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The current study explored the possible effect of workplace diversity on employees' performance in Allama Iqbal Open University. The purpose of this study was to assess the effects of workplace diversity on the performance of employees. The sample of study comprised of 105 Head of departments and 545 regular (BPS-2 to15), contractual, daily wagers and laborers employees working in AIOU main campus as well as regional campuses. Stratified random sampling scheme was applied to select the participants. Data was collected through questionnaire. Pearson correlation test and Regression Analysis test was applied to extract the results. The results revealed that age diversify; gender diversity and ethnicity diversity have negative relationship on the performance of the employees. Experience diversity has positive effect on employees' performance.

Instructional design refers to planning, development, delivery and evaluation of instructional system. It is an applied field of study aiming at the application of descriptive research outcomes in regular instructional settings. The present study was designed to critically review the process of instructional design at Allama Iqbal Open University (AIOU). It was survey study. Population of the study consisted of 120 academicians of different academic department of AIOU. Survey was conducted through questionnaire for academic staff. It was revealed that need assessment is not done before conceiving the outlines of a course. Also the course did not contain sufficient activities, picture and illustrations. It was also found that did not confirm the course objectives. The study recommended that proper of the course writers for distance learning may be arranged.

The purpose of the study was to investigate perceptions of participants about early childhood care and education professional development workshop. The sample consisted of 28 participants including 10 males and 18 females who were participating in a postgraduate diploma in early childhood education. The questionnaire was used for data collection consisting of 31 closed ended items. It had three dimensions; workshop content, workshop facilitation arrangements and pedagogy of the resource persons. Independent t-test was applied to investigate the satisfaction level of participants about workshop content, workshop facilitation arrangement and pedagogy of the resource persons. The results revealed that there was no significant gender wise difference between participants' satisfaction level and workshop facilitation arrangements. But significant gender wise difference was found between participants' satisfaction level and the workshop content and pedagogy of the resource persons. It was found that females and males were fully satisfied with the pedagogy of the resource persons. On the other hand, females were more satisfied than males in case of workshop content and males were highly satisfied with workshop facilitation arrangements as compared to females. Findings of this research suggested the need to review and improve the content of the courses of the workshop by using different AV Aids during the workshops. Furthermore, the schedule of the workshop should be changed by increasing the number of days and decreasing the hours of the workshop for the ease of the participants. In ODL, participants belong to different backgrounds, so diversity may be incorporated in content and pedagogy. [ABSTRACT FROM AUTHOR]

This study aims at investigating preparedness of tutors to effectively use TPACK in the implementation of Associate Degree in Education (ADE) and Bachelors of Education (B.Ed., 4 years) programs in an open and distance learning organization. It used the conceptual framework of Technological Pedagogical Content Knowledge (TPACK) for collection of empirical data and its analysis. TPACK enables the researchers to conceptualize technology in its relationship with the content of school subjects and the pedagogical issues. Specifically, the study documented the characteristics of the population of tutors participating in the implementation of ADE and B.Ed. programs and assessed strength of relationship between the tutors' characteristics and their state of preparedness to use TPACK in delivering their courses. The study followed quantitative approach to address the research questions. A survey was conducted in regional centres of Allama Iqbal Open University (AIOU) Islamabad. Sample of the study was 94 tutors from 10 regional centres of AIOU. TPACK preparedness questionnaire was used as instrument to collect data from the participants. Data were analyzed using descriptive statistics. Results showed that in content knowledge, technology knowledge science tutors have sufficient knowledge and skills of use of technology integrated with content and various strategies of developing understanding of science. Although tutors' response was average on the factors of social studies, literacy and pedagogical knowledge. Mean scores of pedagogical content knowledge, technological content knowledge, technological pedagogical knowledge and technology pedagogy content knowledge reveals that tutors have less knowledge about how to choose the technology that enhance the teaching and learning approaches for a lesson. Teacher educators are not as much prepares to select the technologies to use in their classroom that support teaching learning process. [ABSTRACT FROM AUTHOR]