 Hello dear friends, I am Dr. Anju Gandhi working as post graduate teacher in department of school education Haryana, India. I am also associated with open education for better world online mentoring program under UNESCO. I am presenting my presentation based on the experience of a training that was conducted during COVID-19 and I was invited as a resource person for the training. So the topic of my presentation is professional development for creating and implementing open education resources, a case of government school teachers training in Haryana, India. As you all know, an inevitable consequence of COVID pandemic fell upon the education system all over the globe. It has induced panic, stress, confusion in all minds regarding the present and future of education. The teaching was disrupted by the pandemic to a large extent and consequently anxiety has been raised among the student, parents and teachers regarding constructing the education during pandemic. As per the UNESCO report, pandemic has impacted around 120 crores of students across the globe. The big shift means a shift in use of technology and transacting education that we have been seen in teaching in recent times has become the trend. Teaching from face to face converted into online teaching which otherwise we call the pandemic shift. All the educational regulatory bodies across the globe recommended online education to continue the teaching learning process. Thus the school have been converted into digital space. Consequently teachers started using different virtual platforms, social media, online meeting platforms without proper training and institutional support. As you can see in the picture how a teacher is managing her class. Even some of the teachers started sharing any content or resources either copyrighted or open education resources. Those who are not much aware about the process meaning and the way of developing open education resources. They are using the content just to continue the education process at student ease. If we talk about the resources means open education resources, it can be defined as technology enabled open provision of education resources for concentration use and adaptation by the community of the user for non-commercial purposes. In light of COVID-19 pandemic the shift to online teaching has been rapid and OER have been called to attention as cost effective option to cater to this name. But OER if used with sustainable pedagogical practice can lead to learner being more active in learning process as well as creating knowledge. These practices have been collectively termed as open education practices and can be defined as wide range of individual and collective practices inherent in conceptualizing, creating, adapting, creating and sharing OERs. If we see the OER in India and the adaptation of OER in India, India has taken several steps for the development and welfare of OER in India as open education practices for the sustainable development goal. Government of India via National Knowledge Commission understood the role of OER in enhancing the quality education and access to it in the country. There are some of the initiative taken by the government of India. First of the first and most famous initiative that is NAPTEL, its prime aim is developing and enhancing the basic knowledge of science and engineering with the help of multimedia and internet. Sashakt is another program with the effort of Ministry of Human Resource Development that is now known as Ministry of Education for the purpose of supporting and enhancing e-learning. These documents that are developed through National Mission on Education through ICT are delivered through this very portal. Another initiative is EPG Parshala. EPG Parshala for the development of post-graduation program in India, the Ministry of Education under the can pay off National Mission on Education through ICT has assigned UGC assignment for the development of e-content in 77 subject of post-graduation level. The EPG Parshala covers mainly subjects in the board spectrum across the discipline of arts, sciences, language, engineering and technology, medical, health sciences and life sciences. Another program is National Institute of Open Schooling, NIOS. This is OER initiative of Ministry of Education, Government of India. It claims to be the largest schooling system in the world. NIOS was established with the vision to develop sustainable inclusive learning with universal and flexible access to quality school education as well as skill development and the mission to providing relevant continuing and holistic education up to the pre-degree level through open and distance learning system. Another aim of NIOS is contributing to universalization of school education and catering to the educational needs of the target group for equity and social justice. Another program is NROER, National Repository of Open Education Resources. It is another project of OER. It was launched by the Ministry of Education with the collaborative effort of CIEET, Central Institute on Educational Technology and CERT in collaboration with Department of School Education and Literature. The repository supports education via audio-video, images, textual documents on various topics in various subjects which are broadly mapped in five categories and these categories are math, science, social sciences, languages and art education. If we talk about the role of teacher in using, fabricating and disseminating OER, OER the digital education resources either in a form of video, photos, audio or a multimedia, software, apps, tool, website, etc. that are free for everyone. OER with their licensing condition for reuse, revise, remix, retain, redistribute, teacher is the only one who know the learner's learning style, what are the needs of the learner, socio-economical background of the learner. So, while selecting the resources, they consider all these aspects. Actually teacher is only one who is the fabricator of the OERs for their students. But teachers usually do not the knowledge and the skill to use OER, creating of OER and even know all about OER and licensing. Teacher need new skill and knowledge to make the most of OERs. Thus, teachers either pre-service or in-service need to be trained on utilizing OER into their teaching learning process. If we see the report of UNESCO published in the year of 2019, stresses the need to train in-service and pre-service teacher on accessing, using, adapting, creating and sharing OER. So, there is a urgent need that was creating during the pandemic to design teaching training program and curricula to develop teacher's knowledge and skill on all phases of utilizing OER into their teaching. Initially, it is important that teacher are able to find and use OERs. At that time, CIT and CRT realized that teacher should know about OER as well as they should have to develop their own content in their native or local language so that they can continue their teaching learning process during the pandemic. If we talk about the agencies that are working in India for teacher education at different levels, level means national level, state level and local level. At a national level, NCTE, National Council for Teacher Education, UGC, NAIC and CRT, NUPA are working. At a state level, SCRT working in all the states of India and at the local level, DITE, District Institute for Education and Training are working in all the districts of all over India. Specifically, I am talking about here about the Haryana, District Dites in Haryana. If we see the functions, different functions of National Council of Educational Research and Training, they conducted the in-service and pre-service teacher's training and even organized or conducted in the survey or research specific survey and data, textbooks for all level and curriculum development, development of audio-visual digital content under CIT, with the help of Center Institute of Education Training and CRT is working with all these aims. If we see the function of CIET, they conducted the orientation of educational planners, administrators regarding the educational technology and they are also conducting the trainings and the workshop for the teachers. They have product audio-visual and educational material over-producted by the CIET, research and evaluation to test the digital resources and improve system method and material for the education. If we see the functions of HCRT, that is the State Council of Educational Research and Training, they also conducting the trainings and develop curriculums, capacity building programs for in-service teachers at state level. They also organizing and implement the special education project sponsored by UNICEF or NCEI. At the district level, Dites are working. Dites, District Institute of Education and Training, they also work for the curriculum and material development, carry out field study to improve school education, also contributing in education planning and research and also conducting the in-service and pre-service teachers training. The main focus of today's presentation is a case of government school teachers training in Haryana regarding the e-content development. With these objectives, the training was organized during the pandemic. Objectives of the trainings are to equip the teachers aware of various authoring tool and software for content development as well as to train the teacher for e-content development and aim of the training program was to equip teacher with the knowledge and the skill to use and manage existing OERs as well as to develop new ones for their specific language, discipline, subject, education level and according to the learner age and needs as well as to develop digital competency among the teachers and preparing them to integrate OERs in the teaching learning process. First phase of the training was conducted by CIEET. Five teachers from different state were selected as MTs. In the second phase of the training was conducted by SEAT as a follow-up of CIEET initiative for e-content development. Five teachers from different districts of Haryana were selected as MTs. I am also one of the MTs in this training. After the SEAT initiative died at district level conducted these training, five teachers from different bloc of district Fateh Bharat were selected as e-content developers and as a training participant from different schools across the district. This is the training schedule conducted by the CRT and this is the training schedule conducted by the Died Fateh Bharat Haryana. Died Fateh Bharat also developed an app for the sake of this online training. All the participants joined the training via this app. These are the some authoring tools that covered during the teacher's training. One of the famous and most liked by the participant is H5P for interactive content development, stop motion animation, Kynemaster, Canva for the infographic for the worksheet purpose, Weissmi and Anker for the podcast, Prezi for the presentation, Odacity for the podcast as well, GeoJebra for the mathematics teacher and the free mind for creating the mind for the different subject and Google Classroom also covered during the teacher training so that they can continue their teaching in a blend form. So that in future they can continue their teaching in a blended form of teaching or you can say blended learning. These are the some infographics developed by the participants for the primary as the participants are from secondary schools or the primary schools. So these are the some infographics, this one of the infographic for the elementary school students. These are for the pre-service teachers and these are for the secondary and higher secondary school students. These are the some podcast link that was created by the participant during the training. These are the some presentation was developed by the Prezi presentation tool. These are the samples of GeoJebra based videos. These are the some glimpse of interactive content that was created by the H5P that is web based tool. We can also create these interactive content using the Lumie education. This is the image hotspot. This is the interactive quiz, drag and drop activity. These are all the interactive content developed using the H5P. And one of the little research is also conducted during this training. Based on the DGCOM that is European Digital Competency Framework for citizens. One question here passed well based on this framework and pre-test and post-test was conducted. Out of 60 participants, 50 participants were participated in this research and these are the result of pre-test and the post-test. And it was seen that digital competency was improved after the training. This paper depicts training of e-content development in the state government schools of Haryana. It also reflects on how such training can contribute to sustainable open education practices. In addition, the ability to support such effective practices through creating opportunity for school teachers to contribute and develop context-specific ORs through freely available tools. Some consistency is likely as participants embrace openness and incorporate open education practices within their teaching practices. So this is all about the training that was conducted for the school teacher in state Haryana. And thank you so much for giving me the opportunity for sharing my idea and my experience in open education complex. Thank you so much.