Changes

==== Adding FOSS applications to your computer ====

==== Adding FOSS applications to your computer ====

While Ubuntu will come bundled with many applications, you can also add more FOSS applications to your computer. Go to Applications > System Tools -> Software. You will need to type the required application name in the search bar. It will show all applications  with the words you have entered and you will get an option for "Install". Click on "Install" if you want to install the application. If your search does not get the application(s) you want, try with fewer letters / words to search. It may ask your Ubuntu log in password for authentication, just type your Ubuntu password and press enter.  

While Ubuntu will come bundled with many applications, you can also add more FOSS applications to your computer. Go to Applications > System Tools -> Software. You will need to type the required application name in the search bar. It will show all applications  with the words you have entered and you will get an option for "Install". Click on "Install" if you want to install the application. If your search does not get the application(s) you want, try with fewer letters / words to search. It may ask your Ubuntu log in password for authentication, just type your Ubuntu password and press enter.  

===== Learning to input with keyboard =====

==== Learning to input with keyboard ====

Most of the instructions / input is given to the computer through the keyboard, hence it is important that you should be able to type efficiently, using all your fingers. Typing using the correct finger for each key on the keyboard will help improve the speed of input enormously. Earlier, to learn typing, one had to go to a typing class, but now the computer has [[Learn Tux Typing|Tux Typing software]] that you can use to learn typing.

Most of the instructions / input is given to the computer through the keyboard, hence it is important that you should be able to type efficiently, using all your fingers. Typing using the correct finger for each key on the keyboard will help improve the speed of input enormously. Earlier, to learn typing, one had to go to a typing class, but now the computer has [[Learn Tux Typing|Tux Typing software]] that you can use to learn typing.

# Numeric keypad: The numeric keypad is handy for entering numbers quickly. The keys are grouped together in a block like a conventional calculator or adding machine. This block may not be available on all keyboards, numbers are also provided in the top rung of the keyboard.

# Numeric keypad: The numeric keypad is handy for entering numbers quickly. The keys are grouped together in a block like a conventional calculator or adding machine. This block may not be available on all keyboards, numbers are also provided in the top rung of the keyboard.

====== Working with the Tux Typing application ======

===== Working with the Tux Typing application =====

To open Tux Typing go to Application > Education>Tux Typing.  The steps are shown below in the gallery of Images 4-6

To open Tux Typing go to Application > Education>Tux Typing.  The steps are shown below in the gallery of Images 4-6

[[File:TuxTyping_5_Keyboard_screen_typing_instruction.png|400px|left|link=https://teacher-network.in/OER/index.php/File:TuxTyping_5_Keyboard_screen_typing_instruction.png|Image 7 - Typing with Tux Typing |thumb]]After clicking 'space bar' and 'p' key it will show the window as per the image shown here (Image 7). On the screen you can see items -  Time, Chars (characters), CPM (characters per minute), WPM (words per minute), Errors and Accuracy; these basically tell you how well you are typing. You will find a blinking button on each finger to guide you as to which finger to be used for typing a given character. There will also be a blinking light around the character to be typed, on the virtual keyboard on the screen.{{clear}}

[[File:TuxTyping_5_Keyboard_screen_typing_instruction.png|400px|left|link=https://teacher-network.in/OER/index.php/File:TuxTyping_5_Keyboard_screen_typing_instruction.png|Image 7 - Typing with Tux Typing |thumb]]After clicking 'space bar' and 'p' key it will show the window as per the image shown here (Image 7). On the screen you can see items -  Time, Chars (characters), CPM (characters per minute), WPM (words per minute), Errors and Accuracy; these basically tell you how well you are typing. You will find a blinking button on each finger to guide you as to which finger to be used for typing a given character. There will also be a blinking light around the character to be typed, on the virtual keyboard on the screen.{{clear}}

===== Learning to input with the mouse =====

==== Learning to input with the mouse ====

Initially, the keyboard was the only device for providing instructions to the computer, but with the invention of the 'graphic user interface' (GUI in short), the mouse became an important input device. The mouse makes giving instructions much simpler by pointing the cursor to a place on the screen and clicking to select an instruction. You can become comfortable in using the mouse by practising with Tux Paint. Tux Paint features a simple interface and a fixed drawing area with access to previously made images using icons. [[Learn Tux Paint|Tux Paint]] is equipped with cartoon mascots which can encourage students to learn to use the mouse.

Initially, the keyboard was the only device for providing instructions to the computer, but with the invention of the 'graphic user interface' (GUI in short), the mouse became an important input device. The mouse makes giving instructions much simpler by pointing the cursor to a place on the screen and clicking to select an instruction. You can become comfortable in using the mouse by practising with Tux Paint. Tux Paint features a simple interface and a fixed drawing area with access to previously made images using icons. [[Learn Tux Paint|Tux Paint]] is equipped with cartoon mascots which can encourage students to learn to use the mouse.

<gallery mode="packed" heights="250px" caption="Using a browser to access the internet">  

<gallery mode="packed" heights="250px" caption="Using a browser to access the internet">  

File:Firefox_1_Option_Menu_To_Open.png|400x450px|left|thumb|Image 10 - Opening Firefox

File:Firefox_1_Option_Menu_To_Open.png|400x450px|left|thumb|Image 10 - Opening Firefox

File:Firefox_3_Address_Bar.png|400x450px|thumb|Image 11 - Address bar

File:Firefox_3_Address_Bar.png|400x450px|thumb|Image 11 - Search engine input bar

File:Firefox_4_Type_the_address.png|400x450px|left|thumb|Image 12 - Typing the key word of searching object

File:Firefox_4_Type_the_address.png|400x450px|left|thumb|Image 12 - Typing the key word of searching object

File:Firefox_5_Searched_Address.png|400x450px|thumb|Image 13 - Search results will appear

File:Firefox_5_Searched_Address.png|400x450px|thumb|Image 13 - Search results will appear

===== Searching text and image resources =====

===== Searching text and image resources =====

The following gallery of images (Images 14-15) show how to look for information on the web using a search engine.

The following gallery of images (Images 14-15) show how to look for information on the web using a search engine.

# You could look for text information by simply typing the key word of the content you want to search. In the first image in the search engine gallery you can see text information accessed for "Digital Story Telling" in the search bar of the search engine. You can copy the search results information and can paste into your own text document.

# You could look for text information by simply typing the key word of the content you want to search about. In the first image in the gallery 'Searching text and image resources", you can see text information accessed for "Digital Story Telling" in the search bar of the search engine (Image 14). You can copy the search results information and can paste into your own text document.

# You can also search for images using a search engine.  For example: If you want to search images about Digital Story Telling, simply type "Digital Story Telling" in the search bar of the search engine and select ‘Images’ link. Here you can select images that are licensed for reuse by specifying the search settings. If you want to download or save images to your computer, right click on the image and click on "Save image as". In the second image in the gallery, you will see how to rename the image file and select appropriate folder to save.

# You can also search for images using a search engine.  For example: If you want to search images about Digital Story Telling, simply type "Digital Story Telling" in the search bar of the search engine and select ‘Images’ link. Here you can select images that are licensed for reuse (licensing is discussed in detail in the section on Open Educational Resources) by specifying the search settings, as shown in Image 15. If you want to download or save images to your computer, right click on the image and click on "Save image as".

# Firefox has in-built search button for Google, DuckDuckGo, Yahoo, Bing and few other popular search engines. The [https://duckduckgo.com DuckDuckGo] search engine does not store your searches, which allows you privacy, whereas [http://google.com Google search engine]  and most other search engines store your searches, which compromises your privacy.

# Firefox has in-built search button for Google, DuckDuckGo, Yahoo, Bing and few other popular search engines. The [https://duckduckgo.com DuckDuckGo] search engine does not store your searches, which allows you privacy, whereas [http://google.com Google search engine]  and most other search engines store your searches, which compromises your privacy.

<gallery mode="packed" heights="150px" caption="Searching text and image resources">  

<gallery mode="packed" heights="150px" caption="Searching text and image resources">  

File:COL - Google Search - Adavance Search for OER 1.png|400x450px|thumb|Accessing text information  

File:COL - Google Search - Adavance Search for OER 1.png|400x450px|thumb|Image 14 - Accessing text information  

File:Imageoer2.png|400x450px|left|thumb|Searching images using Google search engine

File:Imageoer2.png|400x450px|left|thumb|Image 15 - Searching images using Google search engine

</gallery>

</gallery>

===== How to evaluate an Internet resource / web site =====

===== How to evaluate an Internet resource / web site =====

There are a few things you must check when we look at the usefulness of the information on any website.

There are a few things you must check when we look at the usefulness of the information on any website.

# Source of the website. Whose website is it ? How to contact the website owner/manager? (check the 'About Us' link that is usually provided on a web site to get this information). It is important to know about the source of the information, to get a sense of its authenticity

# Source of the website. Whose website is it ? How to contact the website owner/manager? (check the 'About Us' link that is usually provided on a web site to get this information). It is important to know about the source of the information, to get a sense of its authenticity

# What kind of web site - commercial, educational, etc. Educational sites or non-commercial sites may be more reliable, generally, since they are not trying to 'sell' you something

# What kind of web site - commercial, educational, etc. ? Educational sites or non-commercial sites may be more reliable, generally, since they are not trying to 'sell' you something

# What is the copyright of the content on the site? Is it providing information on free or paid or subscription basis?

# What is the copyright of the content on the site? Is it providing information on free or paid or subscription basis?

# Features of a website: How useful a website is depends on how many different ways we can access the information and use it and view it. Can it be used by teachers, students, general public? The understanding of this will also help us determine how much we can use the content.

# Features of a website: How useful a website is depends on how many different ways we can access the information and use it and view it. Can it be used by teachers, students, general public? The understanding of this will also help us determine how much we can use the content.

=====Bookmarks=====

=====Bookmarks=====

[[File:bookmark.png|200px|right]]Web browsers allow you to mark bookmarks, which are simply short-cuts to web sites. You can book mark sites you visit often.

[[File:bookmark.png|200px|thumb|Image 16 - Adding a bookmark]]Web browsers allow you to mark bookmarks, which are simply short-cuts to web sites. You can book mark sites you visit often.

To add a bookmark: Go to Menu Bar and click the bookmarks and click on "add this to bookmarks" to save the current page as a bookmark. By default, new bookmarks are saved to the Unsorted bookmarks folder. ... If you want separate folder for a set of bookmarks, you can also create as per your requirements.

To add a bookmark: Go to Menu Bar and click the bookmarks and click on "add this to bookmarks" to save the current page as a bookmark. By default, new bookmarks are saved to the Unsorted bookmarks folder, shown here in Image 16. If you want separate folder for a set of bookmarks, you can also create as per your requirements.

===== Save web page to use offline =====

===== Save web page to use offline =====

[[File:Screenshot from 2017-01-05 10-53-22.png|250px|left|thumb|Save web page to use offline]]

[[File:Screenshot from 2017-01-05 10-53-22.png|250px|left|thumb|Image 17  - Save web page to use offline]]

After you have accessed the resources, you can save web pages offline to use without internet. To save the page, right click on the page and click on "Save Page As". In the save tab, you can give specific file name and in the file format you need to select "Web Page Complete" and then click SAVE. Now it will save html file with a thumbnail folder. By clicking on html file you can view web page offline.  

After you have accessed the resources, you can save web pages offline to use without internet. To save the page, right click on the page and click on "Save Page As". In the save tab, you can give specific file name and in the file format you need to select "Web Page Complete" and then click SAVE. Now it will save html file with a thumbnail folder,which will contain the images in the page. By clicking on html file you can view web page offline. See Image 17 for a screenshot of how to save a page offline. 

{{clear}}

{{clear}}

==== Web tools ====

===== Web tools =====

Apart from using search engines to search for information, there are several web tools which cater to different information requirements. These include on-line maps which provide map information (such as [[wikipedia:OpenStreetMap|OpenStreetMaps]] or Google Maps), on-line dictionaries (such as [http://shabdkosh.com/kn Shabdkosh]), digital albums (such as [[wikipedia:Flickr|Flickr]]) translation (such as [http://translate.google.com/ Google translate]) etc.

Apart from using search engines to search for information, there are several web tools which cater to different information requirements. These include on-line maps which provide map information (such as [[wikipedia:OpenStreetMap|OpenStreetMaps]] or Google Maps), on-line dictionaries (such as [http://shabdkosh.com/kn Shabdkosh]), digital albums (such as [[wikipedia:Flickr|Flickr]]), translation tools (such as [http://translate.google.com/ Google translate]) etc.

{| class="wikitable"

{| class="wikitable"

|

|

==== Student activity time (2 hours)====

==== Student activity time (2 hours)====

Your faculty would have demonstrated different kinds of websites. In groups, look for websites in the different categories. In each group, use a search engine to access different websites on the internet.  search and make a list of 3-5 websites. Enter these addresses in your note book and download information, consisting of web pages, image, videos, etc relevant to your topic.     

Your faculty would have demonstrated different kinds of websites. In groups, look for websites in the different categories - for example, news, educational, commercial, institutional, entertainment, etc. In each group, use a search engine to access different websites on the internet.  Search and make a list of 3-5 websites. Enter these addresses in your note book and download information, consisting of web pages, image, videos, etc relevant to your topic.     

Search for resources connected to the topic you have identified. Open [https://en.wikipedia.org/ Wikipedia] and search within Wikipedia for topics of your interest and the topic you have identified.     

Search for resources connected to the topic you have identified. Open [https://en.wikipedia.org/ Wikipedia] and search within Wikipedia for topics of your interest and the topic you have identified.     

A personal digital library (PDL) is simply a folder containing a set of sub-folders and files on your computer, which contain information categorized on a particular topic. You can store information on different topics of interest to you in different folders, which together constitute your PDL on your computer.   

A personal digital library (PDL) is simply a folder containing a set of sub-folders and files on your computer, which contain information categorized on a particular topic. You can store information on different topics of interest to you in different folders, which together constitute your PDL on your computer.   

The PDL is 'personal' meaning it is available on your own computer, for your use any time. It is 'digital';  it is available in a digital format, which makes it  easy for you to store, search and share. Most importantly, it is a 'library' meaning the digital resources are organised meaningfully, for you to easily access information when you want it. For your chosen topic, you can create a PDL, consisting of the set of resources downloaded from the Global Digital Library, in your folders and sub-folders. You can later create a 'meta document' for each topic, using a simple text editor, which will have information about the resources and the files stored in the PDL.  

The PDL is 'personal' meaning it is available on your own computer, for your use any time. It is 'digital';  it is available in a digital format, which makes it  easy for you to store, search and share. Most importantly, it is a 'library' meaning the digital resources are organised meaningfully, for you to easily access information when you want it. For your chosen topic, you can create a PDL, consisting of the set of resources downloaded from the Global Digital Library, in your folders and sub-folders. You can later create a 'meta document' for each topic, using a simple text editor, which will have information about the resources and the files stored in the PDL.  

You can build such libraries on any topic you are interested in, and support your own self-learning in a structured manner. Since the internet has resources on almost all topics, you have an opportunity to keep learning on topics of your interest. The topic or area need not be only one of theoretical interest or only to build your knowledge. You can also work on building skills, for example, there are likely to be videos available for helping you learn a new language.  

You can build such libraries on any topic you are interested in, and support your own self-learning in a structured manner. Since the internet has resources on almost all topics, you have an opportunity to keep learning on topics of your interest. The topic or area need not be only one of theoretical interest or only to build your knowledge. You can also work on building skills, for example, there are likely to be videos available for helping you learn a new language.  

# Make a folder (this could be under your 'home' folder or your 'documents' folder) on the computer by topic, the topic name can be the folder name. Always give full and complete names to any folder or file, avoid using abbreviations or acronyms. This way, just reading the folder or file name will give you an idea of its contents.

# Make a folder (this could be under your 'home' folder or your 'documents' folder) on the computer by topic, the topic name can be the folder name. Always give full and complete names to any folder or file, avoid using abbreviations or acronyms. This way, just reading the folder or file name will give you an idea of its contents.

# This can have sub folders for ‘Text’, ‘Image’ and ‘Audio Video’ for saving your save your text, image, audio and video files respectively.   

# This can have sub folders for ‘Text’, ‘Image’ and ‘Audio Video’ for saving your save your text, image, audio and video files respectively.   

# You could instead create sub folders for different sub-topics for your topic and save your files based on the sub topic. For instance, the topic 'energy' could serve as the name of your folder, within which you could create sub-folders for heat, light, magnetism, electricity etc. You should think about the way you would want to access your library later, and create the sub-folders (and sub sub-folders) on basis of this hierarchy. Searching for files later becomes easier if you have categorised them and then organised them in folders based on these categories.

# You could instead create sub folders for different sub-topics for your topic and save your files based on the sub topic. For instance, the topic 'energy' could serve as the name of your folder, within which you could create sub-folders for heat, light, magnetism, electricity etc. You should think about the way you would want to access your library later, and create the sub-folders (and sub sub-folders) on the basis of this hierarchy. Searching for files later becomes easier if you have categorised them and then organised them in folders based on these categories.

# As a teacher, you could also have the 'academic year' as the base folder, within which you could create the resource folders and sub folders, for topics connected to your teaching. This way, when you begin a new year (2017-18), you can simply copy the folder of the previous academic year (2016-17) with the new year (2017-18) as the folder name. You can then add, modify or delete files in the sub folders within this year folder as per your requirements for the new year.

# As a teacher, you could also have the 'academic year' as the base folder, within which you could create the resource folders and sub folders, for topics connected to your teaching. This way, when you begin a new year (2017-18), you can simply copy the folder of the previous academic year (2016-17) with the new year (2017-18) as the folder name. You can then add, modify or delete files in the sub folders within this year folder as per your requirements for the new year.

# Access relevant resources - web pages, text files, images, animations, audio clips, videos, from internet.  Make sure you check the copyright information on these resources and download only those resources which license you to re-use.

# Access relevant resources - web pages, text files, images, animations, audio clips, videos, from internet.  Make sure you check the copyright information on these resources and identify those resources which allow you to re-use.  

# Save these on relevant sub-folders in your folder.

# Save these on relevant sub-folders in your folder.

# Create a 'meta' document which will provide your thoughts on the topic (you will learn how to create a text document in unit 2, so this can be done later)  

# Create a 'meta' document which will provide your thoughts on the topic (you will learn how to create a text document in unit 2, so this can be done later).  For now, this meta document can be created on a paper and can be digitized later.

## Copy links of the resources you find useful, and which you would like to refer to later, in your meta document

## Copy links of the resources you find useful, and which you would like to refer to later, in your meta document

## Add your own comments, suggestions in the meta document, and connect the resources accessed and shared, with your ideas to create a resource document on the selected topic.

## Add your own comments, suggestions in the meta document, and connect the resources accessed and shared, with your ideas to create a resource document on the selected topic.

While professional communities and associations have been there for a long time, ICT have made possible ways of connecting and communicating with one another simpler and more accessible. On-line communities are often a good way of continuing interactions beyond the time and space restrictions of physical meetings, and can provide for learning beyond workshops. On-line communities can be mailing forums or discussion groups and can be accessed either through your phone or computer.   

While professional communities and associations have been there for a long time, ICT have made possible ways of connecting and communicating with one another simpler and more accessible. On-line communities are often a good way of continuing interactions beyond the time and space restrictions of physical meetings, and can provide for learning beyond workshops. On-line communities can be mailing forums or discussion groups and can be accessed either through your phone or computer.   

The [http://ncte-india.org/ncte_new/pdf/NCFTE_2010.pdf National Curriculum Framework for Teacher Education] (NCF-TE, 2010) envisions teacher education with the following key components: (i) collaborative networks for learning and sharing, (ii) continuous learning (iii) different paths and spaces for learning. It regards peer learning as an important component of Teacher Professional Development.

The [http://ncte-india.org/ncte_new/pdf/NCFTE_2010.pdf National Curriculum Framework for Teacher Education] (NCF-TE, 2010) envisions teacher education with the following key components: (i) collaborative networks for learning and sharing, (ii) continuous learning and (iii) different paths and spaces for learning. It regards peer learning as an important component of Teacher Professional Development.

Professional Learning Communities are a recent method for continuing professional development and by providing teachers with peer support, it can be a sustainable method of development. You will form a ICT based learning community of all your classmates, and use this network over the course to share your ideas, experiences and learnings, seek support and feedback of classmates for collaborative learning.

Professional Learning Communities are a recent method for continuing professional development and by providing teachers with peer support, it can be a sustainable method of development. You will form a ICT based learning community of all your classmates, and use this network over the course to share your ideas, experiences and learnings, seek support and feedback of classmates for collaborative learning.

=====Composing, sending and receiving emails=====

=====Composing, sending and receiving emails=====

To compose a new message using Gmail, click "Compose". This can be found on the left panel,and is shown in the first image in the email gallery. When you click on that you see a panel open for composing a new mail. The second image in the gallery shows how you can start composing your new mail.  

To compose a new message using Gmail, click "Compose". This can be found on the left panel,and is shown in the first image, Image 18,  in the email gallery. When you click on that you see a panel open for composing a new mail. Image 19 below in the gallery shows how you can start composing your new mail.  

<gallery mode="packed" heights="150px" caption="Composing emails">  

<gallery mode="packed" heights="150px" caption="Composing emails">  

File:Gmail 5 Compose Message.png|400x450px|left|thumb|Compose window in Gmail  

File:Gmail 5 Compose Message.png|400x450px|left|thumb|Image 18 - Compose window in Gmail  

File:Gmail 6 Compose Tab.png|400x450px|thumb|Composing mail with relevant information

File:Gmail 6 Compose Tab.png|400x450px|thumb|Image 19 - Composing mail with relevant information

</gallery>

</gallery>

Some basic features of the 'compose mail' form are discussed below:

Some basic features of the 'compose mail' form are discussed below:

# To: enter the email address(es) of the recipient(s)

# To: Enter the email address(es) of the recipient(s)

# Cc: “Carbon copy”  additional email address(es) (not the main recipient; meant to keep others informed)

# Cc: “Carbon copy”  - Enter additional email address(es) (not the main recipient; meant to keep others informed)

# Bcc: “Blind carbon copy” another email address (any email addresses entered here will be hidden from other ids addressed in the mail)

# Bcc: “Blind carbon copy” - This can have another email address (any email addresses entered here will be hidden from other ids addressed in the mail)

# Subject: a few words to describe what your email is about  

# Subject: Enter a few words to describe what your email is about  

# Body of the email: type your message. Click on attachment icon (next to send icon) to attach your local files(text files, images, etc.) with the mail and send it to the recipient.  After you have done all the above steps and if are ready to send your mail, just click on Send icon.

# Body of the email: Type your message. Click on attachment icon (next to send icon) to attach your local files (text files, images, etc.) with the mail and send it to the recipient.  After you have done all the above steps and if are ready to send your mail, just click on Send icon.

# To access your sent mails, click on Sent from the left side panel.

# To access your sent mails, click on Sent from the left side panel.

===== Checking mails and replying =====

===== Checking mails and replying =====

Your Inbox displays all email messages you have received. By default, unread messages in your Inbox have a white background and display in bold lettering while read messages have a grey background and normal type.  

Your Inbox displays all email messages you have received. By default, unread messages in your Inbox have a white background and display in bold lettering while read messages have a grey background and normal type.  

 

''Please note that these kinds of colour schemas will change over time, as the software providers make revisions to the software. Hence it is important to learn and understand the concept / process (differentiating between read and unread mails, for easy reference) rather than the implementation (white v/s grey backgrounds). This approach to learning (concept/process v/s specific functionality implementation) will also help you to more easily learn a second application for the same functionality (such as yahoo mail for email), since you will be looking for the specific processes (distinguishing between read and unread mails) than the specific implementation in the earlier tool you have learnt.''

|Please note that these kinds of colour schemas will change over time, as the software providers make revisions to the software. Hence it is important to learn and understand the concept / process (differentiating between read and unread mails, for easy reference) rather than the implementation (white v/s grey backgrounds). This approach to learning (concept/process v/s specific functionality implementation) will also help you to more easily learn a second application for the same functionality (such as yahoo mail for email), since you will be looking for the specific processes (distinguishing between read and unread mails) than the specific implementation in the earlier tool you have learnt.

===== Downloading an attachment =====

===== Downloading an attachment =====

[[File:Gmail_8_Download_The_Attachement.png|400x450px|left|thumb|Image 18 - Downloading an attachment]]

[[File:Gmail_8_Download_The_Attachement.png|300x300px|left|thumb|Image 20 - Downloading an attachment]]You will see here an image (Image 20) that shows you how to download an attachment to your mail. A paper clip icon next to an email indicates that there is an attachment with the mail

#A paper clip icon next to an email indicates that there is an attachment with the mail

# To download an attachment in an email, open mail and scroll down the message and come to the file attached.

# To download an attachment in an email, open mail and scroll down the message and come to the file attached.

# You can either view or download the file (down arrow mark).

# You can either view or download the file (down arrow mark).

# Click on Download

# Click on Download

# A window will appear Click on Save (see image 18)

# A window will appear Click on Save (see image 18)

# Choose the location where you want to save the file

# Choose the location where you want to save the file; click on Save to finish

# Click on Save to finish

{{clear}}[[File:Gmail_10_Sign_out.png|300x300px|thumb|Image 21 - Signing out from your account]]

{{clear}}

 

===== Sign out from the account =====

===== Sign out from the account =====

This is very important steps to secure your mail privacy.  Logging out of your Gmail account is essential if you use public computers or even in personal computer. Your Gmail account may contain sensitive or private information, and signing out will help protect it.   

This is a very important step to secure your mail privacy.  Logging out of your Gmail account is essential, particularly if you use public computers. This is important even on your own personal computer. Your Gmail account may contain sensitive or private information, and signing out will help protect it.   

# Click on your name or small circle with your starting letter of your user name, which displayed on top right side of your screen, (image 19).

# Click on your name or small circle with your starting letter of your user name, which displayed on top right side of your screen, (image 21).

# Click on it and select '''sign out''' or '''logout'''.

# Click on it and select '''sign out''' or '''logout'''.

{{clear}}

{{clear}}

Sharing has been made difficult using technological methods as well as legal methods. Legal methods have been through releasing software or content using restrictive licenses, that forbid sharing or modifying (making these 'proprietary' instead of 'open'). Technological methods have been to not release the source code (in case of software), which is required for making   modifications and by using techniques that  prevent 'copy paste' processes. 'Proprietary' software which forbids sharing and customising is unfortunately popular amongst ICT users.  

Sharing has been made difficult using technological methods as well as legal methods. Legal methods have been through releasing software or content using restrictive licenses, that forbid sharing or modifying (making these 'proprietary' instead of 'open'). Technological methods have been to not release the source code (in case of software), which is required for making   modifications and by using techniques that  prevent 'copy paste' processes. 'Proprietary' software which forbids sharing and customising is unfortunately popular amongst ICT users.  

==== FOSS ====

==== Free and Open Source Software (FOSS) ====

Fortunately, in the case of software, there are 'free software' communities that have developed software and released it on liberal conditions, that allow free sharing and modifying. [[wikipedia:Richard_Stallman|Dr Richard Stallman]], who was a professor at the [[wikipedia:Massachusetts_Institute_of_Technology|Massachusetts Institute of Technology,]] established the [[wikipedia:Free_Software_Foundation|Free Software Foundation]], which worked to develop software applications and released them under a '[[wikipedia:GPL|General Public License]]' (GPL), which allows the user four freedoms – to use, study, modify and share. The GPL also insists that any changes made to a free software should also be released on same terms. Please note that 'free' refers to the 'freedom' to re-use, share, modify and re-distribute and not to 'free of cost'. We can use 'gratis' to indicate 'free of cost'.

Fortunately, in the case of software, there are 'free software' communities that have developed software and released it on liberal conditions, that allow free sharing and modifying. [[wikipedia:Richard_Stallman|Dr Richard Stallman]], who was a professor at the [[wikipedia:Massachusetts_Institute_of_Technology|Massachusetts Institute of Technology,]] established the [[wikipedia:Free_Software_Foundation|Free Software Foundation]], which worked to develop software applications and released them under a '[[wikipedia:GPL|General Public License]]' (GPL), which allows the user four freedoms – to use, study, modify and share. The GPL also insists that any changes made to a free software should also be released on same terms. Please note that 'free' refers to the 'freedom' to re-use, share, modify and re-distribute and not to 'free of cost'. We can use 'gratis' to indicate 'free of cost'.

==== OER ====

==== Open Educational Resources (OER) ====

Similarly in the case of content or learning materials, the '[[wikipedia:Open_educational_resources|open educational resources]]' (OER) movement aims to support creation of digital materials that allow the four rights – right to re­use, re­vise, remix and re­distribute (called the 4 Rs).  

Similarly in the case of content or learning materials, the '[[wikipedia:Open_educational_resources|open educational resources]]' (OER) movement aims to support creation of digital materials that allow the four rights – right to re­use, re­vise, remix and re­distribute (called the 4 Rs).  

Teachers often will need to contextualise materials (make changes as per their own needs), which copyrighted materials would not allow. Hence there is a need to produce learning resources and make these available with minimal copyright restrictions. The [http://en.wikipedia.org/wiki/Open_educational_resources '<nowiki/>'''Open Educational Resources''''] movement aims to release materials with minimal restrictions, which will allow teachers to freely 're-use', 're-vise', 're-mix' and 're-distribute' materials. Teachers can access available OER from the internet and create their own digital libraries on their computers for different topics of their interest. Teachers can release materials they create as OER, so that other teachers can give feedback as well as revise/refine the same to make it better quality.

Teachers often will need to contextualise materials (make changes as per their own needs), which copyrighted materials would not allow. Hence there is a need to produce learning resources and make these available with minimal copyright restrictions. The [http://en.wikipedia.org/wiki/Open_educational_resources '<nowiki/>'''Open Educational Resources''''] movement aims to release materials with minimal restrictions, which will allow teachers to freely 're-use', 'revise', 're-mix' and 're-distribute' materials. Teachers can access available OER from the internet and create their own digital libraries on their computers for different topics of their interest. Teachers can release materials they create as OER, so that other teachers can give feedback as well as revise/refine the same to make it better quality.

FOSS and OER movements aim at providing digital resources that are licensed to allow you to make copies. In addition, you can modify the software / content resource and share again. FOSS and OER are necessary to adopt and promote for equitable access to ICT.

FOSS and OER movements aim at providing digital resources that are licensed to allow you to make copies. In addition, you can modify the software / content resource and share again. FOSS and OER are necessary to adopt to promote equitable access to ICT.

==== Inclusive use of ICT ====

==== Inclusive use of ICT ====

Apart from harm to yourself, the use of the internet can cause problems for your computer, through [[wikipedia:malware|malware]] (software viruses), or spam (unwanted mails).  

Apart from harm to yourself, the use of the internet can cause problems for your computer, through [[wikipedia:malware|malware]] (software viruses), or spam (unwanted mails).  

''Do not download any software or content to your computer from the internet, unless you have clear instruction from your cyollege/ faculty. Before clicking on any link, consider if that link may lead you to malware or any fraud. Avoid downloading any content, unless you are reasonably sure it is genuine.'' By only downloading content that is licensed as OER, you reduce your chances of downloading malware.

''Do not download any software or content to your computer from the internet, unless you have clear instruction from your college/ faculty. Before clicking on any link, consider if that link may lead you to malware or any fraud. Avoid downloading any content, unless you are reasonably sure it is genuine.'' By only downloading content that is licensed as OER, you reduce your chances of downloading malware.

==== Courtesy in email communication ====

==== Courtesy in email communication ====

=== Portfolio ===

=== Portfolio ===

# You would have downloaded resources (open educational resources) on the topics chosen by you, in your computer.

# You would have downloaded resources (open educational resources) on the topics chosen by you, in your computer, in your PDL

# You would have many emails in your Inbox, you can save an email which has useful comments in your 'mail' folder on your computer, or on a mail folder on the web

# You would have many emails in your Inbox, you can save an email which has useful comments in your 'mail' folder on your computer, or on a mail folder on the web