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Digital Personalized Learning (DPL) - tech solutions and products that tailor learning to individuals and their specific learning needs - have the potential to improve learning outcomes and close gaps for students who have fallen behind. However, there is a limited of evidence from digital personalized learning interventions deployed across the developing world. This landscape review identifies trends and gaps in DPL implementation in low- and middle-income country (LMIC) contexts. This...
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While ChatGPT has recently become very popular, AI has a long history and philosophy. This paper intends to explore the promises and pitfalls of the Generative Pre-trained Transformer (GPT) AI and potentially future technologies by adopting a speculative methodology. Speculative future narratives with a specific focus on educational contexts are provided in an attempt to identify emerging themes and discuss their implications for education in the 21st century. Affordances of (using) AI in...
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This EdTech Hub Helpdesk Response provides feedback on 15 Tanzania University Strategic Implementation Plans (USIPs) submitted to the Word Bank’s Higher Education for Economic Transformation Project (HEET). The feedback is intended to enhance and strengthen the plans provided by universities such that the US$300 million is allocated and spent most effectively.
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An output of the EdTech Hub, https://edtechhub.org
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The legacies of colonial rule continue to impact everyday life, particularly in education. These structural inequalities are often reinforced and amplified in online ‘global’ education through a form of digital neocolonialism, which is where hegemonic powers indirectly control or influence marginalised groups through the internet or information technology. In striving for justice-oriented online education models, this study analyses to what extent Massive Open Online Courses (MOOCs),...
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An output of the Open Development & Education, https://.opendeved.net/
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