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Continuing Professional Development via Open Business Talk: An Incentive COP for Knowledge Sharing and Inclusive Discussion
No full text[POSTER] Open Business Talk is a vibrant forum that encourages critical thinking, mindset shifts, and knowledge exchange among Bangladesh Open University faculty members. By means of open digital technologies, in-person interactions, and community involvement, Open Business Talk promotes collaborative innovation and continuous professional development. This poster presentation examines how promoting candid conversations on a range of subjects through Open Business Talk (OBT) improves voluntary participation, professional growth, and knowledge sharing. The design and engagement structure of the OBT will be shown in visuals, and the video narratives of the participants will be accommodated via QR codes. The presentation will demonstrate how Open Business Talk fosters inclusivity, accessibility, and a diversity of viewpoints in workplaces, educational institutions, and society at large. Attendees of the conference will be drawn to this poster presentation because it will demonstrate how OBT encourages knowledge sharing and intellectual debates, how it supports inclusive professional development, and how it affects voluntary participation and learning habits. Additionally, it will help people and organizations learn how to use Open Talk as a zero-cost tool for social and educational progress.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 806
Fostering a Resilient and Self-Reliant Community: An Organic Farming Revolution
Get PDFOrganic farming contributes to a healthier food supply and a more sustainable environment.
In Tamilnadu, a State in the southern part of India, women are actively involved in organic farming, participating in all stages of cultivation and contributing significantly to the household food security and income-generation process.
This paper aims to explore the notion of women’s participation, empowerment and food sovereignty among the marginalized women farmers in Tamilnadu by addressing the following issues :
-Does organic farming present a significant scope for women in Tamilnadu?
-How do they overcome challenges like land ownership and the certification processes, finding reliable market access?
-Do government initiatives /community organisations play any role in propelling marginalized women towards a self-sustainable, self-sufficient and self-governed environment in a rural agricultural economy?
-Are educational methods/ practices adopted to train the women farmers?
By addressing challenges such as social and cultural barriers, access to education and training, land ownership and resource management, organic farming can play a significant role in empowering marginalised women farmers and promoting sustainable agricultural development.
PCF11 Plus: Beyond the Forum
Sub-Theme: Sustaining communities of learning and practice in innovative open education
Paper ID: 272
Monitoring Collaborative Interactions in Online Learning: Insights from Moodle Log Records
No full textInteractions among students in online learning environments are difficult to monitor but can be crucial for their academic performance. Moodle is one of the best and most popular online learning platforms, where its log records can reveal important information on students’ engagement and the respective performance. This study examines the degree of student participation and performance in online collaborative content creation activities, based on three iterative testing cycles: systematically designed Moodle forum discussions, group assignments, Wikis and Moodle workshops, specifically to obtain peer feedback. The abovementioned collaborative Moodle content creation and corresponding log record analysis was executed for four modules conducted at two higher education institutions from Sri Lanka and Brazil. Regression analysis on log records and student performance on four modules indicated a positive correlation, with R2 values between 26% and 43.8%. A significant amount of data which remained unexplained were subjected to the Vector Space Model (VSM) data mining algorithm to uncover in-depth information. The results, indicating substantial influence on student performance by participation in online collaborative activities, provided vital insights into necessary improvements on instructional design. Accordingly, promoting productive student interactions could be significant in online learning environments, and the findings of this study underscore the importance of utilising the learning analytics data driven approaches to elevate student performance
The Vocational Training Development Institute: An Investigation into the Utilization of Digital Learning Strategies in TVET to Facilitate Accessibility, Flexibility, Engagement and Skills Development
No full textTechnical Vocational Education and Training (TVET) is central to human capital development and is increasingly recognised as essential for economic growth, poverty reduction, and sustainable development. Industry 4.0/5.0 developments further amplify TVET's strategic importance in preparing learners for the future of work. This study focuses on the "what" of learning, by examining VTDI's effectiveness in advancing digital learning strategies that promote access, flexibility, engagement, and skills development. Using a qualitative case study approach, data were collected through a focus group discussion with staff and analysis of institutional documents. Findings show that VTDI employs a structured digital learning framework supported by dedicated units, integrated platforms, and inclusive delivery modes such as online, blended, and synchronous learning. These strategies have improved student engagement and access, especially for remote, employed, and disabled learners. However, barriers such as limited access to devices, internet connectivity, and digital tools have negatively impacted skills development for some students. Key recommendations include: investing in simulation and assistive technologies; aligning digital learning practices with policy; improving digital literacy training; clearly communicating digital readiness requirements; and conducting strategic assessments prior to technology adoption. These actions are necessary to support inclusive, equitable, and future-ready digital learning in TVET.
PCF11 Sub-Theme: Skills Development Through Lifelong Open Education
Paper ID: 643
Toward an Assessment Policy for AI Integration in Tertiary Institutions: Perceptions of Lecturers' Practices in One Tertiary Institution in Eswatini
No full textThis paper seeks to create a database for drafting an assessment policy for AI integration in tertiary institutions in Eswatini, based on lecturers’ perceptions regarding the integration of AI tools in assessments. A qualitative approach was employed, utilising an ethnographic survey administered to twenty-five lecturers at a single tertiary institution to collect data on their use of AI, their attitudes toward AI use in education, and their concerns regarding its impact on assessments. The study, based on the Technological Acceptance Model (TAM), revealed that lecturers embraced AI due to its practicality, ease of use, efficiency, tailored learning, enhanced instruction, and creative, innovative approaches. However, with the emergence of issues such as students abusing AI in tests, lecturers having trouble telling the difference between responses produced by AI and those provided by humans, and declining creativity levels due to over-reliance on AI, lecturers felt the need for a policy addressing the ethical use of AI in assessments. In order to foster the responsible use of AI, this study, proposes an AI strategy that balances AI and traditional methods, stresses ethical use of AI, underscores the role of assessment methods resistant to AI manipulation, calls for staff continuous professional development, and visualises the role played by feedback mechanisms in AI-powered assessments. We acknowledge that although comprehensive, these findings could be further strengthened with broader national data.
PCF11 Plus: Beyond the Forum
Sub-Theme: Skills development through lifelong open education
Paper ID: 010
From Foundations to Futures: Mapping Ten Years of Scholarly Growth in the Journal of Learning for Development to Bridge Research, Practice, and Policy
No full textThis article presents a comprehensive review of the Journal of Learning for Development (JL4D) over its first decade (2014-2024), employing bibliometric, content, and citation analyses to explore the Journal’s scholarly contributions, thematic evolution, and global impact. The findings reveal a steady increase in research output, a diversification of authorship across 55 countries, and a growing trend toward collaborative and cross-regional scholarship, particularly in response to the Covid-19 pandemic. Content analysis confirms the Journal’s sustained focus on equitable access to education, highlighting key themes such as Open Educational Resources (OER), capacity building, digital literacy, and pedagogical innovation. Citation metrics demonstrate the Journal’s expanding academic influence, with top-cited works addressing Education 4.0, social justice in open education, and teacher professional development. Beyond numerical indicators, JL4D’s true strength lies in its role as an inclusive platform bridging research, practice, and policy to support learning for development. As it enters its second decade, JL4D is well-positioned to deepen its academic impact while nurturing interdisciplinary collaborations that advance sustainable educational futures
Distance Learners' and Teachers' Attitude Towards the Use of Artificial Intelligence
No full textAdvances in Artificial Intelligence have extended a wealth of opportunities for distance learners and teachers. The main purpose of this study was to investigate the distance learners’ attitude towards current trends and practices of AI. The survey approach was considered appropriate for this study, and a sample of 100 students (of M.Phil and PhD) and their 50 teachers (100+50=150) was taken randomly. For the collection of data, a questionnaire on 5point Likert scale was developed and administered on the respective sample. Reliability of this research tool was 0.83 (Alpha Coefficient). Collected data were analyzed through SPSS XXII by running percentages, mean scores, and t-test formulas. Main findings of the study revealed that both students and teachers have positive attitudes towards AI. However, teachers were more fluent and frequent than students in using AI as an instructional technology. Both students and teachers affirmed that artificial intelligence promotes personalized learning and enriches the teaching-learning process. Efficiency and enhancement in learning productivity were witnessed by both teachers and students. AI ensured real-time assistance, meaningful feedback, and query resolution. Artificial intelligence supports students in their academic tasks, making the learning process interesting and motivating.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 007
Assessing the Readiness and Capacity of TEVET Institutions in Zambia to Implement Open, Distance, and Flexible Learning (ODFL) Programs
No full textThe Technical Education, Vocational and Entrepreneurship Training (TEVET) sector in Zambia is undergoing transformation to improve access and flexibility in educational delivery. Open, Distance, and Flexible Learning (ODFL) is emerging as a promising model to address the growing demand for skills development. This study assessed the readiness and capacity of TEVET institutions to implement ODFL programs, focusing on technological, infrastructural, human resource, and policy-related dimensions. A mixed-methods approach was adopted, comprising a quantitative survey of TEVET institutions and qualitative interviews with institutional leaders and educators. From a total of 435 accredited institutions, a proportionate sample of 30 was selected, ensuring representation across all institutional grades. The grading system ranges from Grade 1 to Grade 3, with Grade 1 institutions meeting all accreditation requirements, Grade 2 institutions meeting most requirements with minor gaps, and Grade 3 institutions meeting only the basic requirements necessary for accreditation. Institutions falling below this threshold are not accredited to offer training. Quantitative data were analysed using frequencies and graphical presentations, while qualitative data were analysed thematically. The analysis identified key strengths, gaps, and barriers affecting institutional readiness to implement ODFL programs. The findings revealed varying levels of preparedness, with significant challenges including limited access to technology, inadequate educator training, and underdeveloped digital infrastructure. Based on insights from the ongoing ODFL pilot project, the study proposes a strategic framework that prioritizes policy reform, capacity building, and investment in digital technologies. These recommendations aim to enhance the capability of TEVET institutions to deliver flexible and inclusive training. The findings provide valuable guidance for policymakers and educators in advancing vocational education through innovative and accessible learning modalities in Zambia.
PCF11 Plus: Beyond the Forum
Sub-Theme: Skills development through lifelong open education
Paper ID: 369
Immersive Learning Technology for Teacher Education: A Systematic Literature Review
No full textThis study aims to identify emerging trends in immersive learning research in teacher education in order to provide researchers with insights into research themes and issues for further exploration. Specifically, the researchers scrutinised the research methods, research outcomes, and technologies employed in immersive learning research in teacher education from 2017 to 2023. For this purpose, 192 studies were detected by searching Scopus, Web of Science, ERIC, Google Scholar indexes, and Springer links. This systematic review ultimately included 34 peer-reviewed, open-access articles. The study identified emerging trends in the current literature and analysed them as sub-dimensions; furthermore, it explored the potential outcomes drawn from immersive learning technologies in the teacher education context. This systematic review builds on previous ones by adding knowledge about the use of state-of-the-art immersive learning technology in teacher education