have internet facility for students
Miscellaneous Feedback
o Q. Will the students love to learn programming? A. Yes, even I think programming
should be given more importance because of the sudden shift from basics till class 8
and programming logic at class 9 onwards. Also the portion should be made such that
students do not notice they are learning programming
o Q. Can you brief us about the education scenario in the area? A.The education is
developing rapidly and institutions
o Q. Please have a look at our content. What are your findings? A.I like the way things
are presented and the flow is good, the graphics used will catch the students attention
and the activities are also good. But! will all of these activities be completed in the
class?







Students Perspective:
Introduction:
o Interacted with four groups of students of grades 6, 7, and 8 at CCHSS and NES.
o Q. Have you ever seen a computer? Where?A.Yes, at school/home/ relatives
house/ bank/ railway ticket counter etc
o Q. For what purposes were they used?A.Social Networking/ Typing letters/
Playing games/ Listening to music/ Watching movies etc
Computer Awareness:
o Q. If we want to make a greeting card/type a letter? How can I make it using a
computer? Can food be prepared using a computer? Can editing/ painting be done?
A.Yes we can make greeting cards/ letters on the computer. Can be made by using MS
Paint / MS Word. Yes, painting can be done
o Q. Can food be prepared using a computer?A.No
Socio-economic Status and Access to Technology
o Q. Do have a computer/laptop at home?A.30-35 % - Yes, 65-70% - No
o Q. What games do you play indoor or outdoor?A.Cricket, Football, Computer
Games, Ludo, Carrom etc
o Q. Do you come to school by bus, or own vehicle?A.80%- Bus
o Q. Do u have a mobile with yourself/ at home? Are you allowed to use, what all
things do you do on it? A.0%- Mobile with themselves, 85-90%- Mobiles at home,
Play games, call relatives
o Q. How many people are there in your family? Do you have a separate room of
yoursA.4-5 members at average, 10%- Yes, 90%- No
Creativity:
o Q. Do you like charts/ pictures on walls or making them?A.Yes, if it looks
interesting
o Q. Do you like folding paper activities? What all things can you make?A.Yes, plane,
boat, frog, fan can be made
Interests and Skill Updation:
o Q. When do you have a period for computers? How often do you go to the lab? Do
you share your computer with another student A.Computer Period - 2 times in a
week, Lab Once a week( Duration 40-60 mins), Sometimes we have to share
computers
o Q. Do you have an email account? Which one? Are you on social networking website?
Do you play any online games? Or listen to music on the computer?A.No email
accounts and neither on social networking website, but we can create and send emails,
Yes we play online games and listen to music using VLC/windows media
player/Winamp
o Q. Do you use computer for your projects/ for presentation?A.Yes, we use google
search and then make our projects on MS Word
o Q. What kind of projects do you get?A. Create buying list on MS Excel, Write a
report on animals in MS Word,etc
Exercise/Yoga:
o Q. Do you know Yoga/ Exercise? Do you exercise?A.Yes, we know, 90-95%- Do not
exercise, 5-10%- Exercise
Collaboration:
o Q. Do you perform any projects with friends or in groups?A.No, such projects are
not given to us
Thinking Process:
o Q. If we are going for a picnic? What all things should we plan and bring?A.Cloth,
Food, Games, Laptop, Car, Decide a place, Ludo, Football, Frisbee
Culture:
o Q. What festivals do you celebrate? Which one is your favorite? And why? A.Durga
Puja, Bihu, Kali Puja, Diwali, Holi ; Reasons Meeting with relatives, Eat sweets, Play
with relatives, Burn crackers, Love colours etc
o Q. Do you have sports day? What all games are there in the competition? Which
player is your favorite?A.Yes we have sports competitions in school, Games Sack
race, Shot put, 100m Race, Cricket, Volleyball etc, Favorite players - Sachin Tendulkar,
Cristiano Ronaldo , MS Dhoni, Roger Federer, Saina Nehwal, Sania Mirza
o Q. What stories do you like the most? Comics? Cartoon characters?A.Turtle and
Rabbit, Three little pigs; Panchatantra, Amara Chitra Katha; Shinchang, Tom and Jerry,
Power Rangers, Pokemon etc
Miscellaneous:
o Q. Do you like exams/ studying/sports? Do you like being the first in
class?A.Exams-Not liked by anyone, Like playing and sports; Yes would love to
come first
o Q. Which subject do you like the most? Why? A.English Because its easy to
understand and no memorizing is needed, Maths- Because its interesting and fun,
Geography Because I like to learn about different places, Assamese Mother Tongue
so its easy to understand and use, Science Because I like to make things
o Q. Which subject do you hate the most? Why? A.Maths Because lots of formulae
are there, History- Because more reading and memorizing is needed
o which do u find difficult and why ?daily routine
o Q. What is your daily routine?A.1. Get up, 2. Brush teeth, 3. Take bath, 4. Eat
breakfast, 5. Get ready for school, 6. Attend School, 7. Go to home, 8. Change clothes, 9.
Have lunch, 10. Play/ Rest, 11. Do homework, 12. Eat Dinner, 13. Watch TV, 14. Go to
Sleep

















The extract of the findings:
Students use computers more at a personal level (homes, neighbours, relatives) than in schools
for multimedia applications mainly.
The level of English which they can read is quite upto the CM content.
Students do relate to cricket, yoga and parables.
Specific content to be added Bihu, Kali Puja, Flood Management, Rhinoceros, etc
Average student to computer ratio is 5:1.
Average family size 4-5 members.
Students use internet quite seldom at Internet Cafes or at home (very rare).
Practical demonstration and animations are liked equally by students.
Avg 40-50 students in a section of a class.
There are fewer schools with the higher grades.
Theory to practical weightage is 3:2 at an average.
Not many computer textbooks available for higher standards.
Teachers do not maintain a log on a daily basis.
More participation of parents in Parent Teachers Meeting from lower classes.
Lack of computer teachers in schools.
Teachers said Programming Languages needs to be given more importance and in a better
way which is easily understood by the students.
Most teachers have an email account but check it less frequently.
Not much changes in the current CM content









Cotton Collegiate HS School Images:

Entrance Inside the school Frontview of the bldg

Inside the School Students returning from the assembly Mr Balay( Computer Techniques Teacher) showing AV room


The computer laboratory Class 7 Students

Class 8 Students


Nichols English School Images:

Entrance Campus 1

Campus 2 School Corridor

Book Stand at the entrance Suggestion box at exit

Findings from the interaction with Prof Amarendra Das( HoD, Design Dept, IIT G):
There are lots of tribes in Assam, so there is lack of uniformity in the customs and traditions
too.
Most tribes prefer their own language and do not accept the rest of the languages.
Vernacular schools infrastructure is very bad currently.
People turning to private schools which are mostly CBSE, and less ICSE board schools.
Salaries and Appointments of school teachers are suffering due to poor infrastructure.
Assam had the biggest scam in education sector in the past.
Most of the people are training in computers for surfing the internet, typing, etc
In the most interiors of Assam it is booming business, lots of private coaching to teach
computers are on the boom.


Findings from the interaction with Prof Ravi Mokashi( Professor, Design Dept, IIT G):
Government has provided free education till the age of 14.
Major students do not continue their education after class 12.
Computers are mostly used for internet and multimedia entertainment.
Most teachers require lot of training due to lack of technicalities and fundamental basics.
The quality of science and English is very good here.




Annexure B: Effort Analysis - Human hours spent on each activity

Following table lists the various tasks and corresponding dates and times spent by various team members
to develop content for Aamaar Computer.

Task
Start Date
DD/MM/YEAR
Finish Date
DD/MM/YEAR
Total
Resource
Hours
Studying the Proposed Curriculum and Existing
Curriculum Shared for Levels 6, 7 and 8 11-10-2011 11-10-2011 25
Discussion over curriculum and building roadmap for the
Phase 1 of Content Development - "Module
Classification" 11-10-2011 12-10-2011 16
Phase 1: Mutually Agreed Table of Contents
Phase 1A - Content Development 12-10-2011 29-10-2011 640
Proposal to conduct User Study in Assam 12-10-2011 12-10-2011 15
Phase 1B Designing Content 15-10-2011 02-11-2011 200
User Study Questionnaire Preparation - For Students,
Teachers and Observation Pointers 13-10-2011 15-10-2011 32
User Study Research 16-10-2011 20-10-2011 77
User Study Report 25-10-2011 25-10-2011 17
Phase 2: Content Made Age Appropriate
Phase 2A - "Content development ---Contextualization/
Localization" 01-11-2011 14-11-2011 294
Phase 2B- "Designing Contextualized/ Localized Content"
- Flood Management, Assamese Language, Cultural
Context, on the basis of the Users Study 03-11-2011 24-11-2011 312
Language Review 18-11-2011 23-11-2011 100
Content Uploaded on FTP- Levels 6,7,8 24-11-2011 24-11-2011 34
Online Meeting with AMTRON Team 27-11-2011 27-11-2011 4
Feedback and Review Sharing Studying the First
round of review 28-11-2011 29-11-2011 148
Incorporating feedback/demand for new content Begins 28-11-2011 30-11-2011 200
Phase 2 Closes 30-11-2011 30-11-2011 48
Phase 3: Level 8 and 9 TOC Revised, Foundation Book for Level 8 came into picture

Level 8 and 9 TOC Revised by Amtron is Studied 02-12-2011 02-12-2011 8
Phase 3 - Content Revision and Redesign of content
for Grades 8 and 9 03-12-2011 06-12-2011 224
Level 8 Foundation and Main book Completed, Level 9
Uploaded 10-12-2011 10-12-2011 54
Advanced Internet content frozen 12-12-2011 12-12-2011 8
Level 9 - Narrative Style Removal, Content Revision
Begins as per requirements by Amtron 14-12-2011
24-12-2011
346
Word Processor, Presentation and Spreadsheet Topics
Changes as per requirements by Amtron 15-12-2011
17-12-2011
264
Advanced internet content revision mainly for language
level corrections 15-12-2011 17-12-2011 57
Phase 4: TOC Expansion
Specific corrections entered as required by Amtron (Mr. Manoj Baruah)
Incorporating requirements of Amtron on: 19-12-2011 02-01-2012 714
the presentation format issues
Cultural contexts
Topic depth to be covered
Less reliance on teachers
New topics added
Input Output Device - Level 6 Content Development 20-12-2011 22-12-2011 31
Introduction to Operating System Chapter - Level 9
Content Development 20-12-2011
23-12-2011
95
Level 8 Foundation Book Reviewed and Uploaded. 21-12-2011
21-12-2011
48
Language Review 20-12-2011
22-12-2011
40
Content Review 21-12-2011
23-12-2011
52
Phase 5: Minor Changes in Content and Design Changes
Specific corrections entered as required by Amtron (Mr Prasanta Sarma)
Content Development for changes suggested by
AMTRON 01-01-2012
14-02-2011
1572
Scilab Chapter Revised 07-03-2012 09-03-2012 16
Combined software activities chapter revised 12-03-2012 12-03-2012 27
Uploaded Levels 8,9 to ftp 13-03-2012 13-03-2012 5
Changes in Cover Pages and minor content level 15-03-2012
19-03-2012
128
Content Changes 15-03-2012 17-03-2012 142
Design Changes 16-03-2012 19-03-2012 158
Language Review 18-03-2012 22-03-2011 100
Content Review 20-03-2012 24-03-2012 208
Final upload on content 27-03-2012 27-03-2012 6
Compiling report 27-03-2012 30-03-2012 43


Total Human hours spent on the project 11-10-2011 27-03-2012 6419


Role-wise hours spent

Role%Wise%
! !
Role% Number%of%Resources% Resource%Hours%
Project!Manager! 1! 324!
Content!Writers! 3! 3562!
Instructional!Designers! 2! 1248!
Language!Expert! 3! 240!
Subject!Matter!Expert! 2! 520!
Designers! 1! 402!
Illustrator! 1! 123!
Total%Resource%Hours% 6419!

















Annexure'C:'Lesson'components'and'Sample'lesson'from'Amaar'Computer'
Each%lesson%of%Amaar%computer%consists%of%the%following%components:%
Learning%objective%addressed%in%the%topic.%These%are%measureable%goals%that%students%are%
expected%to%achieve%on%learning%a%particular%lesson%
Main%lesson%explained%in%the%form%of%narrative.%The%lesson%is%delivered%via%dialogue%between%
three%characters%%Moz,%the%facilitator,%Dipu%and%Ruma,%the%learners.%Role%of%these%characters%
evolves%across%books%6%to%8.%Initially,%the%learners%ask%questions%and%the%facilitator%provides%
answers%and%thereby%delivers%knowledge.%In%subsequent%books,%the%facilitator%asks%questions%
and%allows%learners%to%explore%and%find%answers%to%these%questions.%Moz,%then%summarizes%
the%knowledge%gained.%
Each%lesson%also%consists%of%concept,%skills,%info%and%guidelines%box.%%
o Concept%box%presents%the%concepts%that%are%covered%in%the%lesson.%This%are%
fundamental%in%nature%and%facilitate%quick%revision%of%key%information.%
o Skill%box%present%the%step%by%step%procedure%to%achieve%a%particular%task.%It%also%
facilitates%test%of%students%performance%on%practical%test.%
o Guideline%box%provides%general%recommendations%helpful%in%achieving%a%certain%goal%
o Info%box%provide%additional%information%about%a%concept%or%skill.%It%is%not%as%
fundamental%as%a%concept%and%is%likely%to%be%application%specific%and/or%transitory%in%
nature.%
Worksheets%that%includes%higher%order%thinking%questions.%Instead%of%direct%knowledge%level%
questions,%students%are%expected%to%apply%knowledge.%In%addition%to%test%of%Learning%
objectives%covered%in%the%lesson,%students%are%expected%to%draw%knowledge%gained%in%other%
subjects%and/or%real%life%situations%in%order%to%solve%the%worksheet%questions.%
Activity%is%included%in%each%lesson.%This%could%be%computer%based%or%nonPcomputer%based,%
individual%or%group%activities.%%
Projects%that%provide%opportunities%to%reinforce%what%is%covered%in%the%lesson%as%well%as%
integrate%knowledge%of%various%domains%are%included.'
Explore%section%includes%pointers%for%students%who%can%take%up%more%challenging%tasks%and%
go%a%level%higher%than%the%learning%objectives%covered%in%the%lesson.'
Teachers%corner%gives%pointers%to%the%teacher%about%how%to%teach%the%lesson%in%the%class.'
Further%reading%lists%URLs%for%teacher/student%to%read%further%on%the%topic%learnt.'
'
A'sample'lesson'is'included'herewith'for'sake'of'reference.'
96
Aim: In this lesson, you will learn:
The different options and tools to edit an image.
The different ways to change and/or add attributes of an image.
7. Image Lditing with GIMP
Ruma: I want to prepare a souvenir for my grandparents on their wedding anniversary. Dipu is
helping me to do this.
Dipu: Rumas dad has given us photographs of her grandparents on a CD.
Moz: You can create a collage or poster or booklet using these photographs.
Ruma: I want to use these photographs and show some interesting events in the life of my
grandparents. Let us make a collage.
Moz: A pictorial illustration is a good choice for your purpose.
Dipu: Let us list the steps for this task.
Ruma: First, I need to select the photographs
that show some interesting events of their
lives.
Dipu: Second, arrange the photographs in a
sequence of when these events occurred.
Ruma: These photographs can then be inserted
into a collage.
Moz: I see that you are applying your knowledge
of different thinking skills to decide which
photographs to include.
Dipu and Ruma select some photographs.
97
Moz: There are many applications available for editing images, like Gimp and GIMP. Let us
explore GIMP which is a simple image editing application with various utilities.
Dipu: Ok. Let`s explore GIMP! ,double clicks on the icon o GIMP,
Ruma: Let us use File-> Open option to open one of the pictures we have and explore different
options available.
Dipu: Let us see how to change the colour in the pictures to make them more colourful. I wonder
if we can add text to this picture.
Ruma: Can we select some portions o the image ,picture, or the collage
Moz: Yes. These are part of the image editing features.
mage editing concept
C
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c
e
p
t
Image editing is typically done in two ways:
1. Changing the image by manipulating the attributes
like size, colour, contrast, etc.
2. By adding new attributes like shapes, text or even
doing some new painting.
Moz: Let us now see the Frst type o image manipulation.
Ruma: I want to remove the empty chairs and the cycle in this image. I want to retain the rest of
the image.
Moz: So you want to select a speciFc portion o the picture \ou can use the Crop` utility.
Ruma: Some o the pictures need modiFcation beore we can use them in the collage. \e need to
use an application for editing pictures.
S
k
i
l
l
Crop an image
To crop an image:
1. Select the required portion
of the image.
2. From 'mage' option on
the menubar, select 'Crop to
Selection' to crop the image.
Only the selected portion is
retained.
1
3
Selection
con
2
98
Dipu: We need to reduce the size of the images to include in the collage. Suppose we want to
reduce the size of this image. Can we do it without losing some part of the image.
Moz: Yes. You can. This is called scaling of the image.
Ruma: Look at the cropped image.
S
k
i
l
l
Change the Scale of an image
1. From 'mage' option on the menubar, select 'Scale mage'.
Explore these on your own.
}
2. n the pop up window, enter the desired width and height of the canvas and click
OK. The canvas is set to the new size.
Moz: These are some of the options we have used for manipulating the image. Now explore
options by which you can add other interesting things to the image.
Layers
C
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p
t
Suppose an image is a single sheet of paper consisting of transparent
papers stacked one top of the other. With the help of layers, we can
draw on each paper, and still can see the content of the other sheets
through the transparent areas
99
S
k
i
l
l
Adding Text
1. Click on the 'Paste text' ( ) option on the toolbar.
2. n the displayed window, enter the text to be
inserted. Also select the font, font size and
style. Then click 'Close' button.
3. The typed text appears in the middle of the
image.
4. Move the text box and place it where you
want. Then either right click the mouse or
press the 'Enter' key on the keyboard. The
text is now placed in the desired spot.

Ruma: For some of the photographs there are dates. I want to add these in the images.
Dipu: We can also add some funny captions for some of these images. Let us try the option:
under the Toolbox.
S
k
i
l
l
Manipulating Text
Select the Text tool , choose the font and
type the text.
Add Filters to give effects to the text.
Refer some examples below;
100
S
k
i
l
l
Adding basic shapes
From the Toolbox window, use:
1. Selection tools as per the
shape requirement.
2. Then use the bucket tool to fll
in the color inside the shape.
I
n
f
o
Ilowchart symbols Geometric shape Purpose
Ellipse Ellipse is used to indicate the start and end of a flowchart.
Start written in the ellipse indicates the beginning of
a flowchart. End or Stop or Exit written in the ellipse
indicates the end of the flowchart.
Parallelogram A parallelogram is used to read data ,input, or to print
data ,output,.
Rectangle A rectangle is used to show the processing that takes place
in the flowchart.
Diamond A diamond with two branches is used to show the decision
making step in a flowchart. A question is specified in the
diamond. The next step in the sequence is based on the
answer to the question which is \es` or No`.
Arrows Arrows are used to connect the steps in a flowchart, to
show the flow or sequence of the problem solving process
Yes
No
Flowchart symbols and their purpose
Flowchart
C
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p
t
What is a fowchart?
A fowchart is a picture (graphical representation) of the problem
solving process.
A fowchart gives a step-by-step procedure for solution of a
problem.
Elements of a fowchart:
Various geometrical shaped boxes represent the steps of the
solution.
The boxes are connected by directional arrows to show the
fow of the solution.
Uses of a fowchart:
To specify the method of solving a problem.
To plan the sequence of a computer program.
Communicate ideas, solutions.
Bucket tool
Moz: By using the Basic Shapes tool and Pencil tool we can draw a Flowchart
101
Dipu: 1he diamond shape reminds me o you and your grandathe nying a kite. Let us add some
more kites to this photograph so it will look more colourful.
Moz: Apart from inserting text, you can also duplicate shapes in images in GIMP.
S
k
i
l
l
Duplicating Shapes
1. From the toolbar, choose 'Free Select Tool' button ( )
2. Select the area in the image which you want to duplicate using the mouse.
3. Copy the selected portion of the image and Paste it wherever you want it to be replicated.
102
Moz: One way to introduce this is by using the Smudge option on the toolbar. When you use this
option and drag the cursor, the colour in that area is smeared or blurred.
Ruma: \ow! Now the picture is ull o lie with Smudge` eect. It looks as i I was running in a
competition.
Moz: \es. 1here are many such tools like nood Fll, draw straight lines, draw and Fll shapes which
can be used to bring life to your images. Now that you are done with the editing of the images,
save them.
Ruma: I I press Ctrl-S` now, it will oerwrite on the original image, and I will lose the original
image. So let us sae this image using Sae as` which allows us to change the Flename and also
retain the original image.
Moz: Good thinking Ruma! Alternatiely, you could hae also made a copy o the original image
with another Fle name beore you started editing this image.
Dipu: While saving, under the File Format option, I see so many options like GIF, PNG, JPG,
1Ill. \hich Fle ormat should we use to sae the image
Moz: Similar to the text documents ,saed with dierent extensions like .odt, .doc, images can be
saved in different formats with extensions like .jpg, .tiff, .png.
Dipu: GIMP by default saves the image with .jpg extension.
Moz: Images saved in jpg format are mostly recognized by all applications. You can try saving in
different formats and check out how they look on the screen.
Dipu: We have a picture of Ruma when she was two years old, running away with grandmas
glasses. Let us make this image more interesting. Can we add some speed lines to make her look
like she is running fast?
Commonly used image formats are: GF, JPG and PNG
Most images online which use limited colors are saved using the PNG format. PNG
fles are of smaller size and hence quicker to download.
GF fles can be saved with a maximum of 256 colours. Due to the small fle size it is
widely used format for images on the nternet.
JPG fle format is capable of displaying millions of colours at once. Hence photographs
are best saved in JPG format.
I
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f
o
mage fle formats
103
Ruma: I am curious to know how does the computer save an image? How does it remember the
colours and shapes in an image?
Moz: A digital image, whether it is a photograph or any type of graphic is composed of millions
of individual pixels. A pixel is a tiny block of colour like a dot and it is a digital images most basic
building block. The more pixels an image contains the sharper the image.
When you magnify an image you can notice the details of the pixels. For example see the following
Figure 1.While storing such an image, the computer actually stores the information about the
pixels which are black and the pixels which are not-black ,white,. 1his image has only one colour
used which is black.
Ruma: 1he lines look so jaggered in the magniFed image. I can`t beliee it is a circle! It is amazing
that when we demagnify, we can see a smooth line.
Moz: Observe carefully the next two images. Figure 2 shows the same image with the gray
shades. ligure 3 shows the same image in colour. In the magniFcation you can see arious shades
of the colour.
Ruma: It is un to see the magniFed iew o eery image and see the pixels present there.
Figure 1
Figure 3
A computer screen is made of a grid of several dots called pixels. Each pixel has its
own address (Location).
The address of a pixel is denoted using its x and y coordinates.
Each pixel also has information about the colour information it is supposed to display.
C
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Pixels
Figure 2
104
Moz: You are already familiar with a monitor resolution. Similarly the number of pixels in a
image is also referred to as image resolution. Resolution of an image is the number of pixels
present in the image. An image is measured using its width and height. So, the resolution is always
represented as the product of the width and height. For example, an image that is 2048 wide and
1536 in height has a resolution of 2048 x 1536 pixels.

Let us do a small experiment.
1. Open a image in GIMP.
2. Check its resolution.
lrom the menubar, select Image-- Set ImageCanas Size`.
Check the width and height o the image.
3. Now change the resolution by changing the height and width.
4. Observe the changes in the image now.
Does it look blurred Can you see the pixels Is the picture Ftting inside the screen
Ruma: We changed the resolution of the image to
2000 x1409. We have to use the slider to view the
image. With this resolution, the image is blurred
and we can also see the pixels.
Moz: Now you know that when you increase the original resolution of an image, at some point
the image starts getting blurred. Use an image at its original resolution for a sharp output either
on screen or for printing.
Dipu: Now how do we print the image?
Moz: You can use GIMP print option and print the image. Since many a time we open images
using image viewer let us explore the print option in one of the image viewers.
Dipu: I have opened a photograph of grandparents in Shotwell image viewer. Properties of the
image are as follows.
Dipu: We opened an image of Rumas grandparents that has
resolution of 220 x 155.
105
Moz: Now click on print and select
a printer.
Moz: Next let us look at the Image settings option and the
standard sizes that are available for printing.
Moz: Go ahead and Fnd a size that suits your
purpose and gives a clear image when printed.
Ruma: 5x7 size is also not such a good choice
for printing our 368x620 pixels image. We
have to choose 3x5 which gives a clear print
preview.
Moz: Yes. Before printing an image, try various
sizes. You can also try the custom size. Use
print preview to see how your image will be
printed. Decide on a print size that gives you a clear picture for your purpose. Following are some
guidelines for printing images.
Moz: Now complete the collage, take a print out and present it to your grandparents.
Chin chinaki...
Image Resolution Maximum Print Size
less than 640X480 Wallet size only
640X480 absolute largest, 4X6
1024X768 4X6
1152X864 5X7
1600X1200 8X10
Use the various options and tools
like crop, smudge to edit an image.
Compare the size and use
appropriate Fle ormats such as jpg,
png and gif.
DeFne pixel and explain how
pictures are stored in a computer.
Use layers and Flters appropriately.
At the end of this lesson, you will be
able to:
Smudge
pixelation
Print
Learning Outcome
106
1. An original image along with images where some effects have been applied are given below. Identify
the effect applied on the original for each of the 5 images. Hint: The effect can be one of the following:
smudge, emboss, greyscale, brightness increase, contrast increase.
J. ___________________________ 0. __________________
2. ___________________________ 3. ___________________________
4. ___________________________
Original Image
WORKSHLL1S
107
0. __________________ J. ___________________________
2. ___________________________ 3. ___________________________
2. An original image is given along with 3 more images. Identify for each of the image which one of the
following has been applied:
resize_canvas, ip vertically, rotate clockwise
Original Image
WORKSHLL1S
108
3. Following are three drawings. Study the colour wheel. Specify which of the following colour schemes
would you use for each of these drawings and why?
Warm colours, Cool colours, Contrast colours.
4. 1he recall icon in this lesson indicates a few places where concepts from previous levels are
being applied.
e. Identify one more connect box in the lesson and justify your answer.
1. The colours on the left of the wheel are known as cool colours
- colours which are blue or hae a leaning towards blue ,yellow-
green to blue-iolet,
2. The colours on the right, are known as warm colours - colours
which are red or hae a leaning towards red ,yellow-orange to
red-iolet,
3. Complementary colours are those which are opposite each other
on the colour wheel. For example, red is opposite green.
C
O
M
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L
E
M
E
N
T
A
R
Y
1
3
2
a.
b.
c.
WORKSHLL1S
109
J. Ldit a Photograph
lorm groups o three and get a photograph. \ou can scan any existing group photograph. ,Use only three people
rom the group photograph,. Use smudge tool and conert the images in the picture to cartoon characters.
To open the GIMP, do the following:
Applications > Graphics > GIMP graphic editor
Hint: Use small brush while using smudge.
2. Picture of school building:
Use the photograph o your school building ,either scan and use it or i you hae a camera, take photograph
so that your class room is also isible,. Ideally photos taken o all the buildings and rom arious angles can
be made available for this activity. Draw arrows pointing to various parts of the school and label these areas.
Note to teacher- Ideally photos taken of all the buildings and from various angles can be made available for this
activity.
3. An Alien from another galaxy:
Use birds and animal images ,you can download rom internet,
scan or take photographs and use,. Select, cut, paste rom
various images of these animals and birds and create an alien.
Gie an appropriate title that renects the bird and animal parts
that have been used.
Example: eleparkang rom android galaxy,elephant, parrot,
kangaroo- elephant head, parrot body, kangaroo legs,.
Library
AC1IVI1Y
110
4. More options in effects:
a. Use the following options and for each one of these, provide your comments on how the picture gets
transformed. Note: Use the original image before using each option.
Invert
Greyscale
soften
emboss
dilate
erode
b. \hat will happen i Aspect Ration` is not Fxed in the scale canas sub menu, comment ater you experiment.
S. Create a poster for the annual day event for your school and provide text effects to enhance the poster.
Lxpl re Lxpl re
1. Apart from using the crop toolbar option, is there an
alternate way to crop any image?
2. Explore the difference between Resize Canvas and
Scale Canvas options.
3. Lxplore Flter eects or text as well as or the images
AC1IVI1Y
111

The ob|eclive of lhis Iesson is lo leach sludenls aboul image ediling, olions associaled vilh
il. This is done vilh an examIe of crealing a coIIage using holograhs.
egin lhe cIass by asking sludenls if lhey vanl lo make changes lo an exisling holograh.
They are likely to come with interesting suggestions such as adding some features, changing
colours, etc. Tell them that this topic will teach them how to do this using a computer
application.
IxIain lhe concel of image ediling. Inform lhe sludenls aboul various image ediling
sohvare. TeII lhem lhal ve viII use GIMI and exIore ils fealures.
You can do an aclivily of iclure slory, vhere you bring iclures of some evenl and ask
sludenls lo arrange lhem in a sequence. Nov ask lhem lo seIecl lhe images lhey vouId
vanl lo incIude in lheir coIIage. Ior iclure slory, you can seIecl an evenl lhal lhe cIass has
participated in such as wild life club, math lab, school annual day program of last year.
Give a demonslralion of lhe dierenl olions incIuded in lhe Iesson such as croing,
resizing, adding lexl and shae, resoIulion, adding eecls such as smudge. AIIov sludenls
lo exIore hov an image becomes ixeIaled. IxIain lhe concel of ixeIs. Imhasize lhal
students understand the suitability of applying particular options to the image, rather than
aIying anylhing and everylhing |usl for lhe sake of noveIly.
Sludenls aIready knov aboul lhe dierenl hIe formals for images. Revise lhis and exIain lhe
dierence belveen GII and }IG hIe formals.
Inform the students about image view and give a demonstration.
Summarise lhe Iesson and ask sludenls lo do Aclivily 2 incIuded in lhe Iesson. In lhe nexl
practical class, instruct students to do activity 3. Activity 1 and 4 can be given as homework.
All worksheet questions can also be given as homework.
Furthcr Rcading:
hu://vvv.ischooI.ulexas.edu/lechnoIogy/luloriaIs/grahics/digilaI/
hu://yreslriker.devianlarl.com/arl/GIMI-TuloriaI-106687408
hu://vvv.gim.org
3
Teachers
Corner
Book V
Lesson 6