Results 23 resources
This report provides a very brief overview of the research that is connected to the OER4Schools programme. The references papers are listed below.
The OER4Schools professional development programme: Outcomes of a sustained trial in sub-Saharan AfricaHaßler, B., Hennessy, S., & Hofmann, R. - 2020 - Frontiers in Education, 5(146)
Sustaining educational initiatives beyond short-term pilot projects is highly challenging in low-income countries. We describe the outcomes and implications of our iterative Design-Based Implementation Research conducted in Zambia. This focused on a unique, school-based, peer-facilitated professional learning programme for primary teachers: OER4Schools integrates interactive pedagogy, open digital educational resources and mobile learning. Teacher interviews carried out 18 months after a...
Sustainable Development Goal 4 in the Commonwealth - Status Update ReportGoldie-Scot, M., Hollows, S., Hennessy, S., … Haßler, B. - 2018 - Commonwealth Secretariat
Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional DevelopmentHaßler, B., Hennessy, S., & Hofmann, R. - 2018 - Journal of Learning for Development, 5(1)
Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme...
A short guide on the use of technology in learning: Perspectives and Toolkit for DiscussionHaßler, B., Major, L., Warwick, P., … Nichol, B. - 2016 - Faculty of Education, University of Cambridge
Perspectives on Technology, Resources and Learning - Productive Classroom Practices, Effective Teacher Professional DevelopmentHaßler, B., Major, L., Warwick, P., … Nichol, B. - 2016 - Faculty of Education, University of Cambridge
Tablet use in schools: a critical review of the evidence for learning outcomesHaßler, B., Major, L., & Hennessy, S. - 2016 - Journal of Computer Assisted Learning, 32(2), 139–156
The increased popularity of tablets in general has led to uptake in education. We critically review the literature reporting use of tablets by primary and secondary school children across the curriculum, with a particular emphasis on learning outcomes. The systematic review methodology was used, and our literature search resulted in 33 relevant studies meeting the inclusion criteria. A total of 23 met the minimum quality criteria and were examined in detail (16 reporting positive learning...
Recommendation 7: Use ICT to provide access to content, professional development and professional learning communitiesLawrie, J., Hennessy, S., Haßler, B., & Bhandigadi, P. - 2015 - In Where it’s needed most: Quality professional development for all teachers (pp. 131–143) - Inter-agency network for education in emergencies
Use ICT to provide access to content, professional development and professional learning communities (Chapter 7)Lawrie, J., Hennessy, S., Haßler, B., & Bhandigadi, P. - 2015 - In M. Burns & J. Lawrie (Eds.), Where It’s Needed Most: Quality Professional Development for All Teachers. - Interagency Network for Education in Emergencies
Professional learning with ICT in the southern African context: The UNISA-Cambridge collaboration on Advanced Diplomas in Education.Hennessy, S., Dreyer, J., Paulsen, R., … Mays, T. - 2014, March - Prezi - 5th Higher Education & ICT Forum: 21st Century Learning and Collaborative Teaching, Johannesburg, South Africa
It is clear from the recent 2013 conference of the Distance Education Teachers’ Association hosted at the University of Nairobi that an increasing number of the developing countries of Africa are exploiting the potential of distance and school-based learning for the development of more and better teachers in pursuit of agendas informed by the EFA mandate and the MDGs. This requires access in turn to more and better resources that can help new teachers to conceptualise their emerging practice...
The OER4Schools Professional Learning Resource: Interactive teaching with and without ICT. A practical programme for teachers in sub-Saharan Africa - Participants’ VersionHaßler, B. - 2014
School-based professional development in a developing context: Lessons learnt from a case study in ZambiaHaßler, B., Hennessy, S., & Cross, A. - 2014 - Professional Development in Education, 41(5), 1–20
This paper reports on the development and outcomes of the second phase of OER4Schools, a school-based professional development programme supporting interactive forms of subject teaching in conjunction with Open Educational Resources (OER) and technology in Zambian primary schools. We worked with partners to identify the needs of school-based continuing professional development adapted to the local context; the programme was based on participatory, collaborative and inquiry-based pedagogies...
The OER4Schools Professional Learning Resource: Interactive teaching with and without ICT. A practical programme for teachers in sub-Saharan Africa - Additional MaterialsHennessy, S., & Haßler, B. - 2014
The OER4Schools Professional Learning Resource: Interactive teaching with and without ICT. A practical programme for teachers in sub-Saharan Africa - Facilitators’ VersionHennessy, S., & Haßler, B. - 2014
The OER4Schools Professional Learning Resource: Interactive teaching with and without ICT. A practical programme for teachers in sub-Saharan Africa - Participants’ VersionHennessy, S., & Haßler, B. - 2014 - The Centre for Commonwealth Education
A new approach and open resources for school-based teacher professional development in sub-Saharan AfricaHennessy, S., & Haßler, B. - 2013
ORBIT and OER4Schools: supporting effective primary and secondary school practice through OERHaßler, B., Hennessy, S., & Jestaz, C. - 2012 - Proceedings of Cambridge 2012: Innovation and Impact - Openly Collaborating to Enhance Education, 311–317
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