OER4Schools - Research Overview

Goldie-Scot, M., Hollows, S., Hennessy, S., Mathew, P., Delbridge-Smith, P., & Haßler, B. (2018). Sustainable Development Goal 4 in the Commonwealth - Status Update Report. Commonwealth Secretariat. https://doi.org/10.5281/zenodo.3958259

Haßler, B., Hennessy, S., & Cross, A. (2014). School-based professional development in a developing context: Lessons learnt from a case study in Zambia. Professional Development in Education, 41(5), 1–20. https://doi.org/10.1080/19415257.2014.938355

Haßler, B., Hennessy, S., & Hofmann, R. (2020). The OER4Schools professional development programme: Outcomes of a sustained trial in sub-Saharan Africa. Frontiers in Education, 5(146). https://doi.org/10.3389/feduc.2020.00146

Haßler, B., Hennessy, S., Lord, T., Cross, A., Jackson, A., & Simpson, M. (2011). An investigation of appropriate new technologies to support interactive teaching in Zambian schools (ANTSIT). A joint report from Aptivate and the Centre for Commonwealth Education (University of Cambridge). Final Report to DfID. Aptivate and University of Cambridge. http://www.educ.cam.ac.uk/centres/archive/cce/initiatives/projects/antsit/DfIDANTSITReport_FINAL_2Mb-2.pdf

Haßler, B., Hennessy, S., & Lubasi, B. (2011). Changing classroom practice using a school-based professional development approach to introducing digital resources in Zambia. Itupale Online Journal of African Studies, 3, 17–31. http://www.cambridgetoafrica.org/resources/Hassler__et_al__2011.pdf

Haßler, B., Hennessy, S., & Hofmann, R. (2018). Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development. Journal of Learning for Development, 5(1). https://docs.opendeved.net/lib/D2GQYC5S

Haßler, B., Hennessy, S., & Jestaz, C. (2012). ORBIT and OER4Schools: supporting effective primary and secondary school practice through OER. Proceedings of Cambridge 2012: Innovation and Impact - Openly Collaborating to Enhance Education, 311–317.

Haßler, B., Major, L., Warwick, P., Watson, S., Hennessy, S., & Nichol, B. (2016). A short guide on the use of technology in learning: Perspectives and Toolkit for Discussion. Faculty of Education, University of Cambridge. http://bjohas.de/Publications/Perspectives

Haßler, B., Major, L., Warwick, P., Watson, S., Hennessy, S., & Nichol, B. (2016). Perspectives on Technology, Resources and Learning - Productive Classroom Practices, Effective Teacher Professional Development. Faculty of Education, University of Cambridge. http://bjohas.de/Publications/Perspectives

Haßler, B., Major, L., & Hennessy, S. (2016). Tablet use in schools: a critical review of the evidence for learning outcomes. Journal of Computer Assisted Learning, 32(2), 139–156. https://doi.org/10.1111/jcal.12123

Hennessy, S., Dreyer, J., Paulsen, R., Haßler, B., Loubser, C., Beardon, T., & Mays, T. (2014, March). Professional learning with ICT in the southern African context: The UNISA-Cambridge collaboration on Advanced Diplomas in Education. Prezi. 5th Higher Education & ICT Forum: 21st Century Learning and Collaborative Teaching, Johannesburg, South Africa. http://tinyurl.com/2014ICTsummit

Hennessy, S., & Haßler, B. (2013). A new approach and open resources for school-based teacher professional development in sub-Saharan Africa. http://www.ineesite.org/en/discuss/tpd-in-crisis-series-week-9-open-educational-resources-in-sub-saharan-afri

Hennessy, S., & Haßler, B. (2012, 2015). The OER4Schools Professional Learning Resource: Interactive teaching with and without ICT. A practical programme for teachers in sub-Saharan Africa. www.oer4schools.org

Hennessy, S., Haßler, B., & Hofmann, R. (2015). Challenges and opportunities for teacher professional development in interactive use of technology in African schools. Technology, Pedagogy and Education, 24(5), 1–28. https://doi.org/10.1080/1475939x.2015.1092466

Hennessy, S., Haßler, B., & Mwewa, G. (2012). Using digital technology and school-based professional development to leverage interactive classroom teaching in Zambia. In J. MacBeath, M. Younger, & C. Sugrue (Eds.), Millennium Goals Revisited: A Common Wealth of Learning. Routledge.

Lawrie, J., Hennessy, S., Haßler, B., & Bhandigadi, P. (2015). Recommendation 7: Use ICT to provide access to content, professional development and professional learning communities. In Where it’s needed most: Quality professional development for all teachers (pp. 131–143). Inter-agency network for education in emergencies.

Lawrie, J., Hennessy, S., Haßler, B., & Bhandigadi, P. (2015). Use ICT to provide access to content, professional development and professional learning communities (Chapter 7). In M. Burns & J. Lawrie (Eds.), Where It’s Needed Most: Quality Professional Development for All Teachers. Interagency Network for Education in Emergencies. http://www.ineesite.org/en/blog/new-publication-where-its-needed-most-quality-professional-development-for

Major, L., Haßler, B., & Hennessy, S. (2017). Tablet use in schools: impact, affordances and considerations. In Handbook on Digital Learning for K-12 Schools (pp. 115–128). Springer.