K Sathish Kumar

The book depicts the Journey of Arjun who is in his prime twenties. In the past he has been a sincere college student, an irresponsible son, a silent guardian, and is on the verge of becoming the CEO of a top organization. A deep fascination to get married too. At present he is away from his family. Following his emotional break up and his identity at stake, he has to compete with others for the leadership. He has 365 days to redeem himself. Will he successfully claim his chair, win the love of his life and finally accepted by his family after revealing his true identity? Dive in to find the answers by exploring the journey of Arjun. It's just not a Short Story.

The purpose of this book is to express the best classification practices of participants participating in the development of educational technology in choosing open educational resources. The qualitative approach approached the present study. With qualitative exploratory research, of review of self-assessment instruments completed by the participants was carried out. Classifying practices for Open Educational Resources selection was formed to describe the contributions published in the course forums and the participants' tasks concerning the Open Educational Resources topic. It concluded that the usual thing is to make a self-assessment of the resource before using it or to consult with colleagues. It highlighted that these resource's search carried out with the Google Chrome browser's help in digital magazines and institutional databases. Also, the need for better management of Open Educational Resources highlighted for generating more skills for their search and selection.

OER is using in several ways in educational settings, and scholars and practitioners have coined unique names for these methods. "A collection of things to do around educational layout and execution of events and procedures meant to assist learning," for example, is how open educational practices represent. They also include creating, using, and repurposing Open Educational Resources (OER) and their adaptation to the context. We have a description of open educational practices and a collection of relevant dimensions in this paper. We explain how they were derived, based primarily on an extensive survey and OER case studies study. The article concentrates on three points: It begins by providing a working description of open educational practices and explains how a better understanding of OEP will improve educational quality and innovation. The growing interest in MOOCs, open courseware, and particularly open textbooks propelled available education to new heights since its inception in the early 2000s; however, many instructors have never heard of open educational resources (OER) today. This chapter has provided a brief overview of OER's, why they use, and their movement. In the next chapter, we will review some items you should keep in mind when adopting or creating an OER for the first time.