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Sign Langugae for All: An Open Education Model for Sustainable Development and Inclusive Education in the University of Bamenda
No full textThis study explores the implementation of innovative open educational resources (OERs) in sign language instruction in The University of Bamenda-Cameroon, promoting a culture of inclusivity and sustainability. We place this study in the framework of Deaf Education Theory by Harlan Lane (1992) and Empowerment Theory Model by Marc Zimmerman (2000). This case study research employs a mixed-method approach combining classroom observations, interviews, and questionnaires to investigate the impact. 50 students were sampled and in-depth interviews were conducted with them. Secondly, we administered questionnaires to the same students to gather data on their sign language teaching/learning experiences. Findings revealed that: 1. Incorporating innovative OERs, such as sign videos, ASL dictionaries, Sign School App, and lessons from websites offered flexible teaching strategies that encouraged active participation and engagements thereby, revolutionalizing students learning experiences. 2. 90% students indicated that OERs had positive impact on their learning outcomes. Recommendations are made to stakeholders on increasing access to innovative education platforms; promote capacity building and empowerment opportunities and replicate workable solutions to other universities in Cameroon.
PCF11 Plus: Beyond the Forum
Sub-Theme: Sustaining communities of learning and practice in innovative open education
Paper ID: 661
Role of Prior Experience with Online Teaching and Learning in the Prediction of MOOC Readiness
No full textMassive open online courses (MOOCs) are online educational courses that provide learning opportunities without geographical, temporal, or enrollment limitations. However, the adoption of MOOCs in Omani higher education is still in its early stages. Therefore, this study aims to assess how attitudes, self-efficacy, experience with online teaching, administrative and colleague support predict MOOC readiness, and determine the extent of varied instructor attitudes and experience regarding MOOC readiness and self-efficacy. A survey of 130 respondents concluded that attitude and experience with online teaching predicted only 34.5% MOOC readiness, and other factors such as self-efficacy, administrative support, and colleague support were found not to influence readiness. Additionally, those with MOOC learning experience showed significantly higher readiness, and better attitude and self-efficacy. Faculty members with experience designing MOOCs had higher self-efficacy in their abilities, while their readiness and attitude were similar to those without this experience. Hence, these findings indicate a need for further professional development programmes and more exposure to MOOCs as a student to further spur the Omani MOOCs movement
Digital India and Open Education: Driving Equity, Inclusion and Accessibility
No full textThe Digital India initiative has reshaped the educational landscape, fostering equity, inclusion, and accessibility through open education. By leveraging technology, it has bridged the digital divide, enabling learners from diverse socio-economic backgrounds to access quality educational resources. Open education, supported by digital platforms, has become a catalyst for this transformation, offering flexible, inclusive, and cost-effective learning opportunities. Initiatives like SWAYAM, ePathshala, and the National Digital Library of India (NDLI) exemplify the integration of open educational resources (OER) to promote lifelong learning.
This study uses content analysis as its main research method to explore how Digital India influences open education. By carefully examining policy documents, digital platforms, and open educational resource (OER) initiatives, the research uncovers patterns, trends, and gaps in the adoption and implementation of open education. It emphasizes the importance of digital tools, including e-learning platforms, mobile applications, and assistive technologies, in overcoming educational challenges faced by marginalized communities, rural learners, and individuals with disabilities.
While the potential for transformation is significant, challenges remain, including gaps in digital literacy, insufficient infrastructure, and a lack of localized content. The findings highlight the necessity for focused interventions, such as capacity-building initiatives and enhanced digital infrastructure, to improve the effectiveness of open education.
In conclusion, Digital India and open education serve as vital mechanisms for democratizing education, fostering social mobility, and empowering diverse learner groups. This research contributes to understanding how technology-driven education can drive equity and inclusion in India.
PCF11 Plus: Beyond the Forum
Sub-Theme: Gender, technology and innovation in open education
Paper ID: 878
Empowering Rural Adolescent Girls in Bangladesh through Open TVET Lifelong Learning Using Moodle and AptusPi
No full textThis concept paper explores the empowerment of rural girls and women in Bangladesh through inclusive open education and skills development, aiming to overcome gender-based barriers, promote access to quality education, and promote sustainable livelihoods. The study focuses on the socio-economic challenges faced by rural women and girls, particularly early marriage and domestic responsibilities, which limit educational opportunities. The Centre for Mass Education in Science (CMES) has implemented a second-chance education model targeting girls who have dropped out of school or never enrolled. This model, combining vocational training in areas like tailoring, computer literacy, and sustainable agriculture, has reached over 31,000 girls since 2016, with many transitioning into income-generating activities.
In 2024, CMES introduces Moodle and AptusPi, two offline digital learning tools, to scale this model. These tools provide modular, self-paced learning, allowing rural girls to acquire essential skills without needing continuous internet access. The integration of Moodle and Aptus Pi supports Bangladesh’s National TVET Policy, aiming to expand vocational education, empower women, and reduce gender-based disparities in education and employment.
PCF11 Sub-Theme: Skills Development Through Lifelong Open Education
Paper ID: 964
Final Evaluation and Management Response of the Partnership for Open, Distance and Flexible Learning (ODFL) in the Pacific
No full textThe Partnership for Open, Distance, and Flexible Learning in the Pacific (the programme, ODFL) is a five-year initiative designed to enhance the capacity and efficiency of education sectors in the Pacific region by leveraging innovative delivery mechanisms and technology. The programme was targeted across nine Pacific Commonwealth countries: Fiji, Kiribati, Nauru, Papua New Guinea, Samoa, Solomon Islands, Tonga, Tuvalu, and Vanuatu.
The programme consisted of four workstreams, with this Final Evaluation focused on Workstream 2 (Supporting youth employment) and Workstream 3 (Building resilience in Pacific education systems). The immediate response to COVID-19 (Workstream 1) and evaluation activities (Workstream 4) are out of scope for this review.
This evaluation provides a summative and formative assessment of the programme’s efficiency, effectiveness, relevance, sustainable development outcomes, gender equality, resilience, and strategic recommendations, drawing on a three-phase process involving desk reviews, primary and in-country data collection (surveys, focus groups, interviews, and workshops), and stakeholder feedback
Application of Design Thinking to Access the Competency Level of CRE Teachers in ICT Innovative and Collaborative Tools in Teaching and Learning CRE in Kisumu Central Sub-County
No full textChristian Religious Education (CRE), despite its popularity, has consistently scored low grades in the Kenya Certificate of Secondary Education (KCSE) within Kisumu County. An analysis of KCSE results from 2017 to 2019 reveals that humanities subjects, including History (average 4.998), Geography (average 5.826), and CRE (average 3.951), all scored below average, with CRE having the lowest average. This study is grounded in constructivism theory, hypothesising that integrating Information Communication Technology (ICT) can enhance CRE performance. The research aimed to use Design Thinking to access the competency level of CRE teachers in ICT innovative and collaborative tools in teaching and learning CRE in Kisumu Central sub-County. Data was collected through questionnaires from a sample of 19 CRE teachers out of a population of 681n all the 19 secondary schools (both public and private). CRE teachers were selected through simple random sampling while the schools were selected through saturated sampling as there are 21 schools in this sub-county. Instrument validity was confirmed through expert review and pilot study, and reliability was established using the test-retest method at reliability coefficient of r = 0.76. Quantitative data analysis involved computing frequencies and means while qualitative data were analysed using content analysis. The assessment of ICT competency among CRE teachers revealed low proficiency, with significant areas for improvement in knowledge acquisition, creation and deepening. The competency in using basic ICT tools was rated as "good" (x ̅ = 3), but lower for advanced applications like creating interactive content (x ̅ = 2). The analysis revealed a positive correlation between CRE teachers’ ICT competency level and CRE performance (r =.75, p = .032). The study recommended the following: Ministry of Education should ensure monitoring and evaluation of ICT integration is done in all schools, The government should increase budgetary allocation for ICT integration in public secondary schools, The government should also conduct seminars and workshops to help teachers and acquire training on effective use of ICT with learner centered approaches, Kenya Institute of Curriculum Development should provide ICT learning material and equipment in all the levels of education in order to captivate learners to acquire the desired knowledge, The model suggested by the researcher is recommended to CBC as it addresses the fundamental ICT integration challenges in all learning systems. that touches both the 8-4-4 system and CBC.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 805
Bloom's Extended Taxonomy Revised: A BETR Way to Define Educational Objectives
No full textBloom’s Taxonomy of educational objectives is a commonly used framework for scaffolding learning outcomes. However, even following its revision in 2001 it is insufficient for the categorisation of the wide range of interpersonal and professional skills required for success in modern workplaces.
As part of the development of an international professional accounting competency framework, the team developed an extension to Bloom’s Taxonomy (Revised), which was used to identify the units of knowledge and cognitive processes associated with the demonstration of each competency. This information was then used to develop a framework for assessment development and appraisal, linked to the European Learning Model (ELM) list of Assessment types.
Bloom’s Extended Taxonomy Revised (BETR) is currently being used at all stages of the lifelong learning process, including the specification of competency frameworks and competency-based professional recognition, the specification of assessments, the appraisal of educational programs and review of evidence of learning for the Recognition of Prior Learning and Experience.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 074
Building and Sustaining Resilient Communities of Open Learning Practice: Addressing the Digital Gender Divide Through Innovative Technologies
No full textOpen Educational Practices (OEP) play a vital role in creating resilient and inclusive learning communities, particularly within the pan-Commonwealth context. This study examines the critical roles of parents, siblings, and peers in supporting and sustaining these communities while leveraging innovative technologies to bridge the digital gender divide. The research explores collaborative strategies and public-private partnerships to enhance Open and Distance Learning (ODL) approaches, focusing on the use of online platforms, digital resources, and community networks to foster engagement and participation among underrepresented groups, including girls, women, and Persons with Disabilities (PWDs).By employing a mixed-methods approach, the study integrates qualitative and quantitative research methodologies, including surveys, interviews, and case studies, to assess the effectiveness of technological tools and community-driven educational initiatives. The sample includes educators, students, and community leaders across selected regions in the pan-Commonwealth, ensuring a comprehensive evaluation of existing practices. The findings will provide practical recommendations for policymakers and educational institutions on optimizing OEP strategies and digital tools to create sustainable and inclusive learning environments. Additionally, this research aims to identify gaps in current practices, propose solutions for effective policy implementation, and contribute to the broader discourse on open education and digital inclusion.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 051
Advancing Gender Equality and Inclusion Through Technology - Enabled Open Education
No full textThis concept paper presents a case study of the Centre for Mass Education in Science (CMES), a Bangladesh-based NGO, and its integration of offline digital learning tools, Moodle and Aptus Pi, into vocational education programs for rural adolescent girls. Piloted between September 2024 and March 2025 across locations including Korotia, Gobratol, and Suruj, this initiative builds on CMES’s established Basic School System and Adolescent Girls’ Program, which have reached over 178,000 learners across 20 districts. Using a qualitative case study methodology, this paper examines how the phased deployment of digital tools contributed to learning continuity, skill acquisition, and gender empowerment in low-connectivity contexts.
Learners in tailoring and computer training used preloaded multimedia content to revisit lessons independently, helping them overcome instructor shortages and household constraints. Initial barriers such as fear of technology, limited electricity, and device-sharing tensions were mitigated through repeated orientation and peer-led support. Gender awareness sessions further enabled participants to delay early marriage, increase mobility, and improve decision-making within households. By embedding digital learning into a community-based, gender-responsive framework, CMES demonstrates a scalable model for inclusive open education. The findings offer timely insights for practitioners designing context-specific digital learning interventions aligned with Sustainable Development Goals 4 and 5.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 515
Keynote Address: Incarnation of Global and National Development Ideals for Institution of Sustainable Open Education Systems: The Case and Experience of Botswana
No full textKeynote address, delivered by Dr Daniel Tau, Founding Vice Chancellor of Botswana Open University, at the Eleventh Pan-Commonwealth Forum on Open Learning (PCF11) in Gaborone, Botswana on 12 September 2025