COVID-19: An Accelerated Learning Challenge for Developing & Developed Countries Alike - Bella, Professor Hassan (Sudan Journal of Medical Sciences (SJMS), 2020)
Covid-19 is the fastest evolving and most horrific pandemic in the recent global history. It is perhaps the greatest and most daunting challenge humanity has faced since World War II and could bring on so many sequelae and a ‘recession with no parallel in the recent past’ [1]. The editors of the Sudan Journal of Medical Sciences have commissioned this timely issue of the journal to assess the implications of this unprecedented event on Sudan’s healthcare sector. Researching the literature for the purpose of this editorial, using Google Scholar and other authentic search engines, produced a seemingly infinite number of titles. Never in my career as medical teacher and researcher I have encountered such a vast volume of literature produced on one subject in such a very short time.
KerkoCite.ItemAlsoKnownAs: 10.18502/sjms.v15i5.6880 2129771:EHS6HGCQ 2339240:7ENNWCFG 2486141:YXYXMBFN
Keywords: _AcademicRecoveryOECS

The role of interactive radio instruction in the coronavirus (COVID-19) education response - McBurnie, Chris (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. Every week that passes we see the number of classrooms closed due to COVID-19 increase. During these unprecedented times, the Hub’s mission — to increase the use of evidence-based decisions around EdTech — is more important than ever. We must make sure learning goes on. […]
KerkoCite.ItemAlsoKnownAs: 2129771:BPYBULER 2129771:QA4YWNRB 2405685:5ZVJ2YZ5
Keywords: Author:OpenDevEd; _r:ImportedToMyEducationEvidence; dode_eth-src-eth; dode_eth-trf2-dode

Holistic Model for Designing a Climate Service Application on the KaiOS Platform - Myllynpää, Ville; Haakana, Jani; Virtanen, Julius; Sutinen, Erkki (Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems, 2020)
Interest towards building and operating climate services is constantly growing globally, especially regarding utilization of mobile technologies in those services in the Global South, in order to reach rural farmers effectively. However, multiple issues are currently limiting the design and development of these services for reaching their full impact. Based on a recent field study, we present the criteria for a mobile climate service app for small-scale farmers in Namibia. It will be based on the KaiOS "smart feature phone" platform, and combines holistically climate, weather and agricultural information in a form that guides the farmer through the agricultural cycle. The app is currently in its early development phase, with a set of pre-selected features being built. Further field work with the local farmers will define the final set of features and the eventual user interface (UI) design of the app.
Keywords: agriculture; climate services; co-design; global south; hci4d; ictd; mobile applications

Mitigating the wider health effects of covid-19 pandemic response - Douglas, Margaret; Katikireddi, Srinivasa Vittal; Taulbut, Martin; McKee, Martin; McCartney, Gerry (BMJ, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.m1557 2129771:YUHT9Z6D
Keywords: __C:filed:1

Girl-focused Life Skills Interventions at a Distance - Rafaeli, Tal (2020)
This rapid review explores the evidence and lessons learned about engaging girls in life skills interventions at a distance (i.e. through mobile, online, radio or other) both in emergency and nonemergency settings. The purpose of the review is to assist programmes in identifying relevant and effective ways to continue and build girls’ life skills remotely during the widespread school closures and quarantine of the COVID-19 crisis (Albrectsen and Giannini, 2020). The main interest of the review is emergency contexts, however, the limited evidence as well as the potential for learning from programmes from non-emergency settings, led to the inclusion of non-emergency settings in the review. As evidence is scarce in this area, the report is based on a rapid literature review of academic studies, grey literature and emerging evidence, to ensure relevant insights are captured. The lack of rigorous studies on the impact of remote life skills interventions in general and specifically those focused on adolescent girls demonstrates a clear evidence gap. The review did identify relevant evidence when reviewing literature on several other topics, mainly shifting gender norms using media and communications and remote Sexual and Reproductive Health (SRH) approaches (most of which focus on HIV). The literature reviewed explored many modes of remote programme delivery, including – radio, magazines, TV, social media, mobile phones, interactive apps and hotlines. Some of the interventions reviewed were ones that require significant planning and preparation, such as TV and radio soap operas (Sugg, 2014; World Bank, 2017). To increase the applicability to the COVID-19 response, the review put greater emphasis on interventions that could be developed and implemented quickly.
Accepted: 2020-04-30T13:19:57Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:V5VIEMES 4869029:RAGFMZJC
Keywords: ⛔ No DOI found

Learning through television in low-income contexts: mitigating the impact of coronavirus (COVID-19) [OpenDevEd Blog] - Watson, Joe (Open Development & Education, 2020)
Written by Joe Watson, research assistant at the University of Cambridge. This blog was first published as part of the coronavirus (COVID-19) and EdTech series on The EdTech Hub website under Creative Commons Attribution 4.0. One of the many consequences of COVID-19 is that more than a billion caregivers will soon face the stark (and often scary) […]
Library Catalog: opendeved.net EdTechHub.ItemAlsoKnownAs: 2129771:Z9Y353WE

The COVID-19 pandemic has changed education forever. This is how (The COVID-19 pandemic has changed education forever. This is how, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:75PNTCQL 5242966:Q4JFYPS5

Coronavirus 'could undo 30 years of UK's international development work' - McVeigh, Karen (The Guardian, 2020)
Impact of pandemic could be felt by world’s poorest for years to come, international development secretary tells MPs
KerkoCite.ItemAlsoKnownAs: 2129771:6I53V9HK
Keywords: Aid; Anne-Marie Trevelyan; Department for International Development (DfID); Foreign policy; Global development; Humanitarian response

How can Sierra Leone’s education response after Ebola help with the COVID-19 response? - Bangay, Colin (The Education and Development Forum (UKFIET), 2020)
This blog is written by Colin Bangay, Senior Education Adviser, Department for International Development (DFID). It aims to look at some practical and sensible lessons from the education response in Sierra Leone during the Ebola outbreak, to help others as they face closures of education systems. This blog was originally published on the Global Partnership […]
KerkoCite.ItemAlsoKnownAs: 2129771:C5HFDS3J 2339240:D5Q8A77B 2405685:PK7UUFGK
Keywords: _C:Sierra Leone SLE

Decentralized Governance of Digital Platforms - Yan Chen, Jack I. Richter, Pankaj C. Patel, 2021 - Yan Chen; Jack I. Richter; Pankaj C. Patel (2020)
KerkoCite.ItemAlsoKnownAs: 4804264:ZJYE57QM
Keywords: Final_citation

Characteristics of effective teacher education in low- and middle-income countries: What are they and what role can EdTech play? - Allier-Gagneur, Zoe; McBurnie, Chris; Haßler, Björn; Chuang, Rachel (EdTech Hub, 2020)
EdTechHub.Source: 2405685:R9VVKUH5 EdTechHub.Source: 2405685:R9VVKUH5 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3873462 2129771:237CSM4W 2129771:IGN2QCEN 2129771:RMWSKUI5 2129771:TAFSP89V 2339240:4P99D7MN 2339240:5P9STQIK 2339240:K3RVT7JU 2339240:WP59YJ57 2405685:3TKLS2TH 2405685:BHY8AJBY 2405685:I62EYSDT 2405685:R9VVKUH5 2486141:IX4B74H9 10.5281/zenodo.3873462
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _C:Australia AUS; _C:Bangladesh BGD; _C:Benin BEN; _C:Botswana BWA; _C:Brazil BRA; _C:Burundi BDI; _C:China CHN; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Ghana GHA; _C:India IND; _C:Indonesia IDN; _C:Ireland IRL; _C:Jordan JOR; _C:Kenya KEN; _C:Malawi MWI; _C:Myanmar MMR; _C:New Zealand NZL; _C:Niger NER; _C:Nigeria NGA; _C:Pakistan PAK; _C:Paraguay PRY; _C:Portugal PRT; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Spain ESP; _C:Sri Lanka LKA; _C:State of Palestine PSE; _C:Tanzania TZA; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; _bjoern_cv; _forthcoming; _r:ImportedToMyEducationEvidence; _yl:h; _zenodoODE; docs.opendeved.net

Meeting the Learning Needs of Historically Underserved Students during and after California School Closures. Crisis Response Resource - Bowman, Alicia; Jallow, Shelley (WestEd, 2020)
School closures intended to slow the spread of the new coronavirus have been forcing California's public-school leaders to apply their crisis-management skills to the enormous task of delivering instruction to some 6.2 million students across the state who, for an indefinite period, must engage in some type of distance learning. Even under normal conditions, many of California's districts and schools struggle to adequately serve the full range of their highly diverse student populations. Today's extraordinary circumstances only add to the challenge. In doing so, they serve as a call to action for rethinking how to meet the learning needs of student groups that have been on the wrong side of long-standing opportunity gaps.
Publication Title: WestEd KerkoCite.ItemAlsoKnownAs: 2129771:X2X7BPA9
Keywords: Access to Computers; Access to Education; At Risk Students; Barriers; Communicable Diseases; Crisis Management; Disease Control; Distance Education; Family Environment; Food; Internet; Online Courses; Planning; Public Schools; Readiness; School Closing; Student Needs; Teacher Competencies; Teacher Role

Bangladesh Back-to-School Campaign - Kaye, Tom; Chuang, Rachel; Moss Coflan, Caitlin; Haßler, Björn (2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3865298 2129771:2BEHBMUH 2129771:C6TREICJ 2129771:GQ4U9R5Z 2129771:QFFBWT4D 2339240:H8RZC7AY 2339240:T5DE93E2 2405685:3HP24UTI 2405685:HFKVA2IQ 2405685:U2AQUAZ2 2486141:B8P7D4EU
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; C:Bangladesh; COV:COVID and reopening of schools; E:Pedagogy; E:Teacher education (pre-service and in-service); F: Helpdesk response; LP: English; _C:Afghanistan AFG; _C:Bangladesh BGD; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Ghana GHA; _C:Guinea GIN; _C:India IND; _C:Lebanon LBN; _C:Liberia LBR; _C:Malawi MWI; _C:Mozambique MOZ; _C:Nigeria NGA; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Zambia ZMB; _EdTechHub_Output; __C:filed:1; __C:scheme:1; _cover:v1; _publish; _r:ImportedToMyEducationEvidence; _yl:g; _zenodoETH; _zenodoODE; docs.opendeved.net; dode_eth-src-eth; dode_eth-trf2-dode

Nepal “Ask me anything” Session: Responses to audience questions - Kaye, Tom; Groeneveld, Caspar; Moss, Caitlin; Haßler, Björn (EdTech Hub, 2020)
On Thursday, 30 April 2020, the EdTech Hub participated in an “Ask me anything” session for policy-makers and funders in Nepal. The session focused on designing high-quality, effective, distance education programmes during the COVID-19 pandemic. Participants included high-level officials from the Nepalese government (e.g., the Ministry of Education, Science and Technology, the Curriculum Development Office and the Education Review Office), representatives from development partners (e.g., the World Bank, UNICEF and USAID) and other education organisations (e.g., OLE Nepal). The session was convened for two purposes. First, to consider international good practice and current trends in distance education during the COVID-19 pandemic, presented by the World Bank EduTech team and the EdTech Hub. Second, for the EdTech Hub team to gather questions from participants, to be able to target guidance specifically to the situation in Nepal. This document provides answers to a consolidated list of 10 questions received from stakeholders during the session. To consolidate any overlap, we have occasionally combined multiple questions into one. In other cases, where multiple important issues required a focused response, we split apart questions.
EdTechHub.Source: 2405685:UXQG7GRG KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3804380 2129771:X82WTVD8 2339240:MB7JNNNV 2339240:PGI4RZNE 2405685:59LAMBXS 2405685:88UWQMW9 2405685:BG5DGC4G 2405685:GQDN2E5P 2405685:UXQG7GRG
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; C:Nepal; F: Helpdesk response; LP: English; _C:Austria AUT; _C:Bangladesh BGD; _C:Kenya KEN; _C:Korea XKOR; _C:Liberia LBR; _C:Nepal NPL; _C:Pakistan PAK; _C:Singapore SGP; _EdTechHub_Output; __C:filed:1; __C:scheme:1; _cover:v1; _r:ImportedToMyEducationEvidence; _zenodoETH; docs.opendeved.net; dode_eth-src-dode; dode_eth-trf2-dode

What steps are being taken to reach the most disadvantaged students during the period of Covid-19 school closure? - McAleavy, Tony; Joynes, Chris; Gibbs, Emma; Sims, Kate (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:338VHJRA 2486141:DC37I6JB
Keywords: ⛔ No DOI found

The use of virtual learning environments and learning management systems during the COVID-19 pandemic - McBurnie, Chris (2020)
EdTechHub.Source: 2405685:53YEZE6A KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3805843 2129771:DQLDNQGU 2339240:IWW8CJZN 2339240:N5RG3WT2 2405685:53YEZE6A 2405685:WBNK52L7
Keywords: Author:OpenDevEd; COV:COVID and reopening of schools; COVID-19; Distance learning; EdTech; F: Helpdesk response; H: Distance education; LP: English; Learning management system; Remote learning; Virtual learning environment; _C:Afghanistan AFG; _C:Armenia ARM; _C:Bangladesh BGD; _C:China CHN; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:France FRA; _C:Germany DEU; _C:Greece GRC; _C:Hungary HUN; _C:India IND; _C:Indonesia IDN; _C:Iraq IRQ; _C:Italy ITA; _C:Japan JPN; _C:Jordan JOR; _C:Kenya KEN; _C:Korea XKOR; _C:Kyrgyzstan KGZ; _C:Mexico MEX; _C:Myanmar MMR; _C:Nigeria NGA; _C:Poland POL; _C:Portugal PRT; _C:Romania ROU; _C:Russian Federation RUS; _C:Rwanda RWA; _C:Senegal SEN; _C:Spain ESP; _C:Syrian Arab Republic SYR; _C:Tajikistan TJK; _C:Tanzania TZA; _C:Turkey TUR; _C:Uganda UGA; _C:United States USA; _EdTechHub_Output; __C:filed:1; __C:scheme:1; ___duplicate_item; _cover:v1; _r:ImportedToMyEducationEvidence; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Zero-Rating Educational Content in Low- and Middle-Income Countries - McBurnie, Chris; Adam, Taskeen; Kaye, Thomas; Haßler, Björn (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:BDCSN97S
Keywords: Final_citation; cited; existing

Zero-rating educational content in low- and middle-income countries - McBurnie, Chris; Adam, Taskeen; Kaye, Thomas; Haßler, Björn (2020)
EdTechHub.Source: 2405685:F4PCMTZB EdTechHub.Source: 2405685:F4PCMTZB KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3784940 2129771:4W3D35BT 2339240:7VJMDZGM 2339240:RSJNXIC6 2405685:DX5RMV6U 2405685:F4PCMTZB
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; LP: English; _C:Afghanistan AFG; _C:Benin BEN; _C:Botswana BWA; _C:Burkina Faso BFA; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Egypt EGY; _C:Ghana GHA; _C:India IND; _C:Jamaica JAM; _C:Jordan JOR; _C:Kenya KEN; _C:Korea (Republic of) KOR; _C:Korea XKOR; _C:Liberia LBR; _C:Malawi MWI; _C:Mozambique MOZ; _C:Nigeria NGA; _C:Paraguay PRY; _C:Rwanda RWA; _C:Senegal SEN; _C:Somalia SOM; _C:South Africa ZAF; _C:Tanzania TZA; _C:Uganda UGA; _C:Zambia ZMB; _C:Zimbabwe ZWE; _EdTechHub_Output; __C:filed:1; __C:scheme:1; _bjoern_cv; _cover:v1; _r:ImportedToMyEducationEvidence; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Characteristics of effective teacher education in low- and middle-income countries: an annotated bibliography (HDR10C) - McBurnie, Chris; Allier-Gagneur, Zoe; Haßler, Björn (2020)
EdTechHub.Source: 2405685:KXY7Q6VT EdTechHub.Source: 2405685:KXY7Q6VT KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3873460 2129771:3AV78BC7 2339240:FE5LM4QS 2405685:KXY7Q6VT
Keywords: Author:Haßler; Author:OpenDevEd; E:Pedagogy; E:Teacher education (pre-service and in-service); LP: English; _EdTechHub_Output; __C:filed:1; _cover:v1; _forthcoming; _r:ImportedToMyEducationEvidence; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Redesigning the Education Workforce: A Design Thinking Approach Background Paper: Transforming the Education Workforce - Mlambo, Yeukai; Neilsen, Ann; Silova, Iveta; Wolfenden, Freda; Rafaeli, Tal; Jones, Charlotte (2020)
The Education Workforce Initiative (EWI) was established in response to a recommendation from the Education Commission’s Learning Generation report to explore new ways of diversifying and strengthening the education workforce. The Transforming the Education Workforce report is one of EWI’s key contributions to catalyzing this thinking. It draws on recent evidence and provides thought leadership on how to rethink the education workforce. For the full report and other supporting documents, please visitEducationWorkforce.org. The Transforming the Education Workforce report was originally commissioned as a set of sequential background papers and thus each paper infuenced and references the others. The background papers are written by different authors and cover the rationale for rethinking the education workforce, the design of the education workforce, how it can be strengthened, and political economy and fnancial considerations. This background paper focuses on redesigning the education workforce using a design thinking approach to propose design options for the workforce needed now and in the future.
Publisher: The Education Commission KerkoCite.ItemAlsoKnownAs: 2129771:3SFIBTD4

Learning to Program on KaiOS: a Hands-on Coding School for Developing Climate Service Apps - Myllynpää, Ville; Ntinda, Maria; Haakana, Jani; Sutinen, Erkki (2020 IST-Africa Conference (IST-Africa), 2020)
The demand for short and intense courses intended to teach new or improve existing pragmatic ICT skills, required for solving a given problem in a real context, has been raised especially by the industry. We provide an example where a pragmatic coding school model has been shown to be an effective way to teach new skills and enhance prior knowledge in a short timeframe, among undergraduate computer science students of the University of Namibia (UNAM). This paper presents a coding school for climate service app development, organized jointly by the University of Turku (UTU), Finland, and UNAM, at the UTU satellite campus within the UNAM main campus. We describe the coding school's design and implementation phases, as well as analyze lessons learned, based on which we suggest actions to improve similar schools in the future. Furthermore, we demonstrate a method by which the coding school is linked to the requirements of an international research project demanding local input in its co-design.
ISSN: 2576-8581
Keywords: Conferences; Education; Encoding; KaiOS; Meteorology; Programming; Programming profession; climate services; coding school

Valid Training Providers (Nigeria) - National Industrial Training Authority (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:8WGSFI32 2317526:G6NA4TXB

Overview of emerging country-level response to providing educational continuity under COVID-19 What are the lessons learned from supporting education for marginalised girls that could be relevant for EdTech responses to COVID-19 in lower- and middle-income countries? - Naylor, Ruth; Gorgen, Kristine (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:3VR6UC7F 2339240:NCZSLKX5 2405685:C6QUC3Z7 2405685:SLJSKY8J 2405685:Z3XYMJZN 2339240:3HJRFVNR
Keywords: COV:COVID and reopening of schools; L:Gender and education; LP: English; _EdTechHub_Output; _cover:other:ok; _zenodoETH; ⛔ No DOI found

Identifying the characteristics of effective teacher professional development: a critical review - Sims, Sam; Fletcher-Wood, Harry (School Effectiveness and School Improvement, 2020)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 2405685:2BSDHIUH 2534378:N5BNKDUA
Keywords: De-prioritise; ___working_potential_duplicate; ⚠️ Invalid DOI

Using telecollaboration to promote intercultural competence in teacher training classrooms in Turkey and the USA - Üzüm, Babürhan; Akayoglu, Sedat; Yazan, Bedrettin (ReCALL, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1017/S0958344019000235 4804264:AHN7VRBQ
Keywords: Final_citation; cited; existing

Negotiating a Better Future: How Interpersonal Skills Facilitate Intergenerational Investment* - Ashraf, Nava; Bau, Natalie; Low, Corinne; McGinn, Kathleen (The Quarterly Journal of Economics, 2020)
Abstract Using a randomized controlled trial, we study whether a negotiation skills training can improve girls’ educational outcomes in a low-resource environment. We find that a negotiation training given to eighth-grade Zambian girls significantly improved educational outcomes over the next three years, and these effects did not fade out. To better understand mechanisms, we estimate the effects of two alternative treatments. Negotiation had much stronger effects than an informational treatment, which had no effect. A treatment designed to have more traditional girls’ empowerment effects had directionally positive but insignificant educational effects. Relative to this treatment, negotiation increased enrollment in higher-quality schooling and had larger effects for high-ability girls. These findings are consistent with a model in which negotiation allows girls to resolve incomplete contracting problems with their parents, yielding increased educational investment for those who experience sufficiently high returns. We provide evidence for this channel through a lab-in-the-field game and follow-up survey with girls and their guardians.
KerkoCite.ItemAlsoKnownAs: 10.1093/qje/qjz039 2129771:83GHHZII

Three Principles to Support Teacher Effectiveness During COVID-19 - Beteille, Elaine Molina, Ezequiel Pushparatnam, Adelle Wilichowski, Tracy, Tara Ding (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1596/33775 2129771:IUPIP3FK 2129771:SYWCQ5YI
Keywords: CORONAVIRUS; COVID-19; EARLY CHILDHOOD EDUCATION; TEACHER TRAINING

Classifying settlement types from multi-scale spatial patterns of building footprints - Jochem, Warren C; Leasure, Douglas R; Pannell, Oliver; Chamberlain, Heather R; Jones, Patricia; Tatem, Andrew J (Environment and Planning B: Urban Analytics and City Science, 2020)
Urban settlements and urbanised populations continue to grow rapidly and much of this transition is occurring in less developed countries. Remote sensing techniques are now often applied to monitor urbanisation and changes in settlement patterns. In particular, increasing availability of very high resolution imagery (<1 m spatial resolution) and computing power is enabling complete sets of settlement data in the form of building footprints to be extracted from imagery. These settlement data provide information on the changes occurring in cities, particularly in countries which may lack other data on urbanisation. While spatially detailed, extracted building footprints typically lack other information that identify building types or can be used to differentiate intra-urban land uses or neighbourhood types. This work demonstrates an approach to classifying settlement types through multi-scale spatial patterns of urban morphology visible in building footprint data extracted from very high resolution imagery. The work uses a Gaussian mixture modelling approach to select and hierarchically merge components into clusters. The results are maps classifying settlement types on a high spatial resolution (100 m) grid. The approach is applied in Kaduna, Nigeria; Kinshasa, Democratic Republic of the Congo; and Maputo, Mozambique and demonstrates the potential of computational methods to take advantage of large spatial datasets and extract meaningful information to support monitoring of urban areas. The model-based approach produces a hierarchy of potential clustering solutions, and we suggest that this can be used in partnership with local knowledge of the context when creating settlement typologies.
Publisher: SAGE Publications Ltd STM
Keywords: Urban morphology; classification; land use; spatial analysis; urban analytics

Early in the epidemic: impact of preprints on global discourse about COVID-19 transmissibility - Majumder, Maimuna S.; Mandl, Kenneth D. (The Lancet Global Health, 2020)
Publisher: Elsevier

OECS Regional Education Statistical Digest 2017-18 - OECS (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:T8K6CWPA 2486141:EUT8GDEY

Theory of change - Wikipedia (2020)
Theory of Change (ToC) is a specific type of methodology for planning, participation, and evaluation that is used in companies, philanthropy, not-for-profit and government sectors to promote social change. Theory of Change defines long-term goals and then maps backward to identify necessary preconditions.Theory of Change explains the process of change by outlining causal linkages in an initiative, i.e., its shorter-term, intermediate, and longer-term outcomes. The identified changes are mapped – as the “outcomes pathway” – showing each outcome in logical relationship to all the others, as well as chronological flow. The links between outcomes are explained by “rationales” or statements of why one outcome is thought to be a prerequisite for another.The innovation of Theory of Change lies (1) in making the distinction between desired and actual outcomes and (2) in requiring stakeholders to model their desired outcomes before they decide on forms of intervention to achieve those outcomes. Theory of Change can begin at any stage of an initiative, depending on the intended use. A theory developed at the outset is best at informing the planning of an initiative. Having worked out a change model, practitioners can make more informed decisions about strategy and tactics. As monitoring and evaluation data become available, stakeholders can periodically refine the Theory of Change as the evidence indicates. A Theory of Change can be developed retrospectively by reading program documents, talking to stakeholders, and analyzing data. This is often done during evaluations reflecting what has worked or not in order to understand the past and plan for the future.
Page Version ID: 954966865 KerkoCite.ItemAlsoKnownAs: 2129771:3S64R93U 2317526:F2DQTIDZ

Distance Education for Rohingya Children during COVID 19 Emergency: Bangladesh Rohingya Response Perspectives; Challenges, Recommendations and Proximities - Nurul Mostafa Kamal, Zafari (Social Science Research Network, 2020)
COVID 19 leaves the humanity in a burdened edge. During this unprecedented health emergency, a big lapse in education sector is hampering the educational services in the Rohingya camps in Bangladesh. This paper will focus on the foundational ideas and concepts of distance education and distance education in emergencies. Distance education in emergencies is a very new concept. The present paper will layout the principles of distance education or remote learning. Also the paper frame the learning delivery modalities, learning competencies, offline games for Rohingya learners, and support systems for EiE practitioners during the COVID 19 emergency for health, mental, and psychosocial well-being. This paper will recommend some particular actions, will check the challenges and present some proximities.
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3594676 2129771:BA3V5HNJ
Keywords: Education in emergency; distance education in emergency; home schooling.; remote learning; remote schooling

Survey on Vietnamese teachers’ perspectives during COVID-19 - Hoang, Anh-Duc; Pham, Hiep-Hung; Le, Quynh-Anh Thi; Dinh, Viet-Hung; Le, Thu-Trang Thi; Nguyen, Yen-Chi (Harvard Dataverse, 2020)
This dataset was constructed by 294 Vietnamese teachers' perspectives on the teaching profession, as well as the support they received from differe...
Publisher: Harvard Dataverse KerkoCite.ItemAlsoKnownAs: 10.7910/DVN/FOCPKH 2129771:6EG76WM5

Between Social Justice and Decolonisation: Exploring South African MOOC Designers’ Conceptualisations and Approaches to Addressing Injustices [journal article] - Adam, Taskeen (Journal of Interactive Media in Education, 2020)
As social justice and decolonisation discussions fill the physical and virtual corridors of universities in South Africa, educators, and in this case, MOOC designers, are inevitably influenced by them. They are prompted to reflect on such topics, whether in agreement or with scepticism. Provoked by one interviewee’s comment that ‘you could decolonise and still have an enormous amount of injustice’, this paper investigates how South African MOOC designers conceptualise (in)justice, and how they attempt to address these injustices in and through their MOOCs. As notions such as ‘social justice’ and ‘decolonisation’ have multiple meanings and connotations, a framework was created to unpack the ‘Dimensions of Human Injustice’ namely, material, cultural-epistemic, and political/geopolitical injustices. These dimensions of injustice were used to analyse semi-structured interviews with 27 South African MOOC designers. MOOC designers who stressed cultural-epistemic injustices, focused on relevance, inclusive processes and the geopolitics of knowledge production. Those who stressed material injustices, focused on socio-economic disparities, infrastructural inequalities and the need to tackle these systemic problems at a societal level. Through illustrating that MOOC designers attempt to address injustices based on their different conceptualisations of (in)justice, this study argues that a multi-pronged approach to tackling the various dimensions of injustice perpetuated in and through MOOCs can lead to more holistic justice-oriented MOOCs that better enable learners. Additionally, justice-oriented efforts by South African MOOC designers, highlighted in this paper, can be seen as a guide for the MOOC space in general to take greater strides in creating MOOCs in more justice-oriented ways.
Number: 1 Publisher: Ubiquity Press EdTechHub.Source: <this> EdTechHub.Source: 2129771:TMULW29L KerkoCite.ItemAlsoKnownAs: 10.5334/jime.557 2129771:AYIPTCYC 2129771:TMULW29L 2405685:UBRAD3MS 2447227:5ZYAXQAX
Keywords: Author:OpenDevEd; MOOC designers; _C:Albania ALB; _C:South Africa ZAF; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence; cultural-epistemic injustice; decolonisation; docs.opendeved.net; geopolitical injustice; material injustice; social justice

Framing Open Educational Practices from a Social Justice Perspective - Bali, Maha; Cronin, Catherine; Jhangiani, Rajiv S. (Journal of Interactive Media in Education, 2020)
OEP (open educational practices), inclusive of open pedagogy, is often understood with respect to the use of OER (open educational resources) but can be conceived with more expansive conceptualisations (see Cronin & McLaren 2018; DeRosa & Jhangiani 2017; Koseoglu & Bozkurt 2018). This article attempts to build on existing OEP research and practice in two ways. First, we provide a typology of OEP, giving examples of practices across a continuum of openness and along three axes: from content-centric to process-centric, teacher-centric to learner-centric, and practices that are primarily for pedagogical purposes to primarily for social justice (Bali 2017). Second, we employ Hodgkinson-Williams and Trotter’s (2018) conceptual framework, which builds on Fraser’s model of social justice, to critically analyse the ways in which the use/impact of OEP might be considered socially just, with a particular focus on expansive, process-centric OEP. We analyze for whom and in which contexts OEP can (i) support social justice along economic, cultural and political dimensions, and (ii) do so in transformative, ameliorative, neutral or even negative ways. We use the typology and framework to analyse specific process-centric forms of OEP including collaborative annotation, Wikipedia editing, open networked courses, Virtually Connecting, public scholarship, and learner-created OER. Analysing specific practices highlights diversity across the axes and subtle differences among them, such as when a particular practice is considered good pedagogy and how it can be modified to be more oriented towards social justice. We discuss limitations of each practice not just from its discourse and design, but also how it works in practice.
Number: 1 Publisher: Ubiquity Press KerkoCite.ItemAlsoKnownAs: 10.5334/jime.565 2129771:7PMYAH2L 2447227:JXX7NQB4
Keywords: Open educational practices; __C:filed:1; open education; open pedagogy; social justice

Social Annotation and an Inclusive Praxis for Open Pedagogy in the College Classroom - Brown, Monica; Croft, Benjamin (Journal of Interactive Media in Education, 2020)
Open social annotation, while offering opportunities for the creation of new knowledge, empowerment, and dynamic dialogue for learning, also contains inherent risk of safety for marginalized student populations navigating open knowledge practices. In this paper, we will explore both the opportunities for subverting traditional knowledge structures offered by open social annotation, while also bringing to the surface the critical tensions that may make engaging in social annotation more dangerous or ineffective for students from historically marginalized backgrounds. Finally, we will offer a framework for constructing social annotation assignments for the college classroom that functions to maximize the potential for equity while taking into account ways to minimize harm in the inevitable tensions of an inherently unsafe online environment. Critical social annotation will be explored as an alternative pedagogical approach.
Number: 1 Publisher: Ubiquity Press KerkoCite.ItemAlsoKnownAs: 10.5334/jime.561 2129771:PPSWWBBA 2447227:42FAJCZM
Keywords: __C:filed:1; annotation; critical social annotation; inclusive; open pedagogical practices; open pedagogy

Advancing Social Justice for Asylum Seekers and Refugees in the UK: An Open Education Approach to Strengthening Capacity through Refugee Action’s Frontline Immigration Advice Project - Charitonos, Koula; Rodriguez, Carolina Albuerne; Witthaus, Gabi; Bossu, Carina (Journal of Interactive Media in Education, 2020)
Britain’s asylum system fails the most vulnerable; it cannot ensure that people who are least able to protect themselves are provided with the legal assistance that they require to cope with the challenges with which they are inevitably faced. Against this background, the charity Refugee Action developed the Frontline Immigration Advice Programme (FIAP), a technology-supported capacity strengthening programme that aims to increase access to justice for those going through the asylum system in the UK. This paper is concerned with the design and implementation of the FIAP as a free digitally enabled programme that provides learning opportunities for organisations and frontline workers in the refugee sector and supports them in developing new forms of legal practice. It provides empirical data from interviews with members of staff from six participating organisations in the FIAP, and from Refugee Action and the Office of the UK’s Immigration Services Commissioner1 (n = 21). The paper adopts a view on social justice, which according to Fraser (2005) is understood as ‘parity of participation’. We draw on Fraser’s work, as well as work of other scholars such as Lambert (2018) and Hodgkinson-Williams and Trotter (2018) to explore the relationship between social justice and open education by taking into consideration the context within which organisations and professionals operate. The analysis highlights six dimensions for social justice approaches for professional learning as demonstrated through the case of the FIAP: i. deliberate iterative design; ii. access to provision; iii. flexibility of provision; iv. development of resources; v. support and vi. advancing knowledge and skills whilst adapting the workplace. All these dimensions are discussed in the paper in relation to the concept of openness and are critical in developing open socially just programmes that aim to change work practice and address the needs of the most vulnerable.
Number: 1 Publisher: Ubiquity Press KerkoCite.ItemAlsoKnownAs: 10.5334/jime.563 2129771:WN6GC2UY 2447227:N6KRWYP4
Keywords: Refugee Action; access to justice; open education; professional learning; refugee sector; social justice; technology-enhanced learning

Open Textbooks and Social Justice: Open Educational Practices to Address Economic, Cultural and Political Injustice at the University of Cape Town - Cox, Glenda; Masuku, Bianca; Willmers, Michelle (Journal of Interactive Media in Education, 2020)
There is currently a clarion call to address social injustice in South African higher education (HE) in order to achieve greater equity in access. Within this context, current social injustices pertain to financial exclusion as well as epistemic marginalisation and are embodied in the predominance of expensive textbooks which are authored in the Global North, meaning that they are unaffordable for many students and do not represent local realities. This paper provides evidence from the Digital Open Textbooks for Development (DOT4D) project at the University of Cape Town (UCT), on the potential of open textbooks to address social injustice in South African HE and the practices utilised by UCT staff to address these challenges. The paper uses Nancy Fraser’s (2005) trivalent lens to examine inequality, specifically as relates to the following dimensions: economic (maldistribution of resources); cultural (misrecognition of culture and identities); and political (misrepresentation or exclusion of voice). This enables the authors to critically analyse the UCT context and the extent to which open textbook production as well as open education practices within the classroom promote social justice through “parity of participation”. The findings presented demonstrate that open textbooks have the potential to disrupt histories of exclusion in South African HE institutions by addressing issues of cost and marginalisation through the creation of affordable, contextually-relevant learning resources. In addition to this, they provide affordances which enable lecturers to change the way they teach, include student voices and create innovative pedagogical strategies.
Number: 1 Publisher: Ubiquity Press KerkoCite.ItemAlsoKnownAs: 10.5334/jime.556 2129771:8U5FFJEI 2129771:NC9PSJRA 2447227:RRU8VRP5
Keywords: open textbooks; pedagogy; social justice

Indigenous Authorship on Open and Digital Platforms: Social Justice Processes and Potential - Funk, Johanna; Guthadjaka, Kathy (Journal of Interactive Media in Education, 2020)
Online digital platforms can increase access to educational opportunities for marginalised students, authors and communities, but digital platform design can further marginalise Indigenous knowledge because such platforms are structured according to western epistemological assumptions. They do not accommodate for Indigenous or alternative knowledge frameworks. In addition, the premium placed on openness by certain platforms and licenses contradicts the approaches preferred by Indigenous knowledge authorities who tie the sharing of some types of knowledge to the identity and authority level of the intended audience. Knowledge in this context is not understood as discrete units of information that can be abstracted from their communities, easily shared on public platforms, but rather as sensitive materials that can only be shared by recognized knowledge authorities for specific purposes. The processes by which Indigenous knowledge authorities engage with knowledge sharing on digital platforms comprise a complex landscape in which social justice concerns come into play. This paper discusses how, within institutional design contexts, open educational practice (OEP) by Northern Australian Indigenous authors can enable different forms of social justice and work incrementally towards achieving greater recognition of Indigenous intellectual sovereign acts with due respect to the wider significance of Indigenous Sovereignty (Rigney 2001). It examines three sets of Indigenous open resources to gauge the extent to which open digital platforms allow for the expression of Indigenous knowledge authority, one necessary feature for achieving social justice in the Australian context. It examines the resources using Fraser’s social justice framework (2005) as modelled by Hodgkinson-Williams and Trotters’ (2018) and Lambert’s (2018) approach to educational resources, and how design decisions can result in greater justice in knowledge affirmation and transformation but originate in offline decision making.
Number: 1 Publisher: Ubiquity Press KerkoCite.ItemAlsoKnownAs: 10.5334/jime.560 2129771:UITDZXYA 2447227:THIEI4UQ
Keywords: Indigenous knowledge and language; Open Education Practice; authority; authorship; digital inclusion and diversity; social justice

Who has what? Assessing who has access to what devices in the education response to the COVID-19 pandemic - Haßler, Björn; Khalayleh, Abdullah; McBurnie, Chris; Adam, Taskeen; Allier-Gagneur, Zoe (Open Development & Education, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:LABCYNPR 2129771:P36LQR3G 2129771:QIX7PIBG 2129771:T6Q8K4IR 2339240:CFWFBGB5 2405685:JMDCGPBJ 2405685:LQY8MDMV 2486141:342IZ4L3
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _C:Ghana GHA; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence; _yl:x

Textbook Broke: Textbook Affordability as a Social Justice Issue - Jenkins, J. Jacob; Sánchez, Luis A.; Schraedley, Megan A. K.; Hannans, Jaime; Navick, Nitzan; Young, Jade (Journal of Interactive Media in Education, 2020)
In light of rising textbook prices, open education resources (OER) have been shown to decrease non-tuition costs, while simultaneously increasing academic access, student performance, and time-to-graduation rates. Yet very little research to date has explored OER’s specific impact on those who are presumed to benefit most from this potential: historically underserved students. This reality has left a significant gap of understanding in the current body of literature, resulting in calls for more empirically-based examinations of OER through a social justice lens. For each of these reasons, this study explored the impact of OER and textbook pricing among racial/ethnic minority students, low-income students, and first-generation college students at a four-year Hispanic Serving Institution (HSI) in Southern California. Drawing upon more than 700 undergraduate surveys, our univariate, bivariate and multivariate results revealed textbook costs to be a substantial barrier for the vast majority of students. However, those barriers were even more significant among historically underserved college students; thus, confirming textbook affordability as a redistributive justice issue, and positing OER as a potential avenue for realizing a more socially just college experience.
Number: 1 Publisher: Ubiquity Press KerkoCite.ItemAlsoKnownAs: 10.5334/jime.549 2129771:JX7V3QZJ 2447227:LKFMY3PI
Keywords: Hispanic Serving Institution; OER; open education resources; redistributive justice; student equity

30 Years of Gender Inequality and Implications on Curriculum Design in Open and Distance Learning - Koseoglu, Suzan; Ozturk, Tugba; Ucar, Hasan; Karahan, Engin; Bozkurt, Aras (Journal of Interactive Media in Education, 2020)
Gender inequality is a pressing issue on a global scale, yet studies on this important issue have stayed on the margins of open and distance learning (ODL) literature. In this study, we critically analyse a batch of ODL literature that is focused on gender inequality in post-secondary and higher education contexts. We use Therborn’s social justice framework to inform and guide the study. This is a comprehensive social justice lens that sees inequality as “a life and death issue,” approaching empowerment as a central area of concern. Qualitative content analysis of 30 years of peer-reviewed literature reveals patriarchy and androcentrism as significant mechanisms that continue to produce gender inequality, in particular in women’s access to educational resources and formal learning opportunities. We highlight three themes that emerged in the content analysis: (1) ODL and equal opportunity; (2) Feminism and gender-sensitive curriculum design; and (3) Culturally relevant curriculum design. We critique views of access to technology-enabled education as an instrument for social justice, and provide a pedagogical model for an ODL curriculum centred on empowerment and agency, two concepts closely linked to existential inequality. We argue that such a curriculum is public service and requires a model of education that is based on participation and co-construction, and lies at the intersection of critical, feminist, and culturally relevant pedagogical practices.
Number: 1 Publisher: Ubiquity Press KerkoCite.ItemAlsoKnownAs: 10.5334/jime.553 2129771:KR3WWGKU 2447227:4E8PTHWF
Keywords: _C:Australia AUS; _C:Canada CAN; _C:China CHN; _C:Finland FIN; _C:Germany DEU; _C:Ghana GHA; _C:Guinea GIN; _C:Iceland ISL; _C:India IND; _C:Jordan JOR; _C:Korea; Republic KOR; _C:Malaysia MYS; _C:Mongolia MNG; _C:Nigeria NGA; _C:Pakistan PAK; _C:Papua New Guinea PNG; _C:Saudi Arabia SAU; _C:State of Palestine PSE; _C:Sweden SWE; _C:Tanzania TZA; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; distance education; gender inequality; gender studies; open and distance learning; social justice; women empowerment

Approaches to Open Education and Social Justice Research - Lambert, Sarah; Czerniewicz, Laura (Journal of Interactive Media in Education, 2020)
Article: Approaches to Open Education and Social Justice Research
Number: 1 Publisher: Ubiquity Press KerkoCite.ItemAlsoKnownAs: 10.5334/jime.584 2129771:MDISFAL6

The Online Interface and Social Inclusion: A MOOC Study in Turkey - Meri-Yilan, Serpil (Journal of Interactive Media in Education, 2020)
One of the virtues of Massive Open Online Courses (MOOCs) is that, because of their scalability, temporal flexibility and digital mediation, they have the potential to increase learner numbers in higher education, boosting their general level of social inclusion. Whether a MOOC actually succeeds in enhancing students’ social inclusion, however, is shaped by two elements of the course: 1) the features of the online interface – the embedded linguistic, pedagogical and interactive features that direct students’ engagement with the course materials, the educator and their peers; and 2) the knowledge content of the course, especially its relevancy for equipping learners to be able to engage meaningfully with the world after completion of the MOOC. With this in mind, this paper focuses on the first element, exploring Turkish students’ experiences of taking a MOOC and their perceptions of how the MOOC interface shaped their sense of social inclusion. Fifteen university-level students registered for a five-week MOOC on how to improve their English language writing skills. They then completed a questionnaire about their views on the learning experience. Nine of the students also kept diaries reflecting on their learning through the MOOC. Findings reveal that these students had a positive view of the MOOC, with different elements of the online interface playing important roles in improving digital, educational and social inclusion. The paper ends by recommending that researchers should further investigate the relationship between social inclusion and MOOCs; that course designers should rethink the role of online interfaces within MOOCS; and that Turkish higher education institutions should develop more MOOCs with locally relevant features embedded within them.
Number: 1 Publisher: Ubiquity Press KerkoCite.ItemAlsoKnownAs: 10.5334/jime.558 2129771:X4EZDARY 2447227:KXNQF22K
Keywords: MOOC; Turkey; higher education; online interface; social inclusion

Who Gets to Wield Academic Mjolnir?: On Worthiness, Knowledge Curation, and Using the Power of the People to Diversify OER - Nusbaum, Amy T. (Journal of Interactive Media in Education, 2020)
1In many academic fields Western/white/male/cishetero2/abled perspectives are often centered, while other perspectives are presented as “other.” Implicitly, this sends messages to students that success looks like one type of person, knowledge is generated in one kind of way, and their background is not worth being centered. While open educational resources (OER) are often marketed as a tool for social justice, due to their ability to neutralize class-based differences (e.g., Okamoto 2013), there is no evidence that OER are any better than commercial texts at addressing issues of diversity, equity, and inclusion (see Mishra 2017 for a discussion of context). However, OER do present a good opportunity for diversification, due to the relatively simple nature of updating the content. This project takes a crowdsourcing approach to diversify OpenStax Psychology (OpenStax College 2014), an OER for Introductory Psychology courses. Contributors were asked to read areas of the textbook they were comfortable with and make suggestions to diversify the content. The author then used some of the suggestions to create modified chapters and conducted a study investigating the impact of the revisions. Participants read either the original chapter or the diversified chapter and completed a questionnaire assessing their sense of belongingness in the classroom/on campus. Overall, first-generation students had a reduced sense of belonging related to their financial circumstances. However, this effect was ameliorated for first-generation students who read the diversified chapter, compared to those who read the original chapter.
Number: 1 Publisher: Ubiquity Press KerkoCite.ItemAlsoKnownAs: 10.5334/jime.559 2129771:CDS2NKIX 2447227:3NNR4ZBX
Keywords: diversity; equity; open educational resources; open pedagogy

Social and Economic Impact of School Closure during the Outbreak of the COVID-19 Pandemic: A Quick Online Survey in the Gaza Strip - Radwan, Afnan; Radwan, Eqbal (Pedagogical Research, 2020)
In response to the coronavirus disease 2019 (COVID-19) pandemic, many countries had implemented school closures by March 6, 2020. This study aimed to evaluate the social and economic impact of school closure on the students’ families. Households were surveyed using an online questionnaire interview to obtain information on adherence to, socio-economic impact by and inconveniences of school closure. The current study showed that school closures have profound economic and social consequences in the Gaza Strip. Most of the interviewed households (88.1%) were supportive of the school closure, whereas only 11.9% did not support it. Despite the restriction on attending gatherings or visiting public places, 30.5% of the school student visited relatives, 8.5% went to public places, and 3.4% went to parents’ workplaces. Overall, 25.4% of the interviewed households reported workplace absenteeism, whereas the highest percentage (74.6%) were not absenteeism from their work. The economic harms of school closures are high, where 77.9% of households reported their wage loss during the closure. The daily wage lost per household ranged from 3 to 265 ILS.
KerkoCite.ItemAlsoKnownAs: 10.29333/pr/8254 2129771:SW4F8SC4
Keywords: __C:filed:1

Social Justice and K-12 Teachers’ Effective Use of OER: A Cross-Cultural Comparison by Nations - Tang, Hengtao; Bao, Yu (Journal of Interactive Media in Education, 2020)
Open educational resources (OER) have the potential to promote social justice imperatives in education, but because of the uneven provision of technical infrastructure across different countries, it remains uncertain whether the people who need OER the most are its primary beneficiaries. In K-12 education, educators play a major role in the effort to incorporate OER into classroom teaching but, even if they are able to source such resources (overcoming the “first-level digital divide”), many lack the practical capacity to effectively use (e.g., adapt) OER (the “second-level digital divide”). This exploratory research paper employs a cross-cultural perspective to interrogate how the second-level digital divide shapes K-12 teachers’ effective use of OER. With the goal of understanding how this divide influences OERs’ potential to enhance social justice, this research attempts to identify the factors accounting for teachers’ effective use of OER – and any reception gap – between different countries by conducting a series of stepwise logistic regressions applied to a largescale survey of K-12 educators. It does so by assessing OER use amongst 675 K-12 educators around the world in relation to their developmental and cultural contexts, as expressed through the Human Development Index, the Gender Development Index, and Hofstede’s six dimensions of national culture. The findings of this exploratory study provide new insights to support OER adoption in K-12 settings worldwide from a cultural perspective.
Number: 1 Publisher: Ubiquity Press KerkoCite.ItemAlsoKnownAs: 10.5334/jime.576 2129771:IBYPRZH5 2129771:LPJM3S8F 2447227:MMDLGMUF
Keywords: K-12 teachers; cultural dimensions; exploratory research; open educational resources; second-level digital divide; social justice; stepwise logistic regression

Failing to Plan? Estimating the Impact of Achieving Schooling Goals on Cohort Learning - Kaffenberger, Michelle; Pritchett, Lant (Research on Improving Systems of Education (RISE), 2020)
The Sustainable Development Goals have targets for both expansion of schooling to achieve universal completion of primary and secondary schooling, and for learning, to reach universal basic proficiency in reading and mathematics. Yet today not a single developing country has an empirical estimate of how much reaching their schooling goal would contribute to reaching their learning goals. We build a simple, formal, parameterized model of the learning process and calibrate the parameters to replicate observed learning outcomes in developing countries. We then use this model to simulate the progress on global learning goals that would result from achieving universal completion of grade 10. Our simulations suggest that in a “typical” low income country increasing completion of grade 10 from its current level of roughly 30 percent to 100 percent increases cohort learning by only 9 points on a PISA-like scale (mean of 500, standard deviation 100), an effect size of less than one tenth of one standard deviation. More strikingly, in our simulations this massive expansion of enrollment has zero impact on the proportion of youth reaching the SDG targets for learning. The reason for this perhaps counter-intuitive finding is that our simulation model allows for children who fall behind the curriculum to stop learning while in school and assumes that those learning the least dropout first. Therefore, expanding enrollment simply shifts most children from not learning while out of school to not learning while in school. In contrast to the weak impact of expanding enrollment at existing levels of learning, even modest changes to the learning process such as reorienting the curriculum to children’s learning levels can have massive effects. With an improved learning process, achieving universal grade 10 completion has ten times the impact on average scores than under the existing learning process.
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP_2020/038 2129771:VK7GVQTN 2486141:HKCDKRJQ
Keywords: _final_bib

School closure in response to epidemic outbreaks: Systems-based logic model of downstream impacts [version 1; peer review: awaiting peer review] - Kneale, D.; O'Mara-Eves, A.; Rees, R.; Thomas, J. (F1000Research, 2020)
Background: School closures have been a recommended non-pharmaceutical intervention in pandemic response owing to the potential to reduce transmission of infection between children, school staff and those that they contact. However, given the many roles that schools play in society, closure for any extended period is likely to have additional impacts. Literature reviews of research exploring school closure to date have focused upon epidemiological effects; there is an unmet need for research that considers the multiplicity of potential impacts of school closures. Methods: We used systematic searching, coding and synthesis techniques to develop a systems-based logic model. We included literature related to school closure planned in response to epidemics large and small, spanning the 1918-19 ‘flu pandemic through to the emerging literature on the 2019 novel coronavirus. We used over 170 research studies and a number of policy documents to inform our model. Results: The model organises the concepts used by authors into seven higher level domains: children’s health and wellbeing, children’s education, impacts on teachers and other school staff, the school organisation, considerations for parents and families, public health considerations, and broader economic impacts. The model also collates ideas about potential moderating factors and ethical considerations. While dependent upon the nature of epidemics experienced to date, we aim for the model to provide a starting point for theorising about school closures in general, and as part of a wider system that is influenced by contextual and population factors. Conclusions: The model highlights that the impacts of school closures are much broader than those related solely to health, and demonstrates that there is a need for further concerted work in this area. The publication of this logic model should help to frame future research in this area and aid decision-makers when considering future school closure policy and possible mitigation strategies.
Publisher: F1000 Research Ltd KerkoCite.ItemAlsoKnownAs: 10.12688/f1000research.23631.1 2129771:EKEMB9T5
Keywords: __C:filed:1

Calculating the Educational Impact of COVID-19 (Part II): Using Data from Successive Grades to Estimate Learning Loss | SharEd - Cummiskey, Chris (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:KPDYWPMJ 2405685:AR62GQMZ
Keywords: _COVID_DEAA-List

COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses: Introduction - Wodon, Quentin (COVID-19 and Catholic Schools, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:K6Q3RSYC
Keywords: __C:filed:1; ⛔ No DOI found

COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses | Part 1: Developed Countries with Focus on the United States - Wodon, Quentin (COVID-19 and Catholic Schools, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:M539MWYK
Keywords: __C:filed:1; ⛔ No DOI found

COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses | Part II: Developing Countries with Focus on Sub-Saharan Africa - Wodon, Quentin (COVID-19 and Catholic Schools, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:A84HLNLS
Keywords: __C:filed:1; ⛔ No DOI found

Why the COVID Crisis Is Not EdTech’s Moment in Africa - CrawFurd, Lee (Open Development & Education, 2020)
This blog was originally posted on the Center for Global Development blog on the 18th May 2020. Open Development & Education is part of The EdTech Hub and the data used here was from the EdTech Hub’s database of interventions. This database, which was initially limited to sub-Saharan Africa, now has […]
Library Catalog: opendeved.net KerkoCite.ItemAlsoKnownAs: 2129771:I744CR2J

A command line interface for Gmail (bjohas/sendgmail) - Haßler, Björn; Gangwar, Abhimanyu (2020)
Send gmail form the commandline.
original-date: 2020-05-23T11:04:35Z KerkoCite.ItemAlsoKnownAs: 2129771:9CUQRA8X
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence

Online initial teacher education: a systematic review of the literature - Dyment, Janet E.; Downing, Jillian Jane (Asia-Pacific Journal of Teacher Education, 2020)
This paper presents a systematic review of the literature on online initial teacher education. This review is timely given the growing numbers of online students studying teacher education in Australia and beyond. The paper begins with a presentation of the search protocol including search terms, databases, and inclusion/exclusion criteria that resulted in 492 refereed articles being included in the review. Analysis of title and abstract of these articles allowed insight into a variety of factors and trends, including journal of publication, year of publication, research approach, and key focal areas. Two well-established research focal areas emerged: technological pedagogical innovations and student experiences of studying teacher education online. Two emerging research focal areas were teacher educator experiences of teaching online and online teacher education in traditionally experiential specialisations, such as drama and outdoor education. When all the articles are considered holistically, a fragmented and siloed research approach is revealed, evidenced by a large number of journals publishing articles on multiple focal areas, leading to considerable repetition among the evidences presented across the articles. As such, this paper highlights the need for a more coherent and organised approach to research in online teacher education and its dissemination to all stakeholders.
Publisher: Routledge _eprint: https://doi.org/10.1080/1359866X.2019.1631254
Keywords: Online; blended; initial teacher education; pre-service; systematic review; teacher education

A five-part education response to the COVID-19 pandemic - Haßler, Björn; Khalayleh, Abdullah; McBurnie, Chris (2020)
EdTechHub.Source: 2405685:JLEWADHF KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3756012 2129771:SB3DJ28L 2129771:XKGV4EYL 2339240:5FRH2GYG 2339240:97HNYI75 2405685:JLEWADHF 2405685:JTYIWEJY 2405685:SCDLVVC7 2486141:9MWJP6MS
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _C:Ghana GHA; _C:India IND; _C:Jordan JOR; _C:Malawi MWI; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Tanzania TZA; _Not used in LR; _T:reviewed; __C:filed:1; __C:scheme:1; _bjoern_cv; _r:ImportedToMyEducationEvidence; _yl:i

In a time of COVID-19 pandemic, stay healthy, connected, productive, and learning: words from the editorial team of HRDI - Li, Jessica; Ghosh, Rajashi; Nachmias, Stefanos (Human Resource Development International, 2020)
Publisher: Routledge _eprint: https://doi.org/10.1080/13678868.2020.1752493 KerkoCite.ItemAlsoKnownAs: 10.1080/13678868.2020.1752493 2129771:J2FXNHAT
Keywords: __C:filed:1

School Choice and the Polarization of Public Schools in A Global City: A Bourdieusian GIS Approach - Yoon, Ee-Seul; Marmureanu, Cosmin; Brown, Robert S. (Peabody Journal of Education, 2020)
Over the past three decades, urban sociologists have shed light on the intensifying social inequality between the wealthiest and poorest neighborhoods in global cities; yet limited research has been done to illuminate the relationships between urban polarization and school choice (i.e., where parents choose schools for their children). This study sociospatially examines the patterns of secondary school choice in the global city of Toronto to illuminate the relationship between urban polarization and school choice. In doing so, this study combines Pierre Bourdieu’s sociospatial theory with a geographic information systems (GIS) approach. Overall, we found that popular schools and schools with specialized choice programs tend to be located in high-status neighborhoods, defined as neighborhoods with residents in the top 20% of family income, home prices, education attainment, and representation from the dominant culture. We also show that mobile students who choose popular schools or highly sought-after specialized programs tend to come from advantaged neighborhoods. Meanwhile, local students who choose a regular school in their neighborhood tend to come from low-status neighborhoods. With a new interdisciplinary approach, this study contributes to a more spatialized understanding of how social inequality and polarization account for school choice.
Publisher: Routledge _eprint: https://doi.org/10.1080/0161956X.2020.1776071

The researchED Guide to The Curriculum: An evidence-informed guide for teachers - Sealy, Edited by Clare (John Catt, 2020)
researchED is an educator-led organisation with the goal of bridging the gap between research and practice.This accessible and punchy series, overseen by founder Tom Bennett, tackles the most important topics in education, with a range of experienced contributors exploring the latest evidence and research and how it can apply in a variety of classroom settings.In this edition, Clare Sealy explores how schools can get the most out of a rich curriculum, editing contributions from a wide range of writers, including: Neil Almond; Andrew Percival; Doug Lemov and Emily Badillo; Sonia Thompson; Christine Counsell; Michael Young; Ruth Ashbee; and Aurora Reid.

Implementation Research Overview.pdf (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:IXVQ7MM3

Report of the Secretary-General Roadmap for Digital Cooperation (2020)
Keywords: ⛔ No DOI found

Refugee Education: A Rapid Evidence Review - Ashlee, Amy; Clericetti, Giulia; Mitchell, Joel (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:ZV8ZMLUC
Keywords: Final_citation; cited; existing

Refugee Education: A Rapid Evidence Review - Ashlee, Amy; Clericetti, Giulia; Mitchell, Joel (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:NPUR835S

Refugee Education: A Rapid Evidence Review - Ashlee, Amy; Clericetti, Giulia; Mitchell, Joel (EdTech Hub, 2020)
This Rapid Evidence Review (RER) provides an overview of existing literature on the use of educational technology (EdTech) for education of refugees in low- and middle-income countries (LMICs). The RER has been produced in response to the widespread global shutdown of schools resulting from the outbreak of Covid-19. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations caused by Covid-19. In the current global context, lessons learnt from the use of EdTech in refugee contexts — in which education is often significantly disrupted and education systems and responses are required to rapidly adapt — are salient.
ZenodoArchiveID: 4557019 PreviousDOI: 10.5281/zenodo.4477154 PreviousShortDOI: 10/ghgnf2 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3901521 10.5281/zenodo.4557019 10/ghgnf2 2129771:TZMJAIPU 2339240:3KCTC7UA 2339240:5B7T9LEG 2339240:K45TP2GI 2339240:NNZ9DD54 2339240:SIV6ZELZ 2339240:W3ALIEA9 2405685:397HVPFN 2405685:4M9GTG8I 2405685:5AWZGNCG 2405685:E56IKGK2 2405685:E6DMTNLL 2405685:TXGBLY4U 2405685:UUNEJ7FS 2405685:W9JLL7JV
Keywords: L:Refugees and migrants; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _P:Evidence review VCMFM9ZD; _cover:v3; _zenodo:submitted; _zenodoETH

The Impact of COVID-19 on Student Experiences and Expectations: Evidence from a Survey - Aucejo, Esteban M; French, Jacob F; Araya, Maria Paola Ugalde; Zafar, Basit (National Bureau of Economic Research, 2020)
In order to understand the impact of the COVID-19 pandemic on higher education, we surveyed approximately 1,500 students at one of the largest public institutions in the United States using an instrument designed to recover the causal impact of the pandemic on students' current and expected outcomes. Results show large negative effects across many dimensions. Due to COVID-19: 13% of students have delayed graduation, 40% lost a job, internship, or a job offer, and 29% expect to earn less at age 35. Moreover, these effects have been highly heterogeneous. One quarter of students increased their study time by more than 4 hours per week due to COVID-19, while another quarter decreased their study time by more than 5 hours per week. This heterogeneity often followed existing socioeconomic divides; lower-income students are 55% more likely to have delayed graduation due to COVID-19 than their higher-income peers. Finally, we show that the economic and health related shocks induced by COVID-19 vary systematically by socioeconomic factors and constitute key mediators in explaining the large (and heterogeneous) effects of the pandemic.
Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w27392 2129771:T3PSMFPC

Back-to-School Campaigns Following Disruptions to Education - Chuang, Rachel; Kaye, Tom; Moss Coflan, Caitlin; Haßler, Björn (2020)
EdTechHub.Source: 2405685:DS66UGW4 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3878423 2129771:GKIQY5RP 2339240:29BIZJM5 2339240:WSA5X76N 2405685:DS66UGW4 2405685:IS587WTH
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; COV:COVID and reopening of schools; F: Helpdesk response; LP: English; _C:Afghanistan AFG; _C:Bangladesh BGD; _C:Bolivia BOL; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Ghana GHA; _C:Guinea GIN; _C:India IND; _C:Lebanon LBN; _C:Liberia LBR; _C:Malawi MWI; _C:Mozambique MOZ; _C:Nigeria NGA; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Zambia ZMB; _EdTechHub_Output; __C:filed:1; __C:scheme:1; _cover:v1; _r:ImportedToMyEducationEvidence; _zenodoETH; docs.opendeved.net; dode_eth-src-eth; dode_eth-trf2-dode

Short-run Effects of COVID-19 on U.S. Worker Transitions - Cowan, Benjamin W (National Bureau of Economic Research, 2020)
I use Current Population Survey Data from February and April 2020 to examine how individual workers have transitioned between labor-market states and which workers have been hurt most by the COVID-19 pandemic. I find not only large effects on workers becoming unemployed but also a decline in labor-force participation, an increase in absence from one’s job, and a decrease in hours worked. Generally, more vulnerable populations—racial and ethnic minorities, those born outside the U.S., women with children, the least educated, and workers with a disability—have experienced the largest declines in the likelihood of (full-time) work and work hours.
Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w27315 2129771:TWXGS99N

Radio: A Rapid Evidence Review - Damani, Kalifa; Mitchell, Joel (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:AFXL8QLA
Keywords: Final_citation; cited; existing

Building effective COVID-19 Education Response Plans: Insights from Africa and Asia - Kimenyi, Eric; Otieno, Jennifer; Kaye, Tom (2020)
EdTechHub.Source: 2405685:6W2UWE89 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3884302 2129771:2MD2QL8K 2405685:6W2UWE89 2339240:7QEJ68RG
Keywords: COV:COVID and reopening of schools; F: Helpdesk response; LP: English; _C:Afghanistan AFG; _C:Bhutan BTN; _C:Gambia GMB; _C:Ghana GHA; _C:Malawi MWI; _C:Nepal NPL; _C:Nigeria NGA; _C:Pakistan PAK; _C:Rwanda RWA; _C:Somalia SOM; _C:South Sudan SSD; _C:Sudan SDN; _C:Uganda UGA; _C:Zambia ZMB; _C:Zimbabwe ZWE; _EdTechHub_Output; __C:filed:1; __C:scheme:1; _cover:v1; _r:ImportedToMyEducationEvidence; _zenodoETH; docs.opendeved.net; dode_eth-src-eth; dode_eth-trf2-dode

digital education after COVID-19 - Selwyn, Neil; MacGilchrist, Felicitas; Williamson, Ben (TECHLASH, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:D96FZD4A

Educational Television: A Rapid Evidence Review - Watson, Joe; McIntyre, Nora (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:3VSCHPVK
Keywords: Final_citation; cited; existing

Considerations for School Reopening in Ontario: Building a more resilient education system for recovery - Srivastava, Prachi (Education Publications, 2020)
Keywords: ⛔ No DOI found

Open Educational Resources in Africa: A Curated Resource List - Koomar, Saalim; Jull, Stephen (2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3906041 2129771:ZDMGMGMJ 2405685:7JSP4PFC 2405685:DMSLLEQV 2405685:V44Z75Z3
Keywords: C: Ghana; H: Open resources; LP: English; __C:filed:1

Using EdTech in Settings of Fragility, Conflict and Violence: A Curated Resource List - Koomar, Saalim; Moss Coflan, Caitlin; Kaye, Tom (EdTech Hub, 2020)
EdTechHub.Source: 2405685:HLCYI98H KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3875138 10.5281/zenodo.3885806 2129771:FCNVWJUI 2129771:FYPWV8NM 2129771:VJXKA7AN 2339240:FEGWVFS3 2339240:FJ5LQ7QK 2405685:79LULMUU 2405685:BTWBKYN7 2405685:CMS6HPI8 2405685:HLCYI98H DOI:
Keywords: C:Yemen; F: Helpdesk response; LP: English; W:Fragile and conflict affected contexts; _C:Afghanistan AFG; _C:Algeria DZA; _C:Bangladesh BGD; _C:Burkina Faso BFA; _C:Chad TCD; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Egypt EGY; _C:France FRA; _C:Iraq IRQ; _C:Jordan JOR; _C:Kuwait KWT; _C:Lebanon LBN; _C:Liberia LBR; _C:Netherlands NLD; _C:Nigeria NGA; _C:Sierra Leone SLE; _C:South Sudan SSD; _C:Sudan SDN; _C:Syrian Arab Republic SYR; _C:Turkey TUR; _C:Uganda UGA; _C:Yemen YEM; _EdTechHub_Output; __C:filed:1; __C:scheme:1; _cover:v1; _r:ImportedToMyEducationEvidence; _zenodoETH; docs.opendeved.net; dode_eth-src-eth; dode_eth-trf2-dode

Modeling the Long-Run Learning Impact of the COVID-19 Learning Shock: Actions to (More Than) Mitigate Loss - Kaffenberger, Michelle (Research on Improving Systems of Education (RISE), 2020)
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-RI_2020/017 2129771:VEPYCQGT

COVID-19 and digital disruption in UK universities: afflictions and affordances of emergency online migration - Watermeyer, Richard; Crick, Tom; Knight, Cathryn; Goodall, Janet (Higher Education, 2020)
COVID-19 has caused the closure of university campuses around the world and migration of all learning, teaching, and assessment into online domains. The impacts of this on the academic community as frontline providers of higher education are profound. In this article, we report the findings from a survey of n = 1148 academics working in universities in the United Kingdom (UK) and representing all the major disciplines and career hierarchy. Respondents report an abundance of what we call ‘afflictions’ exacted upon their role as educators and in far fewer yet no less visible ways ‘affordances’ derived from their rapid transition to online provision and early ‘entry-level’ use of digital pedagogies. Overall, they suggest that online migration is engendering significant dysfunctionality and disturbance to their pedagogical roles and their personal lives. They also signpost online migration as a major challenge for student recruitment, market sustainability, an academic labour-market, and local economies.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10734-020-00561-y 2129771:6J5WM9SM
Keywords: __C:filed:1

UNESCO/CARICOM Webinar Series n° 1: Supporting teachers and education personnel to ensure continuity of learning: Supporting the preparation of teachers for distance education and reopening of schools - James, Freddy (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:EUUQLY7Q 2486141:Y2H65PXQ
Keywords: _Added to LR; _T:reviewed

Policy Implications for Teaching during the Health Emergency - Rudder, Roderick (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:L89GKITE 2486141:VE5Y4IEW
Keywords: _Added to LR; _T:reviewed

A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis - Bozkurt, Aras; Jung, Insung; Xiao, Junhong; Vladimirschi, Viviane; Schuwer, Robert; Egorov, Gennady; Lambert, Sarah; Al-Freih, Maha; Pete, Judith; Don Olcott, Jr; Rodes, Virginia; Aranciaga, Ignacio; et al. (Asian Journal of Distance Education, 2020)
Number: 1 EdTechHub.Source: <this> EdTechHub.Source: 2129771:QXHI373Z EdTechHub.Source: <this> EdTechHub.Source: 2129771:QXHI373Z KerkoCite.ItemAlsoKnownAs: 2129771:QXHI373Z 2129771:R99FXCAA 2405685:CFE5CVWB
Keywords: Author:OpenDevEd; COVID-19; Coronavirus Pandemic; _C:Algeria DZA; _C:Argentina ARG; _C:Australia AUS; _C:Belize BLZ; _C:Brazil BRA; _C:Canada CAN; _C:China CHN; _C:Congo; Democratic Republic COD; _C:Egypt EGY; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:Greece GRC; _C:Guatemala GTM; _C:India IND; _C:Ireland IRL; _C:Italy ITA; _C:Japan JPN; _C:Kenya KEN; _C:Korea (Republic of) KOR; _C:Korea XKOR; _C:Mexico MEX; _C:Namibia NAM; _C:Netherlands NLD; _C:Peru PER; _C:Philippines PHL; _C:Romania ROU; _C:Russian Federation RUS; _C:Rwanda RWA; _C:Saudi Arabia SAU; _C:Singapore SGP; _C:Somalia SOM; _C:South Africa ZAF; _C:Spain ESP; _C:Sweden SWE; _C:Tanzania TZA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; __C:filed:1; __C:scheme:1; _genre:LR-literature_review; _r:ImportedToMyEducationEvidence; distance education; docs.opendeved.net; emergency remote education; online learning; ⛔ No DOI found

Your Questions Answered: Using Technology to Support Gender Equity, Social Inclusion and Out-Of-School Learning - Allier-Gagneur, Zoé; Moss Coflan, Caitlin (EdTech Hub, 2020)
EdTechHub.Source: 2405685:VX7UW757 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3874247 2129771:LBII97HZ 2339240:FT2TLP7Q 2339240:J7DSQVEZ 2405685:TP5CQYPQ 2405685:VX7UW757 2405685:YEVYTSJA
Keywords: F: Helpdesk response; L:Gender and education; L:Out-of-school populations; LP: English; _C:Afghanistan AFG; _C:Bangladesh BGD; _C:Bhutan BTN; _C:Burkina Faso BFA; _C:Burundi BDI; _C:Cambodia KHM; _C:Colombia COL; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Congo; Republic COG; _C:El Salvador SLV; _C:France FRA; _C:Kenya KEN; _C:Kyrgyzstan KGZ; _C:Lebanon LBN; _C:Maldives MDV; _C:Mexico MEX; _C:Nepal NPL; _C:Nigeria NGA; _C:Peru PER; _C:Sierra Leone SLE; _C:Somaliland XSMLD; _C:South Africa ZAF; _C:South Sudan SSD; _C:Spain ESP; _C:Sudan SDN; _C:Zimbabwe ZWE; _EdTechHub_Output; __C:filed:1; __C:scheme:1; _cover:v1; _r:ImportedToMyEducationEvidence; _zenodoETH; docs.opendeved.net; dode_eth-src-dode

Using Live Video Streaming in Online Tutoring: Exploring Factors Affecting Social Interaction - Wu, Man; Gao, Qin (International Journal of Human–Computer Interaction, 2020)
The growth of live video streaming (LVS) technology provides new possibilities for online tutoring in that it accommodates a massive number of learners simultaneously. Questions still exist, however, about the extent to which new technology can support interactions between an instructor and a vast number of learners, as well as which factors would influence learners’ interactions with the instructor and peer learners. This study explored these questions by conducting a survey involving 189 senior high school students participating in online LVS tutoring. The results indicated that learner–instructor interaction dominated social interaction in the online tutoring environment with the current system design. This design may also contribute to the development of the perceived presence of peer learners with few direct information exchanges among peers. Social Connectedness and perceived enjoyment positively influenced learner–instructor interaction, whereas social fears and the social presence of the instructor negatively influenced learner–learner interaction.
Publisher: Taylor & Francis _eprint: https://doi.org/10.1080/10447318.2019.1706288 KerkoCite.ItemAlsoKnownAs: 10.1080/10447318.2019.1706288 4804264:5WUHJDRY
Keywords: Final_citation; cited; existing

Open Development & Education Statement on Black Lives Matter - administrator (Open Development & Education, 2020)
Ending racism is a fundamental part of human rights, we unequivocally assert that Black Lives Matter. We at Open Development & Education Reject the discriminatory practices against Black people in the United States of America. We stand in solidarity with those calling for an end to all forms of racial discrimination around the world. Through […]
Library Catalog: opendeved.net KerkoCite.ItemAlsoKnownAs: 2129771:7YU7H3E5

Resisting Dehumanizing Assessments: Enacting Critical Humanizing Pedagogies in Online Teacher Education - Shelton, Catharyn; Aguilera, Earl; Gleason, Benjamin; Mehta, Rohit (2020)
With the shift to online learning in the wake of COVID-19, teacher educators (TEs) risk becoming swept up in a “cult of efficiency” that can dehumanize the learning process for teachers and students. In this chapter, we share how we, four TEs, use new technologies to implement critical humanizing pedagogies. This involves pushing beyond purely cognitive approaches, while reflexively addressing issues of power, access, and representation with emphasis on valuing voices historically subjected to colonizing educational practices. Specifically, we discuss our approach to online assessments, focusing on meaning-making, connecting to social realities, and engaging multimodality. We close the chapter by offering a set of guiding questions and technology tools that may help TEs (re)designing their own online assessments with students’ humanity in mind.

13th - Wikipedia (Wikipedia, 2020)
13th is a 2016 American documentary by director Ava DuVernay. The film explores the "intersection of race, justice, and mass incarceration in the United States;" it is titled after the Thirteenth Amendment to the United States Constitution, adopted in 1865, which abolished slavery throughout the United States and ended involuntary servitude except as a punishment for conviction of a crime. DuVernay contends that slavery has been perpetuated since the end of the American Civil War through criminalizing behavior and enabling police to arrest poor freedmen and force them to work for the state under convict leasing; suppression of African Americans by disenfranchisement, lynchings and Jim Crow; politicians declaring a war on drugs that weighs more heavily on minority communities and, by the late 20th century, mass incarceration of people of color in the United States. She examines the prison-industrial complex and the emerging detention-industrial complex, discussing how much money is being made by corporations from such incarcerations. 13th garnered acclaim from a number of film critics. It was nominated for the Academy Award for Best Documentary Feature at the 89th Academy Awards, and won the Primetime Emmy Award for Outstanding Documentary or Nonfiction Special at the 69th Primetime Emmy Awards.
Page Version ID: 962747725 KerkoCite.ItemAlsoKnownAs: 2129771:YAM26X83

Prime Minister's statement to the House of Commons (GOV.UK, 2020)
Prime Minister Boris Johnson made a statement on Global Britain.
Library Catalog: www.gov.uk KerkoCite.ItemAlsoKnownAs: 2129771:QV3N5I4R

UK aid department to be merged with Foreign Office (BBC News, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:93GNJH2E

Reflecting on epistemic injustices in open and online education - Adam, Taskeen (Open Development & Education, 2020)
In memory of Hector Pieterson and the hundreds of student protesters that were brutally murdered by police on the 16 June 1976 in the Soweto Uprising in South Africa. The Soweto Uprising refers to the protests by black South African high school students during apartheid against the use of Afrikaans as a medium of instruction. […]
Library Catalog: opendeved.net KerkoCite.ItemAlsoKnownAs: 2129771:E4ZPDX8Z
Keywords: Author:OpenDevEd

'Political vandalism': DfID and Foreign Office merger met with anger by UK charities - Ford, Liz (The Guardian, 2020)
Unicef, Save the Children and Christian Aid among organisations warning move will harm those most in need and reduce UK’s power overseas
KerkoCite.ItemAlsoKnownAs: 2129771:BA7P88TW
Keywords: Aid; Boris Johnson; Department for International Development (DfID); Global development; Politics; Society; UK news; World news

Three ex-PMs attack plan to merge DfID with Foreign Office - Stewart, Heather; Wintour, Patrick (The Guardian, 2020)
Aid organisations accuse Johnson of tying aid to security and diplomatic aims
KerkoCite.ItemAlsoKnownAs: 2129771:N45ILED9
Keywords: Aid; Boris Johnson; Dominic Raab; Foreign policy; Global development; Politics; UK news

Breaking: DFID merged with FCO - Worley, William (Devex, 2020)
Opponents say the announcement marks the culmination of a slow-drain on DFID's influence, and worry about what it means for the future direction of U.K. aid.
KerkoCite.ItemAlsoKnownAs: 2129771:LCCJCHG9

Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children - Baloch, Imdad; Kaye, Tom; Koomar, Saalim; McBurnie, Chris (EdTech Hub, 2020)
EdTechHub.Source: 2405685:9TKV7H6E KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3885606 10.5281/zenodo.3885606 10/ghgnfw 2129771:IK97VLY8 2129771:MXTVUGAA 2129771:VAP9K6BW 2339240:2ZVLRPTQ 2339240:7PXTZ2FQ 2339240:ZE9V9N4R 2405685:8IJT433J 2405685:9TKV7H6E 2405685:BBLQFJKE 2405685:Z2VNN7ER
Keywords: Author:OpenDevEd; F: Helpdesk response; L:Out-of-school populations; LP: English; _C:Bangladesh BGD; _C:China CHN; _C:India IND; _C:Kenya KEN; _C:Liberia LBR; _C:Malaysia MYS; _C:Maldives MDV; _C:Mexico MEX; _C:Mongolia MNG; _C:Nepal NPL; _C:Pakistan PAK; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:Sri Lanka LKA; _C:Tanzania TZA; _EdTechHub_Output; _GS:indexed; __C:filed:1; __C:scheme:1; _cover:v1; _r:CopiedFromEvLib; _r:ImportedToMyEducationEvidence; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children - Lynch, Paul; Kaye, Tom; Terlektsi, Emmanouela (EdTech Hub, 2020)
The COVID-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable now that schools are closed. They are isolated at home and unable to access information as easily as when they were attending school. This brief presents some of the practices that are reportedly working well for deaf children in different contexts.
EdTechHub.Source: 2405685:LP4PGMNA KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3891379 2129771:3YH4WC8N 2129771:7J2S7YUK 2129771:J35ZR45N 2339240:CUSR6ZBJ 2339240:FS3CFIBL 2339240:N7RDGZGY 2339240:V229A7WT 2405685:4PAZ4ZQH 2405685:LP4PGMNA 2405685:XIQ5CL9B 2405685:YY4LI6EI
Keywords: C:Pakistan; F: Helpdesk response; L:Special education needs and disabilities (SEND); LP: English; _C:Bangladesh BGD; _C:Ethiopia ETH; _C:India IND; _C:Ireland IRL; _C:Kenya KEN; _C:Pakistan PAK; _C:Rwanda RWA; _C:United Kingdom GBR; _C:United States USA; _DOILIVE; _EdTechHub_Output; _GS:indexed; __C:filed:1; __C:scheme:1; _cover:v1; _r:CopiedFromEvLib; _r:ImportedToMyEducationEvidence; _zenodoETH; docs.opendeved.net; dode_eth-src-eth; dode_eth-trf2-dode

The Maldives and Sri Lanka: Question & Answer Session - Adam, Taskeen; Kaye, Tom; Haßler, Björn (2020)
EdTechHub.Source: 2405685:HE2Q6Z8Y KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3885817 2129771:YC82FCEP 2339240:TND87RAP 2405685:HE2Q6Z8Y
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; F: Helpdesk response; LP: English; _C:Austria AUT; _C:India IND; _C:Maldives MDV; _C:Nepal NPL; _C:Nigeria NGA; _C:Pakistan PAK; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Uganda UGA; _EdTechHub_Output; __C:filed:1; __C:scheme:1; _cover:v1; _r:ImportedToMyEducationEvidence; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Simulating the Potential Impacts of COVID-19 School Closures on Schooling and Learning Outcomes: A Set of Global Estimates - Azevedo, João Pedro; Hasan, Amer; Goldemberg, Diana; Iqbal, Syedah Aroob; Geven, Koen (The World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9284 2129771:4Q7EMJR6 2129771:8M8MV256 2129771:ISL663VZ 2405685:5YLXQ8AN
Keywords: CORONAVIRUS; COVID-19; DROPOUT RATE; LEARNING LOSS; LEARNING OUTCOMES; PANDEMIC IMPACT; SCHOOL CLOSURE; _COVID_DEAA-List; ___duplicate_item

An analysis of the impact of the Accelerated Learning Project with year 11 students in Bristol schools, Bristol City Council - Davies, John Dwyfor; Last, Kathryn; Smart, Dean (2020)
1.1 Context In the summer of 2005, thirty-six per cent of Year 11 pupils in the City of Bristol Local Authority (LA) schools achieved 5 or more GCSE A*-C grades compared to the national average of 57%, with other further indicators of under performance. This resulted in considerable disquiet locally and much negative media interest. Bristol is England‟s eighth largest city and is the biggest population centre in the South West government region. Areas of the City are very multicultural, with about 10% of young Bristolians having English as an additional language. The regional importance, and service industry/financial base, of the city attracts a higher than average number of graduates to employment in greater Bristol, but conversely 28% of adults locally have limited or no qualifications. Some districts enjoy considerable wealth and 24% of the regions employment is centred here, with the local unemployment figure below the national average at 3.1% of the working age population. There are also pockets of extreme socio-economic deprivation, with some wards within the bottom percentage point of the most socio-economically deprived districts in England. 75% of Bristol 11-16 year olds are educated in the LA secondary schools, with the remainder educated in the schools of neighbouring LAs or in the large local independent sector.
KerkoCite.ItemAlsoKnownAs: 2129771:F7TY8EFM 2339240:TM6WIK6N 2486141:N5LA3HDQ
Keywords: Marginalised; _AcademicRecoveryOECS; ⛔ No DOI found

Unemployment, total (% of total labor force) (modeled ILO estimate) - Sub-Saharan Africa | Data - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:G9FGAF4F

Realities of Remote Learning: Lessons from Initial Findings of an 8,000-Household Survey in Peru During COVID-19 (Innovations for Poverty Action, 2020)
Most schools throughout Latin America have closed due to the COVID-19 pandemic. With the school closures, nearly 8 million Peruvian students, from preschool to high school, are stuck at home. Within a few weeks, the Ministry of Education (Minedu) developed the Aprendo en Casa (AeC) (meaning “Learn at Home”) strategy. Although the strategy has been designed with diverse users in mind, many have asked: How many students are actually using the AeC distance education program? What can we improve? In this context, Minedu's Office of Strategic Monitoring and Evaluation (OSEE), with the support of Innovations for Poverty Action (IPA) and the Inter-American Development Bank (IDB), designed a survey to learn about the experiences of school administrators, teachers, and parents with the program.
KerkoCite.ItemAlsoKnownAs: 2129771:BL25JI56 2129771:XQFPGZA8

How to Support Students When Schools Reopen? - Cilliers, Jacobus (Research on Improving Systems of Education (RISE), 2020)
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-RI_2020/018 2129771:7ADYP6QB 2129771:9YCMA4T4

Compassionate transitions: Reconnecting school communities post-Covid-19 closures - Crawford, Alison; Currie, Laura-Ann; Hannah, Beth; Ward, Jacqui; Wooton, Imogen (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:CMEL8DH4
Keywords: __C:filed:1; ⛔ No DOI found

Rules for a Flat World - Hadfield, Gillian K. (Oxford University Press, 2020)
Technology and globalization are uprooting and reshaping daily life. Global supply chains are now deeply embedded, and digital platforms connect almost everyone in complex networks of data and exchange. This "flat world" is one of tremendous possibility, but it also poses challenges to stability and shared prosperity. In Rules for a Flat World, Gillian Hadfield argues that the legal rules that currently guide global integration are no longer working. They are too slow, costly, and localized for increasingly complex advanced economies, and fail to address issues such as poverty, instability, and oppression for the billions living in the developing world. Hadfield proposes a new set of rules that enhance complex societies and economic interdependence and makes the case for building a more agile infrastructure. In this paperback edition, she presents a new prologue to her sweeping historical overview and vision of the relationship between law and economic and social prosperity.
KerkoCite.ItemAlsoKnownAs: 2129771:N6MZ69HA

Realities of Remote Learning: Lessons from Initial Findings of an 8,000-Household Survey in Peru During COVID-19 - Hernandez-Agramonte, Juan Manuel; Méndez, Carolina; Näslund-Hadley, Emma; Velarde, Luciana (Innovations for Poverty Action, 2020)
Most schools throughout Latin America have closed due to the COVID-19 pandemic. With the school closures, nearly 8 million Peruvian students, from preschool to high school, are stuck at home. Within a few weeks, the Ministry of Education (Minedu) developed the Aprendo en Casa (AeC) (meaning “Learn at Home”) strategy. Although the strategy has been designed with diverse users in mind, many have asked: How many students are actually using the AeC distance education program? What can we improve? In this context, Minedu's Office of Strategic Monitoring and Evaluation (OSEE), with the support of Innovations for Poverty Action (IPA) and the Inter-American Development Bank (IDB), designed a survey to learn about the experiences of school administrators, teachers, and parents with the program.
KerkoCite.ItemAlsoKnownAs: 2129771:Q77XQEGJ

The Effect of Mathematical Self-Efficacy on High Order Thinking Accelerated Learning Learning Inferentialism Approach - Mulyono; Ramadan, Yoshida Agung; Masrukan (Atlantis Press, 2020)
The purpose of this study was to determine the effect of mathematical self-efficacy on higher- order thinking skills with the accelerated learning model inferentialism approach. The study was conducted using a type of combination research in which the design taken was sequential exploratory. The research subjects were based on the results of the self-efficacy questionnaire which were categorized into three namely subjects for the high, medium and low categories, each chosen 2 subjects who could explain the settlement well. The results showed that mathematical self-efficacy influences students' higher-order thinking skills where subjects with high categories have higher-order thinking skills with good analysis, good evaluation and create new ones well. While the subject is still lacking in solving higher-order thinking skills where the subject is still unable to create something. The subjects with low self-efficacy have higher- order thinking skills who are less able to analyze and create but can evaluate. Then all subjects in learning accelerated learning approach inferentialism with the differences in mathematical self-efficacy, the score of each category for high and medium are the same but subjects with low categories are still.
ISSN: 2352-5398 KerkoCite.ItemAlsoKnownAs: 10.2991/assehr.k.200620.071 2129771:A3ZYJR5P 2339240:ID3JSGI6 2486141:NHQYAB5L
Keywords: LMIC; _AcademicRecoveryOECS; content; pedadgogy

New Hub Aims to Help Schools Find the Right Ed-Tech Products During COVID-19 - Bradley, Brian (Market Brief, 2020)
The World Bank-supported project offers a growing database of ed-tech platforms meant to help schools use technology more effectively.
Library Catalog: marketbrief.edweek.org Section: Marketplace K-12 KerkoCite.ItemAlsoKnownAs: 2129771:LJS6JQDU
Keywords: __C:filed:1

Learning for all? Second-level education in Ireland during COVID-19 - ESRI; Mohan, Gretta; McCoy, Selina; ESRI; Carroll, Eamonn; ESRI; Mihut, Georgiana; ESRI; Lyons, Seán; ESRI; Mac Domhnaill, Ciarán; ESRI (ESRI, 2020)
KerkoCite.ItemAlsoKnownAs: 10.26504/sustat92.pdf 2129771:N8LL4T4M

The Impact of COVID-19 on Education in Ghana - Upoalkpajor, Joshua-Luther Ndoye; Upoalkpajor, Cornelius Bawa (Asian Journal of Education and Social Studies, 2020)
Keywords: COVID-19; Epidemic; impact; lockdown; virus

A Zotero plugin for the EdTech Hub (edtechhub/zotero-edtechhub) - Haßler, Björn; Heyns, Emiliano (EdTech Hub, 2020)
original-date: 2019-07-21T13:56:04Z KerkoCite.ItemAlsoKnownAs: 2129771:2RSI4K7E
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence

Web-interface for Zotero Libraries (edtechhub/eth-evidence-library-kerko) - Lesieur, David (EdTech Hub, 2020)
original-date: 2019-12-06T10:51:53Z KerkoCite.ItemAlsoKnownAs: 2129771:UJ5L6IIQ
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Web-interface for Zotero Libraries (OpenDevEd/Zotero-kerko-docs) (Open Development & Education, 2020)
Contribute to OpenDevEd/Zotero-kerko-docs development by creating an account on GitHub.
original-date: 2020-04-05T19:45:15Z KerkoCite.ItemAlsoKnownAs: 2129771:EY95LGTE
Keywords: _r:ImportedToMyEducationEvidence

COVID-19's spring 2020 school closures: The effect on teacher candidates - DeFeo, Dayna; Tran, Trang (Institute of Social and Economic Research, 2020)
In response to the COVID-19 pandemic, Governor Dunleavy mandated that Alaska’s K12 schools closed to in-person instruction; later, these school closures were extended until the end of the 2019-2020 academic year. Across the state, educators worked not only to ensure they met their responsibilities for instruction, but also other key school functions including parent resources, meal services, and social-emotional learning. Concurrently, senior college students in teacher licensure programs at the University of Alaska (UA) were in classrooms fulfilling their clinical experience (student teaching) requirements. During the school closures, students were still “placed” in schools, but the nature of their internship experience changed fundamentally as classes were moved to distance delivery. On March 20, Alaska’s Education Commissioner Michael Johnson announced that the state of Alaska would grant emergency certification to teachers who were unable to complete the required number of clinical placement hours due to COVID-19 school closures. Many of these new graduates will qualify for licensure, but how will the pandemic affect them as they become teachers? In this paper, we explore how teacher candidates perceive their readiness for teaching in the fall, and their career intentions. By comparing survey responses collected from spring 2020 graduates against graduates of spring 2019 (the students who had a “typical” student teaching experience), we find that the 2020 graduating class feels ready for the classroom. However, these new teachers – and those hired from teacher education programs (TEPs) outside of Alaska – will need supports as they transition to teaching.
Accepted: 2020-07-01T00:36:24Z KerkoCite.ItemAlsoKnownAs: 2129771:A8Y3DKMR

Scaling up behavioral science interventions in online education - Kizilcec, René F.; Reich, Justin; Yeomans, Michael; Dann, Christoph; Brunskill, Emma; Lopez, Glenn; Turkay, Selen; Williams, Joseph Jay; Tingley, Dustin (Proceedings of the National Academy of Sciences, 2020)
Significance Low persistence in educational programs is a major obstacle to social mobility. Scientists have proposed many scalable interventions to support students learning online. In one of the largest international field experiments in education, we iteratively tested established behavioral science interventions and found small benefits depending on individual and contextual characteristics. Forecasting intervention efficacy using state-of-the-art methods yields limited improvements. Online education provides unprecedented access to learning opportunities, as evidenced by its role during the 2020 coronavirus pandemic, but adequately supporting diverse students will require more than a light-touch intervention. Our findings encourage funding agencies and researchers conducting large-scale field trials to consider dynamic investigations to uncover and design for contextual heterogeneity to complement static investigations of overall effects. , Online education is rapidly expanding in response to rising demand for higher and continuing education, but many online students struggle to achieve their educational goals. Several behavioral science interventions have shown promise in raising student persistence and completion rates in a handful of courses, but evidence of their effectiveness across diverse educational contexts is limited. In this study, we test a set of established interventions over 2.5 y, with one-quarter million students, from nearly every country, across 247 online courses offered by Harvard, the Massachusetts Institute of Technology, and Stanford. We hypothesized that the interventions would produce medium-to-large effects as in prior studies, but this is not supported by our results. Instead, using an iterative scientific process of cyclically preregistering new hypotheses in between waves of data collection, we identified individual, contextual, and temporal conditions under which the interventions benefit students. Self-regulation interventions raised student engagement in the first few weeks but not final completion rates. Value-relevance interventions raised completion rates in developing countries to close the global achievement gap, but only in courses with a global gap. We found minimal evidence that state-of-the-art machine learning methods can forecast the occurrence of a global gap or learn effective individualized intervention policies. Scaling behavioral science interventions across various online learning contexts can reduce their average effectiveness by an order-of-magnitude. However, iterative scientific investigations can uncover what works where for whom.
KerkoCite.ItemAlsoKnownAs: 10.1073/pnas.1921417117 2129771:VYTZ8HG4 4426965:MHN92VAU

Effective teacher education in low-connectivity settings: a curated resource list - Koomar, Saalim; Allier-Gagneur, Zoé; McBurnie, Chris (2020)
EdTechHub.Source: 2405685:UQSMRFBF KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3407498 10.5281/zenodo.3407498 2129771:I74BBZ7B 2129771:U3XSZB5F 2339240:CRCGCNE9 2339240:W544HT9Q 2405685:UQSMRFBF 2405685:ZG4RSENH
Keywords: Author:OpenDevEd; __C:filed:1; _r:ImportedToMyEducationEvidence; _zenodoETH; docs.opendeved.net; dode_eth-src-eth; dode_eth-trf2-dode

The impact of the digital revolution on human brain and behavior: where do we stand? - Korte, Martin (Dialogues in Clinical Neuroscience, 2020)
KerkoCite.ItemAlsoKnownAs: 10.31887/DCNS.2020.22.2/mkorte 4804264:DXX6ER4S 4804264:WBTR3YDZ
Keywords: Final_citation; anystyle; existing

Secondary Education in Africa - Mastercard Foundation (Mastercard Foundation, 2020)
KerkoCite.ItemAlsoKnownAs: 10.15868/socialsector.35972 2129771:NKEK3U9I

EdTech in Sierra Leone: A Rapid Scan - Mullan, Joel; Taddese, Abeba (EdTech Hub, 2020)
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and in this case, in Sierra Leone. This report is based primarily on desk research, with quality assurance provided by a country expert.
previousshortDOI: 10/ghgnd3 previousDOI: 10.5281/zenodo.3903213 shortDOI: 10/ghgnd3 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3903213 10.5281/zenodo.3903213 10.53832/edtechhub.0038 10/ghgnd3 2129771:YRBISV4P 2339240:NJVI79X2 2339240:VJKBU72Y 2405685:C5MWWQI2 2405685:D25NXEFY
Keywords: C:Sierra Leone; LP: English; _C:Sierra Leone SLE; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoETH

How the Education System Exacerbates Inequality - The Chronicle (The Chronicle of Higher Education, 2020)
A discussion hosted by The Chronicle explored the education system’s underlying assumptions, what counts as high-status knowledge and who has access to it, and what approaches to increasing equity hold promise.
KerkoCite.ItemAlsoKnownAs: 4804264:253ZNVC4 4804264:63JL4YIV
Keywords: Final_citation; anystyle; existing

Rolling Out a National Virtual Learning Environment - Adam, Taskeen; McBurnie, Chris; Haßler, Björn (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:X3R6F4VQ
Keywords: Final_citation; existing

Rolling out a national virtual learning environment - Adam, Taskeen; McBurnie, Chris; Haßler, Björn (2020)
EdTechHub.Source: 2405685:KWJRW62J KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3406132 10.5281/zenodo.3406132EdTechHub.ItemAlsoKnownAs: 2129771:3H8JIJ9T 2129771:MG4TM5B3 2339240:EG4V9NYX 2339240:T37Q6QE6 2405685:KWJRW62J 2405685:QFMSIUXQ 2486141:TAPS8LVP
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; F: Helpdesk response; H:Online learning; LP: English; _EdTechHub_Output; __C:filed:1; __C:scheme:1; ___duplicate_item; _cover:v1; _r:ImportedToMyEducationEvidence; _zenodoETH; docs.opendeved.net; dode_eth-src-eth; dode_eth-trf2-dode

Identifying publication bias in meta-analyses of continuous outcomes - Freeman, Suzanne; Sutton, Alex (2020)

Towards a Maturity Model for Learning Analytics Adoption An Overview of its Levels and Areas - Freitas, Elyda; Fonseca, Fernando; Garcia, Vinicius; Ferreira, Rafael; Gašević, Dragan (2020 IEEE 20th International Conference on Advanced Learning Technologies (ICALT), 2020)
Learning Analytics is a new field in education whose adoption can bring benefits for teaching and learning processes. However, many higher education institutions may not be ready to start using learning analytics due to challenges such as organizational culture, infrastructure, and privacy. In this context, Maturity Models (MMs) can support institutions to systematize their processes, enabling them to progress successively in the learning analytics adoption. MMs are used in different fields to support the improvement of processes, describing them in terms of maturity levels, and identifying enhancements that could lead an organization to higher levels of such maturity. Thus, this paper presents an outline of a MM for Learning Analytics adoption in higher education institutions, describing its levels and areas, together with its development methodology.
ISSN: 2161-377X KerkoCite.ItemAlsoKnownAs: 10.1109/ICALT49669.2020.00059 4804264:AXVGEEFQ 4804264:I7TG5VJ4
Keywords: Analytical models; Data analysis; Data models; Education; Final_citation; Organizations; Standards organizations; Task analysis; adoption; learning analytics; maturity model; policy development

Expert Consultation: Radio-based Education in the Philippines - McBurnie, Chris (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3469739 2129771:IGCN5KBD 2405685:25G275PG 2405685:YRC7UKWE 2339240:4DKQGFTT
Keywords: Author:OpenDevEd; C:Philippines; F: Helpdesk response; H:Radio; LP: English; _EdTechHub_Output; _r:ImportedToMyEducationEvidence; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Results of Mongolia COVID-19 Household Response Phone Survey (Round 1) - World Bank; National Statistics Office of Mongolia (World Bank Group, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:QW6HILCC

Practical lessons for phone-based assessments of learning - Angrist, Noam; Bergman, Peter; Evans, David K.; Hares, Susannah; Jukes, Matthew C. H.; Letsomo, Thato (BMJ Global Health, 2020)
School closures affecting more than 1.5 billion children are designed to prevent the spread of current public health risks from the COVID-19 pandemic, but they simultaneously introduce new short-term and long-term health risks through lost education. Measuring these effects in real time is critical to inform effective public health responses, and remote phone-based approaches are one of the only viable options with extreme social distancing in place. However, both the health and education literature are sparse on guidance for phone-based assessments. In this article, we draw on our pilot testing of phone-based assessments in Botswana, along with the existing literature on oral testing of reading and mathematics, to propose a series of preliminary practical lessons to guide researchers and service providers as they try phone-based learning assessments. We provide preliminary evidence that phone-based assessments can accurately capture basic numeracy skills. We provide guidance to help teams (1) ensure that children are not put at risk, (2) test the reliability and validity of phone-based measures, (3) use simple instructions and practice items to ensure the assessment is focused on the target skill, not general language and test-taking skills, (4) adapt the items from oral assessments that will be most effective in phone-based assessments, (5) keep assessments brief while still gathering meaningful learning data, (6) use effective strategies to encourage respondents to pick up the phone, (7) build rapport with adult caregivers and youth respondents, (8) choose the most cost-effective medium and (9) account for potential bias in samples.
Publisher: BMJ Specialist Journals Section: Practice KerkoCite.ItemAlsoKnownAs: 10.1136/bmjgh-2020-003030 2129771:I9JVVRP2 2129771:J74DVLWC
Keywords: __C:filed:1; health economics; health services research; public health

Work from Home after the COVID-19 Outbreak - Bick, Alexander; Blandin, Adam; Mertens, Karel (Social Science Research Network, 2020)
Based on rich novel survey data, we document that 35.2 percent of the US workforce worked entirely from home in May 2020, up from 8.2 percent in February. Highly educated, high-income and white workers were more likely to shift to working from home and maintain employment following the pandemic. Individuals working from home daily before the pandemic lost employment at similar rates as daily commuters. This suggests that, apart from the potential for home-based work, demand conditions also mattered for job losses. We find that 71.7 percent of workers that could work from home effectively did so in May.
KerkoCite.ItemAlsoKnownAs: 2129771:R4WDM26D
Keywords: Adam Blandin; Alexander Bick; Karel Mertens; SSRN; Work from Home after the COVID-19 Outbreak

Sustaining literacy from mother tongue instruction in complementary education into official language of instruction in government schools in Ghana - Carter, Emma; Sabates, Ricardo; Rose, Pauline; Akyeampong, Kwame (International Journal of Educational Development, 2020)
This paper presents evidence on literacy trajectories for children in Ghana who enrolled in a Complementary Basic Education programme taught in mother tongue and transitioned into government schools. At the point of transition, we find that children who enrolled in government schools where the language of instruction differed from instruction in their mother tongue did not perform as well in literacy. After a year in government schools, those taught in another local language caught up. By contrast, those who transitioned into English did not. Our evidence reinforces the benefits of mother tongue and local language instruction for progress in literacy.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2020.102195 2129771:E8FLSTF2
Keywords: Alternative education; Ghana; Literacy; Mother tongue; Out of school

Radio: Rapid Evidence Review - Damani, Kalifa; Mitchell, Joel (2020)
This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of radio in education in low- and middle-income countries (LMICs). The present RER has been produced in response to the novel 2019 coronavirus (COVID-19), and the resulting widespread shutdown of schools. It, therefore, highlights transferable insights that may be applicable to educational responses resulting from the limitations caused by COVID-19. Established approaches to delivering distance education have renewed salience during this period because many students cannot access schooling in a school building due to social distancing requirements. As one of the longest-serving and most accessible types of educational technology (EdTech), and one that has had some success in education delivery in an LMIC context that was affected by an epidemic, it is particularly useful to focus on radio (Barnett et al., 2018; Hallgarten, 2020). Notably, the RER aims neither to advocate nor discourage the use of radio in education in response to the COVID-19 pandemic. Instead, it provides an accessible summary of existing evidence on the topic so that educators, policy makers and donors might make informed decisions about the potential of radio in education delivery.
Publisher: Zenodo Version Number: 1 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3948149 2129771:6MWFSK4C 2486141:3BTPFJEM

High fidelity simulation evaluation studies in nursing education: A review of the literature - Hanshaw, Shannon L.; Dickerson, Suzanne S. (Nurse Education in Practice, 2020)
Simulation is an experiential learning process which provides a safe environment for learning, preventing the risk of patient harm. A review of the literature was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses approach to explore the question: What is the state of the science on the evidence of learning outcomes in high-fidelity simulation in undergraduate nursing education? This synthesis included 20 research studies focusing on evaluating outcomes of high-fidelity simulation in undergraduate pre-licensure baccalaureate nursing students. Studies were excluded if they did not use high-fidelity simulation for the intervention group, or they evaluated faculty outcomes. Simulation design and practices are identified and discussed regarding dose and fidelity. Outcome measures reviewed include increasing levels of thinking: Remembering/Understanding/Applying (knowledge/skills), Analyzing/Perception, and Evaluating/Creating outcomes. Design of high-fidelity simulation in the nursing literature is being grounded in outcome variables with increasing levels of thinking (Bloom's Taxonomy) and based in pedagogical and nursing judgment theoretical frameworks. Reliable measurement tools are used. There is a need for a more comprehensive measurement of clinical competence that extends evaluation to clinical practice outcomes. Additional research is needed on retention of simulation learning over time and assessing transference of simulation learning into clinical nursing practice.

Keyword inventory with country statistics - Haßler, Björn; Adam, Taskeen; Allier-Gagneur, Zoe; Khalayleh, Abdullah; McBurnie, Chris; McIntyre, Nora (EdTech Hub, 2020)
Keyword inventory with country statistics (Updated July 2020)
EdTechHub.Source: 2405685:55A44ZRB EdTechHub.Source: 2405685:55A44ZRB KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3908363 2129771:ACGUWMNN 2339240:BFHYXP48 2405685:55A44ZRB
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; __C:filed:1; _r:ImportedToMyEducationEvidence; _yl:s; _zenodoODE; publishPDF

Initial Impacts of the COVID-19 Pandemic on the Canadian Labour Market - Lemieux, Thomas; Milligan, Kevin; Schirle, Tammy; Skuterud, Mikal (Canadian Public Policy, 2020)
In this study, we review the initial impacts of the coronavirus disease 2019 (COVID-19) pandemic on the Canadian labour market. We focus on changes in employment and aggregate hours worked between February 2020 and April 2020 while accounting for normal monthly changes in these indicators. We find that COVID-19 induced a 32 percent decline in aggregate weekly work hours among workers aged 20–64 years, alongside a 15 percent decline in employment. We characterize the distribution of work lost, finding that nearly half of job losses are attributed to workers in the bottom earnings quartile. Those most affected by COVID-19 are in public-facing jobs in industries most affected by shutdowns (accommodation and food services), younger workers, paid hourly, and non-union. The results provide context for policy development, with both supply and demand sides of the labour market to consider.
Publisher: University of Toronto Press KerkoCite.ItemAlsoKnownAs: 10.3138/cpp.2020-049 2129771:Z9IS3B5C
Keywords: __C:filed:1

Technology-supported personalised learning: Rapid Evidence Review - Major, Louis; Francis, Gill A. (Zenodo, 2020)
This publication is one part of a series of rapid evidence reviews that has been produced by the EdTech Hub. The purpose of the rapid evidence reviews is to provide education decision-makers with accessible evidence-based summaries of good practice in specific areas of EdTech. They are focused on topics which are particularly relevant in the context of widespread global challenges to formal schooling as a result of COVID-19. All the rapid evidence reviews are available at edtechhub.org.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3948175 2129771:CDP52EH6 2129771:SI326F6A 2129771:WP7GIA44 2405685:A2II5ZV7
Keywords: _genre:LR-literature_review

Pareto optimality and game theory approach for optimal deployment of DG in radial distribution system to improve techno-economic benefits - Nagaballi, Srinivas; Kale, Vijay S. (Applied Soft Computing, 2020)
This paper discusses the application of nature-inspired swarm intelligence methods for optimal allocation and sizing of distributed generation (DG) in the radial distribution system (RDS). Introducing DG units in the RDS will enhance the technical and economic benefits if they are optimally deployed. The objective functions considered are to improve the technical aspects and net economical saving cost with DG units integration on RDS. In this paper, a weighted multi-objective index considers a wide range of technical issues such as active and reactive power losses of the system, voltage profile, line loading, and the voltage stability, these are assumed as technical improvement aspects in the RDS. A recent optimization method, i.e. improved raven roosting optimization (IRRO) algorithm has been implemented for optimal deployment of DG in RDS. The state of the art of IRRO algorithm parameters will improve the ability for exploration and prevent premature convergence. Pareto optimality is used in making a set of the best solutions between two conflicting objectives considered, i.e. technical and economical aspects. The main contribution in this paper is to utilize a game theory based (minimax) algorithm in taking the best decision from a set of non-dominated solutions obtained by Pareto optimality criteria. IEEE 33-bus and 69-bus RDS’s are considered as the test systems for verifying the effectiveness of the IRRO algorithm. A comparative analysis with other nature-inspired swarm optimization techniques such as particle swarm optimization (PSO), modified teaching learning based optimization (MTLBO), Jaya algorithm (JAYA), and grey wolf optimizer (GWO) is also presented in this work. The simulation results of IRRO are compared with similar existing papers. It is observed that the IRRO algorithm can produce better results for the considered multi-objective functions. The MATLAB software is employed for the purpose. The novelty of the paper lies in the use of Pareto optimal and game theory in obtaining better results to the problem of optimal deployment of DG in RDS to improve technical as well as economic benefits.
Keywords: Distributed generation; Game theory; Improved raven roosting optimization; Pareto optimality; Radial distribution system; Swarm intelligence algorithms; Technical and economical issues

Quantifying segregation on a small scale: how and where locality determines student compositions and outcomes taking Hamburg, Germany, as an example - Leist, Sebastian A.; Perry, Laura B. (School Effectiveness and School Improvement, 2020)
Increased social and academic segregation are known side effects of school choice policies in market-driven environments that facilitate competition amongst schools. Aiming at complementing foundational knowledge in quantifying segregation, this study first defines school markets (i.e., geographical context) based on student transitions from primary school to secondary school in Hamburg, Germany. Second, genuine spatial measures of segregation are applied to generate differentiated in-situ insights. In general, social segregation appears evident between school markets, school types, and individual schools and, thus, shapes social compositions of secondary schools. The pattern of student transfers across the city confirms that parents are selecting particular schools for their children, resulting in different schools servicing different composition of students and so markets. Furthermore, the findings suggest that school markets in both very affluent and very deprived areas are spatially isolated and hence persistently reproduce wealth and affluence as well as poverty and disadvantage.
Publisher: Routledge _eprint: https://doi.org/10.1080/09243453.2019.1688845
Keywords: Market models; _C:Australia AUS; _C:France FRA; _C:Germany DEU; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; school choice; segregation; socioeconomic status; student transitions

COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy - Murphy, Michael P. A. (Contemporary Security Policy, 2020)
The COVID-19 pandemic quickly led to the closure of universities and colleges around the world, in hopes that public health officials’ advice of social distancing could help to flatten the infection curve and reduce total fatalities from the disease. Drawing on Copenhagen school securitization theory and analyzing 25 declarations of emergency eLearning at American universities, I argue that in addition to COVID-19 being framed as a general threat, face-to-face schooling was also presented as a threat through these policies. A review of securitization theory—with particular attention to the question of advocacy and the relationship of desecuritization to emancipation—grounds the investigation theoretically. I argue that securitization theory is an important tool for educators not only for observing (and understanding) the phenomenon of emergency eLearning, but also for advocating the desecuritization of schooling after the COVID-19 crisis passes.
Publisher: Routledge _eprint: https://doi.org/10.1080/13523260.2020.1761749 KerkoCite.ItemAlsoKnownAs: 10.1080/13523260.2020.1761749 2129771:NX7XZ24B
Keywords: COVID-19; Securitization; __C:filed:1; desecuritization; emancipation; state of exception

An extension for Google Chrome: Create bookmarklets to repeatedly create Google Docs in specfici folders (OpenDevEd/ChromeExtension-GoogleDocsCreator) - Haßler, Björn (Open Development & Education, 2020)
original-date: 2020-07-04T00:13:29Z KerkoCite.ItemAlsoKnownAs: 2129771:FWQRSYAS
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence

An extension for Google Chrome: Search your history for Google Docs (OpenDevEd/ChromeExtension-WhatGD) - Haßler, Björn (Open Development & Education, 2020)
original-date: 2020-07-03T12:26:22Z KerkoCite.ItemAlsoKnownAs: 2129771:NHRS2W6C
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence

Learning “Loss” and Learning “Gain” in Primary School Years: What Do We Know from India That Can Help Us Think Forward in the COVID-19 Crisis? - Banerji, Rukmini (Research on Improving Systems of Education (RISE), 2020)
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-RI_2020/019 2129771:EB9NQ45J

How stop and search is failing black people (2020)
There has been renewed criticism over stop and search in the UK after research found that BAME people are 54% more likely to be fined under coronavirus rules than white people. The subsequent death of George Floyd in the US and the support for the Black Lives Matter movement has brought more scrutiny to the disproportionatality. Black people are 9.7 times more likely than white people to be stopped and searched and 40 times more likely under the controversial section 60 power, which has risen as the government has tried to crack down on knife crime. Some say this points to racism within the police. Does stop and search need reform? The Guardian's crime correspondent, Vikram Dodd, discusses stop and search with 4Front's Temi Mwale and Katrina Ffrench from StopWatch UK Subscribe to Guardian News on YouTube ► http://bit.ly/guardianwiressub Support the Guardian ► https://support.theguardian.com/contr... Today in Focus podcast ► https://www.theguardian.com/news/seri... The Guardian YouTube network: The Guardian ► http://www.youtube.com/theguardian Owen Jones talks ► http://bit.ly/subsowenjones Guardian Football ► http://is.gd/guardianfootball Guardian Sport ► http://bit.ly/GDNsport Guardian Culture ► http://is.gd/guardianculture
KerkoCite.ItemAlsoKnownAs: 2129771:S7I3NDIV

From the Field: Education Research During a Pandemic - DeMatthews, David; Knight, David; Reyes, Pedro; Benedict, Amber; Callahan, Rebecca (Educational Researcher, 2020)
Education researchers have been impacted by COVID-19 as school closures interrupted ongoing education research, including clinical trials, case study and ethnographic inquiry in schools, and longitudinal studies using federal, state, or district administrative data. The recommendations we present here focus on immediate and future actions education researchers can take to support public health and educational institutions dealing with a pandemic. Clearly not exhaustive, our recommendations are intended to prompt the education research community to collectively consider how the field’s efforts can both inform the knowledge base and support frontline educators and health care researchers dealing with COVID-19.
Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X20938761 2129771:3FGUWV36
Keywords: __C:filed:1

Bringing Out the Best of Leaders, Teachers, and Students in the midst of COVID-19: Lessons Learned from Russell County, Alabama - Kilcrease, Adam (Teaching/Writing: The Journal of Writing Teacher Education, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:YJLCF2BW
Keywords: ⛔ No DOI found

Debates in Mathematics Education - Povey, Hilary, Gwen Ineson (Routledge, 2020)
This new and updated second edition of Debates in Mathematics Education explores the major issues that mathematics teachers encounter in their daily lives. By engaging with established and contemporary debates, this volume promotes and supports critical reflection and aims to stimulate both novice and experienced teachers to reach informed judgements and argue their point of view with deeper theoretical knowledge and understanding. Divided into five accessible sections, this book investigates and offers fresh insight into topics of central importance in mathematics education, with this second edition including new discussions and chapters on: Classic and contemporary issues of pedagogy, politics, philosophy and sociology of mathematics education International comparisons of achievement Digital technologies for teaching Mastery in mathematics Pop culture and mathematics Whether mathematics can be harmful Designed to stimulate discussion and support you in your own research, writing and practice through suggested questions and activities throughout, Debates in Mathematics Education will be a valuable resource for any student or practising teacher, and those engaged in initial teacher education, continuing professional development or Master's level study. This book also has much to offer to those leading mathematics departments in schools and initial teacher education programmes, and to beginning doctoral students looking for a survey of the field of mathematics education research.
KerkoCite.ItemAlsoKnownAs: 10.4324/9780429021015 2129771:9QCKWUDH 5168324:DUAD5LDZ

Uncertainty and Decision-Making During a Crisis: How to Make Policy Decisions in the COVID-19 Context? - Berger, Loic; Berger, Nicolas; Bosetti, Valentina; Gilboa, Itzhak; Hansen, Lars Peter; Jarvis, Christopher; Marinacci, Massimo; Smith, Richard (SSRN Electronic Journal, 2020)
Policymaking during a pandemic can be extremely challenging. As COVID-19 is a new disease and its global impacts are unprecedented, decisions need to be made in a highly uncertain, complex and rapidly changing environment. In such a context, in which human lives and the economy are at stake, we argue that using ideas and constructs from modern decision theory, even informally, will make policymaking more a responsible and transparent process.
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3647188 2129771:U93D8KC7 2129771:YWVRDJSL
Keywords: __C:filed:1; ambiguity; decision rules; model uncertainty; robustness

Systems Implications for Core Instructional Support Lessons from Sobral (Brazil), Puebla (Mexico), and Kenya - Crouch, Luis (Research on Improving Systems of Education (RISE), 2020)
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-RI_2020/020 2129771:VFQQBEFI

A high-usability application to determine your geolocation in rural settings (OpenDevEd/ShareOLC) - Haßler, Björn; Adam, Taskeen (Open Development & Education, 2020)
original-date: 2020-03-28T17:41:09Z KerkoCite.ItemAlsoKnownAs: 2129771:8ZXRUBUR
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _bjoern_cv; _r:ImportedToMyEducationEvidence

A command line interface for Zenodo (bjohas/zenodo-cli) - Haßler, Björn; Gangwar, Abhimanyu (EdTech Hub (Open Dvelopment & Education), 2020)
original-date: 2019-04-03T18:35:00Z KerkoCite.ItemAlsoKnownAs: 2129771:8DQVVH2X
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence

A command line interface linking Zotero and Zenodo (edtechhub/zotzen) - Haßler, Björn; Gangwar, Abhimanyu (EdTech Hub (Open Dvelopment & Education), 2020)
original-date: 2020-05-26T19:41:29Z KerkoCite.ItemAlsoKnownAs: 2129771:CY5Z5A2D
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence

A command line interface for Zotero (edtechhub/zotero-cli) - Haßler, Björn; Gangwar, Abhimanyu; Heyns, Emiliano (EdTech Hub (Open Dvelopment & Education), 2020)
original-date: 2019-08-08T18:54:25Z KerkoCite.ItemAlsoKnownAs: 2129771:GLSKFZ76
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence

COVID-19 and the Digital Transformation of Education: What Are We Learning on 4IR in South Africa? - Mhlanga, David; Moloi, Tankiso (Education Sciences, 2020)
The study sought to assess the influence of the COVID-19 pandemic in motivating digital transformation in the education sector in South Africa. The study was premised on the fact that learning in South Africa and the rest of the world came to a standstill due to the lockdown necessitated by COVID-19. To assess the impact, the study tracked the rate at which the Fourth Industrial Revolution (4IR) tools were used by various institutions during the COVID-19 lockdown. Data were obtained from secondary sources. The findings are that, in South Africa, during the lockdown, a variety of 4IR tools were unleashed from primary education to higher and tertiary education where educational activities switched to remote (online) learning. These observations reflect that South Africa generally has some pockets of excellence to drive the education sector into the 4IR, which has the potential to increase access. Access to education, particularly at a higher education level, has always been a challenge due to a limited number of spaces available. Much as this pandemic has brought with it massive human suffering across the globe, it has presented an opportunity to assess successes and failures of deployed technologies, costs associated with them, and scaling these technologies to improve access.
Publisher: MDPI KerkoCite.ItemAlsoKnownAs: 10.3390/educsci10070180 2129771:FZ72LCBN 2129771:KGMAPFPF
Keywords: 4IR; COVID-19; South Africa; __C:filed:1; digital transformation; education

Emergency Transition to Virtual Education during COVID-19: Lessons and Opportunities for Experiential Learning and Practice Socialization - Mintz, Joel; Wahood, Waseem; Meghani, Salimah; Rajput, Vijay (MedEdPublish, 2020)
Published article by Vijay Rajput at MedEdPublish
KerkoCite.ItemAlsoKnownAs: 10.15694/mep.2020.000144.1 2129771:MEMG5WAL
Keywords: __C:filed:1

Is there learning continuity during the COVID-19 pandemic? Six Lessons - McBurnie, Chris; Haßler, Björn (2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3930934 2129771:A4N8WK7U
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; ___duplicate_item; _r:ImportedToMyEducationEvidence

Improving the teaching of English as a first additional language in South Africa. - Cilliers, Jacobus; Fleisch, Brahm; Kotze, Janeli; Mohohlwane, Nompumelelo; Taylor, Stephen; Thulare, Tshegofatso (American Economic Association, 2020)
We experimentally compare on-site with virtual coaching of South African teachers. After three years, on-site coaching improved students’ English oral language and reading proficiency by 0.31 and 0.13 SD, respectively. Virtual coaching improved English oral language proficiency (0.12 SD), had no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practice and that virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest that the use of technology did not preclude effectiveness, but rather that in-person contact enabled more accountability and support.
Trial registration: 10.1257/rct.5148-1.0 KerkoCite.ItemAlsoKnownAs: 2129771:8M4KYKZ8 2486141:VVJ6LX89
Keywords: C:South Africa; __C:filed:1

Five lessons learnt from Bangladesh's experience responding to COVID-19 - Sarwar, Mohammad Afzal Hossain; Hossain, Iqbal; Kaye, Tom (EdTech Hub, 2020)
In recent months, the EdTech Hub has produced a range of documents to support and guide countries as they develop and implement plans to help students keep learning during school closures. Some of the work we have produced includes: a […]
KerkoCite.ItemAlsoKnownAs: 2129771:ES7HENP6 2339240:PISQI3AG 2405685:PH8ICW77
Keywords: _r:ImportedToMyEducationEvidence; dode_eth-src-eth; dode_eth-trf2-dode

TV-Based-Learning-in-Bangladesh-Is-it-Reaching-Students.pdf - World Bank (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:9KX2PN4H 2405685:SERJWUI6
Keywords: _COVID_DEAA-List

Alternative forms of early grade instructional coaching: Emerging evidence from field experiments in South Africa - Cilliers, Jacobus; Fleisch, Brahm; Kotze, Janeli; Mohohlwane, Nompumelelo; Taylor, Stephen; Thulare, Tshegofatso (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2GZ7FD78 2405685:T3XGXGL2 2129771:2JZ7BV5Y

Barriers to online learning in the time of COVID-19: A national survey of medical students in the Philippines - Baticulon, Ronnie E.; Alberto, Nicole Rose I.; Baron, Maria Beatriz C.; Mabulay, Robert Earl C.; Rizada, Lloyd Gabriel T.; Sy, Jinno Jenkin; Tiu, Christl Jan S.; Clarion, Charlie A.; Reyes, John Carlo B. (medRxiv, 2020)
Transgenic mice expressing genetically encoded activity indicators are an attractive means of mapping mesoscopic regional functional cortical connectivity given widespread stable and cell-specific expression compatible with chronic recordings. Cortical functional connectivity was evaluated using wide-field imaging in lightly anesthetized Emx1-creXRosa26-GCaMP3 mice expressing calcium sensor in cortical neurons. Challenges exist because green fluorescence signals overlap with endogenous activity-dependent autofluorescence and are affected by changes in blood volume and oxygenation. Under the conditions used for imaging and analysis (0.1–1 Hz frequency band), autofluorescence and hemodynamic effects contributed 3% and 8% of the SD of spontaneous activity-dependent GCaMP3 fluorescence when signals were recorded through intact bone. To evaluate the accuracy and sensitivity of this approach, the topology of functional connections between somatomotor cortex (primary S1 and secondary S2 somatosensory, and primary motor cortex M1) was estimated. During sequences of spontaneous activity, calcium signals recorded at each location of area S1 were correlated with activity in contralateral area S1, ipsilateral area S2, and bilateral areas M1. Reciprocal results were observed when “seed pixels” were placed in S2 and M1. Coactivation of areas implies functional connections but could also be attributed to both regions receiving common upstream drive. These apparent connections revealed during spontaneous activity coactivation by GCaMP3 were confirmed by intracortical microstimulation but were more difficult to detect using intrinsic signals from reflected red light. We anticipate GCAMP wide-field imaging will enable longitudinal studies during plasticity paradigms or after models of CNS disease, such as stroke, where the weighting within these connectivity maps may be altered.
Publisher: Cold Spring Harbor Laboratory Press KerkoCite.ItemAlsoKnownAs: 10.1101/2020.07.16.20155747 2129771:KXKYVMK5 2405685:GFX8VVRS
Keywords: _COVID_DEAA-List; __C:filed:1

Proposal to the Spencer Foundation: Research Grants on Education: School’s Out For . . . Spring? Understanding the Response of School Districts in the United States to COVID-19-Related Disruptions - Rosenberg, Joshua; Rutherford, Teomara; Anderson, Daniel; White, Rachel S.; Nguyen, Ha; Kimmon, Royce (Open Science Framework, 2020)
There is no doubt that public education has suffered as a result of the COVID-19 pandemic. Researchers are comparing the COVID slide to summer learning loss, noting this loss could be much worse for those already underserved by U.S. schools (Kuhfeld & Tarasawa, 2020). In order to understand who this loss impacts and how, we need data on school, district, and statewide responses to the pandemic as it unfolded. Luckily, these data are available, as school districts across the country updated their communities about plans for spring 2020. To capture these updates, our team uses multiple approaches for collecting COVID-19-related information via school district websites and social media to create a new, nationwide dataset of district responses.We also analyze how these responses relate to contextual characteristics of districts and their surrounding communities, which will provide a picture of how district characteristics may drive disparities in access to and quality of schooling during the pandemic. Identifying these associations are critical for understanding and disrupting the reproduction and deepening of educational inequality caused by the COVID-19 crisis. The resulting dataset will provide researchers with the information necessary to understand how education during the pandemic may impact students for years to come.
KerkoCite.ItemAlsoKnownAs: 10.31219/osf.io/9j2cu 2129771:H88X8NN8

Using blended learning to support marginalised adolescent girls’ education: a review of the evidence - Allier-Gagneur, Zoé; Chuang, Rachel; McBurnie, Chris; Haßler, Björn (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3952069 2129771:9Q4PMCJN 2129771:FX6TFDPQ 2339240:ENEKVCE3 2405685:7PYD5JNV 2405685:H3AI5F3C 2486141:TE93MW3V
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; F: Helpdesk response; H:Blended learning; L:Gender and education; LP: English; _C:Afghanistan AFG; _C:Bangladesh BGD; _C:Brazil BRA; _C:China CHN; _C:Ghana GHA; _C:India IND; _C:Iran IRN; _C:Kenya KEN; _C:Lebanon LBN; _C:Malawi MWI; _C:Malaysia MYS; _C:Nigeria NGA; _C:Russian Federation RUS; _C:Rwanda RWA; _C:Saudi Arabia SAU; _C:Senegal SEN; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Turkey TUR; _C:Uganda UGA; _C:United States USA; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; _bjoern_cv; _genre:LR-literature_review; _r:ImportedToMyEducationEvidence

Language Models are Few-Shot Learners - Brown, Tom B.; Mann, Benjamin; Ryder, Nick; Subbiah, Melanie; Kaplan, Jared; Dhariwal, Prafulla; Neelakantan, Arvind; Shyam, Pranav; Sastry, Girish; Askell, Amanda; Agarwal, Sandhini; Herbert-Voss, Ariel; et al. (arXiv, 2020)
Recent work has demonstrated substantial gains on many NLP tasks and benchmarks by pre-training on a large corpus of text followed by fine-tuning on a specific task. While typically task-agnostic in architecture, this method still requires task-specific fine-tuning datasets of thousands or tens of thousands of examples. By contrast, humans can generally perform a new language task from only a few examples or from simple instructions - something which current NLP systems still largely struggle to do. Here we show that scaling up language models greatly improves task-agnostic, few-shot performance, sometimes even reaching competitiveness with prior state-of-the-art fine-tuning approaches. Specifically, we train GPT-3, an autoregressive language model with 175 billion parameters, 10x more than any previous non-sparse language model, and test its performance in the few-shot setting. For all tasks, GPT-3 is applied without any gradient updates or fine-tuning, with tasks and few-shot demonstrations specified purely via text interaction with the model. GPT-3 achieves strong performance on many NLP datasets, including translation, question-answering, and cloze tasks, as well as several tasks that require on-the-fly reasoning or domain adaptation, such as unscrambling words, using a novel word in a sentence, or performing 3-digit arithmetic. At the same time, we also identify some datasets where GPT-3's few-shot learning still struggles, as well as some datasets where GPT-3 faces methodological issues related to training on large web corpora. Finally, we find that GPT-3 can generate samples of news articles which human evaluators have difficulty distinguishing from articles written by humans. We discuss broader societal impacts of this finding and of GPT-3 in general.
arXiv:2005.14165 [cs]
Keywords: Computer Science - Computation and Language

Learning Loss, a Potential Challenge for Transition to Undergraduate Study Following COVID19 School Disruption - Turner, Kristy L.; Hughes, Michael; Presland, Katayune (Journal of Chemical Education, 2020)
In a normal year approximately 3 months pass between students taking their final examinations in high school or college and beginning an undergraduate course in chemistry. In the months prior to those examinations, students will usually have undertaken an extensive period of revision and consolidation of the key concepts learned throughout their course. Some of this will be supported by their teachers and some will be independent study. The COVID19 pandemic resulted in the cancellation of these examinations in the UK and Ireland, potentially leaving students with a 6-month gap between their last formal study and beginning their undergraduate courses. Insights from the literature and from teachers of students in the 16–18 age range show that it is likely students beginning undergraduate courses in the autumn of 2020 will have weaknesses in subject knowledge compared to previous cohorts. This is likely to be more significant in the areas of synthetic transformations in organic chemistry and core physical chemistry topics. In this communication we present a brief analysis of the potential issues with subject knowledge in order that instructors in higher education may be better informed about the potential challenges in teaching and learning following the COVID19 disruption.
Publisher: American Chemical Society KerkoCite.ItemAlsoKnownAs: 10.1021/acs.jchemed.0c00705 2129771:BIHIBCFG
Keywords: __C:filed:1

Tracking the reach of COVID-19 kin loss with a bereavement multiplier applied to the United States - Verdery, Ashton M.; Smith-Greenaway, Emily; Margolis, Rachel; Daw, Jonathan (Proceedings of the National Academy of Sciences, 2020)
The coronavirus disease 2019 (COVID-19) pandemic has led to a large increase in mortality in the United States and around the world, leaving many grieving the sudden loss of family members. We created an indicator—the COVID-19 bereavement multiplier—that estimates the average number of individuals who will experience the death of a close relative (defined as a grandparent, parent, sibling, spouse, or child) for each COVID-19 death. Using demographic microsimulation-based estimates of kinship networks in the United States, the clear age gradient in COVID-19 mortality seen across contexts, and several hypothetical infection prevalence scenarios, we estimate COVID-19 bereavement multipliers for White and Black individuals in the United States. Our analysis shows that for every COVID-19 death, approximately nine surviving Americans will lose a grandparent, parent, sibling, spouse, or child. These estimates imply, for example, that if 190,000 Americans die from COVID-19, as some models project, then ∼1.7 million will experience the death of a close relative. We demonstrate that our estimates of the bereavement multiplier are stable across epidemiological realities, including infection scenarios, total number of deaths, and the distribution of deaths, which means researchers can estimate the bereavement burden over the course of the epidemic in lockstep with rising death tolls. In addition, we provide estimates of bereavement multipliers by age group, types of kin loss, and race to illuminate prospective disparities. The bereavement multiplier is a useful indicator for tracking COVID-19’s multiplicative impact as it reverberates across American families and can be tailored to other causes of death.
Publisher: National Academy of Sciences Section: Social Sciences KerkoCite.ItemAlsoKnownAs: 10.1073/pnas.2007476117 2129771:IE9DDRLP 2129771:XDZUF4A2
Keywords: COVID-19; __C:filed:1; bereavement; demography; mortality; social support

Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech Intervention in Botswana - Angrist, Noam; Bergman, Peter; Brewster, Caton; Matsheng, Moitshepi (2020)
The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially long-term consequences. This paper provides some of the first experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at four- to six-week intervals. We present results from the first wave. We find early evidence that both interventions result in cost-effective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We show these results broadly hold with a series of robustness tests that account for differential attrition. We find increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child's learning level using data from the first wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system.
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3663098 4804264:8VD7SC7L 4804264:HCMGK9TG
Keywords: Education; Final_citation; Human Capital; Technology; cited; existing

Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech Intervention in Botswana - Angrist, Noam; Bergman, Peter; Brewster, Caton; Matsheng, Moitshepi (SSRN Electronic Journal, 2020)
The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially long-term consequences. This paper provides some of the ﬁrst experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at four- to six-week intervals. We present results from the ﬁrst wave. We ﬁnd early evidence that both interventions result in cost-eﬀective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We ﬁnd increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child's learning level using data from the ﬁrst wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system.
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3663098 2129771:37WVYGRH 2129771:3GGG8ENA 2129771:4XBSBHNZ 2129771:J8UCMIES 2129771:NQQA5HAW 2129771:U3ZVQN5U 2129771:ZAKRMJ4F 2405685:7YTYUC4P
Keywords: Education; Human Capital; Technology; _COVID_DEAA-List; __C:filed:1

Suffering in Silence: How COVID-19 School Closures Inhibit the Reporting of Child Maltreatment - Baron, E. Jason; Goldstein, Ezra G.; Wallace, Cullen T. (Social Science Research Network, 2020)
To combat the spread of COVID-19, many primary and secondary schools in the United States canceled classes and moved instruction online. This study examines an unexplored consequence of COVID-19 school closures: the broken link between child maltreatment victims and the number one source of reported maltreatment allegations—school personnel. Using current, county-level data from Florida, we estimate a counterfactual distribution of child maltreatment allegations for March and April 2020, the first two months in which Florida schools closed. While one would expect the financial, mental, and physical stress due to COVID-19 to result in additional child maltreatment cases, we find that the actual number of reported allegations was approximately 15,000 lower (27 percent) than expected for these two months. We leverage a detailed dataset of school district staffing and spending to show that the observed decline in allegations was largely driven by school closures. Finally, we discuss policy implications of our findings for the debate surrounding school reopenings and suggest a number of responses that may mitigate this hidden cost of school closures.
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3601399 2129771:VDD4KRU2
Keywords: COVID-19; Child Maltreatment; School Closures

Responding to the COVID-19 pandemic in Trinidad and Tobago: challenges and opportunities for teacher education - Kalloo, Rowena Constance; Mitchell, Beular; Kamalodeen, Vimala Judy (Journal of Education for Teaching, 2020)
Trinidad and Tobago responded decisively to the COVID 19 pandemic and was successful in containing community spread of the virus. By mid-march 2020, there was closure of key business and educational institutions. To minimise the loss of learning time, emergency remote learning became the modus-operandi, a response which challenged the most socially vulnerable students. At the University of the West Indies (UWI) the 500 participants enrolled in the Early Childhood, and Primary education programmes, and the in-service post-graduate diploma in Secondary education were struggling to adjust to online teaching, the existential anxiety of coping with a dangerous disease, and programme completion. The UWI instituted a COVID-19 policy that facilitated a structured response to programme completion and assessment across all faculties.The paper analysed the decisions taken by the UWI School of Education that supported its teachers through the practicum and pedagogy courses. Using a qualitative case study methodology, data were collected through observations, documents, and informal discussions with faculty. Thematic analyses allowed the emergence of three key constructs that facilitated effective learning during the crisis period : Community as an empathetic connection to stakeholders, Creativity as the ability for agile and imaginative responses, and Connectivity through technological readiness.
Publisher: Routledge _eprint: https://doi.org/10.1080/02607476.2020.1800407 KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2020.1800407 2129771:M5ELW4N7
Keywords: COVID-19; Teacher education; __C:filed:1; inequities; online education

Government of Sierra Leone Education Data Hub: A User Research Report - Freiermuth, Sophie; Bedoui, Claire; Middleton, Emily; Taddese, Abeba (EdTech Hub, 2020)
Report on the Government of Sierra Leone Education Data Hub
previousDOI: 10.5281/zenodo.3960140 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3960140 10.53832/edtechhub.0027 2129771:V823UWZQ 2339240:6E8ZDLYB 2339240:Z28GJH3E 2405685:6TJ92NFH 2405685:6XEEQHVU 2405685:8CB5PTUQ 2405685:EERE25UX 2405685:K4DEZSCM 2405685:L4ULUSCB 2405685:NTMUHEW9 2405685:S4VEIC5W 2405685:W7SY73AT
Keywords: C:Sierra Leone; ES:Educational data; LP: English; _C:Sierra Leone SLE; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoETH

Deploying an e-Learning Environment in Zanzibar: Feasibility Assessment - Groeneveld, Caspar; Kibga, Elia; Kaye, Tom (EdTech Hub, 2020)
The Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank (the Bank) approached the EdTech Hub (the Hub) in April 2020 to explore the feasibility of implementing a Virtual Learning Environment (VLE). The Hub was requested to focus primarily on the deployment of a VLE in lower secondary education, and this report consequently focuses primarily on this group. The report is structured in four sections: An introduction to provide the background and guiding principles for the engagement with a short overview of the methodology applied. An analysis of the Zanzibar education system with a particular focus on elements relevant to deploying a VLE. This includes the status of ICT infrastructure, and a summary of the stakeholders who will play a role in using or implementing a VLE. A third section that discusses types of VLEs and content organisation, and their applicability to the Zanzibar ecosystem. A conclusion with recommendations for Zanzibar, including short- and long-term steps. In this collaboration with Zanzibar’s MoEVT, the Hub team sought to understand the purpose of the proposed VLE. Based on discussions and user scenarios, we identified two main education challenges a VLE may help to resolve. In the short term, students cannot go to school during the COVID-19 crisis, but need access to educational content. There is content, but no flexible and versatile platform to disseminate content to all students. In the long term, a mechanism to provide students with access to quality, curriculum-aligned content in school, or remotely, is required.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3941727 2129771:KLLMDHKK 2405685:K7JDL4IL 2339240:Y5Z46TRU
Keywords: C:Tanzania; H:Online learning; LP: English; _r:ImportedToMyEducationEvidence; dode_eth-src-eth; dode_eth-trf2-dode; publishPDF

Impact of Pandemic COVID-19 on Education in India - Jena, Pravat (International Journal of Current Research, 2020)
The impact of pandemic COVID-19 is observed in every sector around the world. The education sectors of India as well as world are badly affected by this. It has enforced the world wide lock down creating very bad effect on the students' life. Around 32 crore learners stopped to move schools/colleges, all educational activities halted in India. The outbreak of COVID-19 has advised us that change is inevitable. It has worked as a catalyst for the educational institutions to grow and opt for platforms and techniques, which have not been used before. The education sector has been fighting to survive the crises with a different approach and digitising the challenges to wash away the threat of the pandemic. This paper highlights some measures taken by Govt. of India to provide seamless education in the country. Both the positive and negative impacts of COVID-19 are discussed and some fruitful suggestions are pointed to carry out educational activities during the pandemic situation.
KerkoCite.ItemAlsoKnownAs: 10.24941/ijcr.39209.07.2020 2129771:TLWP9LYQ
Keywords: __C:filed:1; ⚠️ Invalid DOI

Critical Digital Pedagogy: A Collection - Stommel, Jesse; Friend, Chris; Morris, Sean Michael; Rorabaugh, Pete; Rheingold, Howard; Watters, Audrey; Davidson, Cathy; Stewart, Bonnie; Benjamin, Ruha (2020)

Sprint 8 report - Abed, Reema; Alawamleh, Nour; Khalayleh, Abdullah; Metni, Eliane; Haßler, Björn (Activating EdTech, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4529686 2129771:JK945FM7
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 8 report - Arabic - Abed, Reema; Alawamleh, Nour; Khalayleh, Abdullah; Metni, Eliane; Haßler, Björn (Activating EdTech, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4533059 2129771:87TGCPJX
Keywords: Author:Haßler; Author:OpenDevED; _r:ImportedToMyEducationEvidence

Incentivizing Textbooks for Self-Study: Experimental Evidence from the Democratic Republic of Congo - Falisse, Jean-Benoit; Huysentruyt, Marieke; Olofsgård, Anders (Academy of Management Proceedings, 2020)
We use a randomized field experiment to study the impact of a simple “textbooks for self-study” incentive scheme targeting primary school students in South Kivu. Students in the treatment schools scored 0.320s higher in French but did no better in math. They were more likely to take the high-stakes end-of-6th-grade national exam and to aspire to a non-manual profession.. The largest positive impact was found in schools with lower-quality teaching performance and for lower-ability students. Our results demonstrate that programs designed to intensify and diversify students’ use of existing school resources can sharply improve student achievement and career aspirations.
Publisher: Academy of Management KerkoCite.ItemAlsoKnownAs: 10.5465/AMBPP.2020.19578abstract 2129771:LKY4CXZH 2129771:NGPXC4TF
Keywords: AOM Annual Meeting Proceedings 2020

Listening to Young Lives at Work in Ethiopia - Scott, Douglas; Favara, Marta; Porter, Catherine (Oxford Department of International Development, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:HBXKKTW5

Learning-adjusted years of schooling (LAYS): Defining a new macro measure of education - Filmer, Deon; Rogers, Halsey; Angrist, Noam; Sabarwal, Shwetlena (Economics of Education Review, 2020)
The standard summary metric of education-based human capital used in macro analyses is a quantity-based one: The average number of years of schooling in a population. But as recent research shows, students in different countries who have completed the same number of years of school often have vastly different learning outcomes. We therefore propose a new summary measure, the Learning-Adjusted Years of Schooling (LAYS). This measure combines quantity and quality of schooling into a single easy-to-understand metric of progress, revealing considerably larger cross-country education gaps than the standard metric. We show that the comparisons produced by this measure are robust to different ways of adjusting for learning and that LAYS is consistent with other evidence, including other approaches to quality adjustment. Like other learning measures, LAYS reflects learning, and barriers to learning, both inside and outside of school; also, cross-country comparability of LAYS rests on assumptions related to learning trajectories and the validity, reliability, and comparability of test data. Acknowledging these limitations, we argue that LAYS nonetheless improves on the standard metric in key ways.
Keywords: Education; Human capital; Learning; Returns to education; Schooling; Test Scores

External Validity and Policy Adaptation: From Impact Evaluation to Policy Design - Williams, Martin J (The World Bank Research Observer, 2020)
With the growing number of rigorous impact evaluations worldwide, the question of how best to apply this evidence to policymaking processes has arguably become the main challenge for evidence-based policymaking. How can policymakers predict whether a policy will have the same impact in their context as it did elsewhere, and how should this inﬂuence the design and implementation of policy? This paper introduces a simple and ﬂexible framework to address these questions of external validity and policy adaptation. I show that failures of external validity arise from an interaction between a policy’s theory of change and a dimension of the context in which it is being implemented, and develop a method of “mechanism mapping” that maps a policy’s theory of change against salient contextual assumptions to identify external validity problems and suggest appropriate policy adaptations. In deciding whether and how to adapt a policy in a new context, I show there is a fundamental informational trade-o↵ between the strength and relevance of evidence on the policy from other contexts and the policymaker’s knowledge of the local context. This trade-o↵ can guide policymakers’ judgments about whether policies should be copied exactly from elsewhere, adapted, or invented anew.
KerkoCite.ItemAlsoKnownAs: 10.1093/wbro/lky010 2129771:VSV7VE4C 2486141:DKLMP8QQ

Consolidated Feedback on Tanzania Higher Education University Strategic Investment Plans - Adam, Taskeen; Koomar, Saalim; Haßler, Björn (EdTech Hub, 2020)
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.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3986727 2129771:B5Z854HJ 2339240:IEATEWRY 2405685:7AFXFRPC
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; dode_eth-src-eth; dode_eth-trf2-dode

Revisiting Distance Learning Resources for Undergraduate Research and Lab Activities during COVID-19 Pandemic - Qiang, Zhe; Obando, Alejandro Guillen; Chen, Yuwei; Ye, Changhuai (Journal of Chemical Education, 2020)
The rapid transition in teaching format due to COVID-19 gives rise to many challenges, especially for research and lab activities since they may require a different approach with more constrained resources compared with lecture-based courses, in which various virtual communication platforms have now been employed. As essential parts for student’s active learning, effective strategies to perform undergraduate research and lab courses during the current circumstance need to be carefully designed. To address this challenge, we have revisited different distance learning resources and implemented four critical methods in undergraduate research activity in our research groups, including question-driven literature review, visualizing experiments from virtual scientific resources, performing safe and simple home-lab experiments, and learning new computational tools. These approaches provide versatile opportunities for remotely engaging students in research and lab activities besides just participation in group meetings and scientific webinars. We believe insights gained from revisiting and implementing these resources could have a long-term positive impact for improving teaching and mentoring infrastructure for undergraduate lab activities post-COVID-19.
Publisher: American Chemical Society KerkoCite.ItemAlsoKnownAs: 10.1021/acs.jchemed.0c00609 2129771:3VMMX9C4
Keywords: __C:filed:1

Potential long-term consequences of school closures: Lessons from the 2013-2016 Ebola pandemic - Smith, William C. (In Review, 2020)
Abstract The COVID-19 pandemic has seen an unprecedented shutdown of society. Nearly 1.725 billion children across the globe have been affected as over 95% of countries closed schools as the virus spread in April 2020. Much attention has been given to school closures as non-pharmaceutical mitigation tools to stem the spread of the disease through ensuring social distancing. Within education, focus has been given to keep students connected through remote learning and the immediate needs of schools upon reopening. This study takes a longer-term view. Using Demographic Health Surveys and Multiple Indicator Cluster Surveys from before and after the 2013-2016 Ebola outbreak in Guinea and Sierra Leone, this study examines changes in enrolment and dropout patterns, with targeted consideration given to traditionally marginalized groups. With schools closed for seven and nine months in the two countries, the length and intensity of the Ebola pandemic is the only health crises in the past century to come close to the school closures being experienced in 2020. Findings suggest that youth in the poorest households see the largest increase in dropout rates post-Ebola and that this impact can persist for years. Two years after being declared Ebola-free an additional 22,000 of the poorest secondary age youth remained out of school than would have been expected based on the pre-outbreak dropout rate. To halt the likely expansion in inequality post-pandemic, these results point to the need for longer term, sustainable planning that includes comprehensive financial support packages to groups most likely to be impacted.
KerkoCite.ItemAlsoKnownAs: 10.21203/rs.3.rs-51400/v1 2129771:2WY88F3D
Keywords: _C:Sierra Leone SLE

First KaiOS smart feature phone drops in Malawi - Gilbert, Paula; Editor; Africa, Connecting (Connecting Africa, 2020)
Telekom Networks Malawi (TNM) has rolled out the first 4G KaiOS-enabled smart feature phone in the country.
KerkoCite.ItemAlsoKnownAs: 2129771:9RQJG9ML

Building on Solid Foundations: Prioritizing Universal, Early, Conceptual and Procedural Mastery of Foundational Skills - Belafi, Carmen; Hwa, Yue-Yi; Kaffenberger, MIchelle (Research on Improving Systems of Education (RISE), 2020)
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-RI_2020/021 2129771:YPURBMKV

COVID-19 and teacher education: a literature review of online teaching and learning practices - Carrillo, Carmen; Flores, Maria Assunção (European Journal of Teacher Education, 2020)
The COVID-19 pandemic has impacted education at all levels in various ways. Institutions and teacher educators had to quickly respond to an unexpected and ‘forced’ transition from face-to-face to remote teaching. They also had to create learning environments for student teachers doing their preparation in the light of the requirements of teacher education programmes and the conditions in which both universities and schools had to operate. This paper provides a review of the literature on online teaching and learning practices in teacher education. In total, 134 empirical studies were analysed. Online teaching and learning practices related to social, cognitive and teaching presence were identified. The findings highlighted the need for a comprehensive view of the pedagogy of online education that integrates technology to support teaching and learning. The implications of this study for the development of online teaching and learning practices are discussed. Suggestions for further research are also examined.
Publisher: Routledge _eprint: https://doi.org/10.1080/02619768.2020.1821184 KerkoCite.ItemAlsoKnownAs: 10.1080/02619768.2020.1821184 2129771:IDTKRE42 2129771:K5S5HT2G 2129771:SREBALP3
Keywords: Covid-19; Online learning; online practices; teacher education

Enablers and Barriers to the Successful Delivery of Accelerated Learning Programmes - Fitzpatrick, Rachael (2020)
This review identified enablers and barriers to the successful delivery of accelerated learning programmes and complementary education. The policy environment is identified as being an overarching factor that can behave as both an enabler and a barrier, with contexts that integrate non-formal education into policy texts being among the most enabling. Other enablers and barriers are explored in relation to programme delivery, followed by a brief exploration of learners transitioning into the formal education system. The report identified inconsistencies in the terminology surrounding accelerated learning and complementary learning programmes, and has therefore adopted the most common language used: accelerated education programmes (AEPs). A key reflection from this review is on the tension that exists between successful AEPs integrating effectively with national systems, whilst also remaining independent enough to overcome the barriers faced by those same systems.
Accepted: 2020-08-13T08:38:33Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:B3IQC8AZ 4869029:PVYYVADK
Keywords: ⛔ No DOI found

The smart feature phone revolution in developing countries: Bringing the internet to the bottom of the pyramid - James, Jeffrey (The Information Society, 2020)
Until recently, the only way for the population of developing countries to access the Internet was through expensive smartphones, designed in and for developed countries. In the past few years, however, a major new innovation has emerged, the smart feature phone with Internet connectivity, which was specifically designed for those with low incomes in developing countries. This paper explains the development process for the smart feature phone, how this has influenced the nature and extent of adoption, and its use by lowincome groups, including their demonstrated preference for uses related to entertainment rather than more traditional “work-related” goals. The focus is on the case of India, where the JioPhone has already reached millions of people with low incomes.
KerkoCite.ItemAlsoKnownAs: 10.1080/01972243.2020.1761497 2129771:QT6NI25Q

Covid- 19 and the future of practicum in teacher education in Zimbabwe: Rethinking the ‘new normal’ in quality assurance for teacher certification - Moyo, Nathan (Journal of Education for Teaching, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2020.1802702 2129771:N9USNSSI 4502395:83EVNLIA

Lessons Learned from the Outcomes and Delivery of Girls’ Clubs in Educational Programmes - Page, Ella (2020)
This helpdesk provides a rapid review of the evidence on the outcomes and delivery of girls’ clubs in educational programmes. The review found some evidence of girls’ clubs specific programmes in school settings having positive impacts on educational and life skills outcomes. Girls clubs delivered as part of education programmes can have positive impacts on literacy, numeracy, enrolment and attendance. Although the evidence is limited.Clubs delivered in schools which combine the delivery of life skills training with sports also show promising impact on education. Evaluation of one of such programmes showed that participation had increased their determination to complete their education and girls were more able to express ambition. However, not all the evaluations of girls’ club found for this review showed positive outcomes – for example one evaluation found no impact on school enrolment or other empowerment outcomes.
Accepted: 2020-08-13T08:50:51Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:HXXTPDT3 4869029:STYFU74X
Keywords: ⛔ No DOI found

The ripple effects of school closures during the COVID-19 pandemic - Freeman, Sloane J.; Cohen-Silver, Justine; Baker, Jillian M.; Rozenblyum, Evelyn; Suleman, Shazeen (Canadian Family Physician, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:QIE9E6JK
Keywords: __C:filed:1; ⛔ No DOI found

A rapid scan of the EdTech landscape in 11 countries - Taddese, Abeba (The EdTech Hub, 2020)
We have just produced rapid scans of the EdTech landscape in 11 countries: Ghana, Jordan, Kenya, Liberia, Nigeria, Pakistan, Rwanda, Senegal, Sierra Leone, Tanzania, and Zimbabwe. The scans are based primarily on desk research and offer a glimpse into the countries’ EdTech ecosystems. They examine enabling factors for EdTech from a holistic […]
KerkoCite.ItemAlsoKnownAs: 2129771:DPW7TLVX
Keywords: _C:Sierra Leone SLE

What Happens When AI is Used to Set Grades? - Evgeniou, Theodoros; Hardoon, David R.; Ovchinnikov, Anton (Harvard Business Review, 2020)
In 2020, with high school exams canceled in many countries, the International Baccalaureate Organization (IBO) deployed an AI to determine final grades based on current and historical data. When the results came in, many scores did not correlate with grades that had been predicted, as had been the case in previous years, prompting many people to appeal their grades. Unfortunately, the appeals system for grades had not been changed from previous years, which was assumed that students would write examination papers. Since university place offers in many countries are contingent on students achieving predicted grades, many students have been denied places at their universities of choice, which has resulted in a great deal of anger. This experience highlights the risks of delegating life-altering decisions to AI without considering how apparently anomalous decisions can be appealed and, if necessary, changed.
Section: Technology and analytics KerkoCite.ItemAlsoKnownAs: 4804264:8RR8EVQU 4804264:YRSSCPTE
Keywords: Business education; Final_citation; Technology and analytics; anystyle; existing; ⛔ No DOI found

Teacher professional development in sub-Saharan Africa: Equity and scale [preprint] - Haßler, Björn; Bennett, Gemma; Damani, Kalifa (2020)
This chapter synthesises approaches to teacher professional development based on the evidence provided by three key reviews. A comprehensive and pragmatic set of eight principles for teacher professional development in sub-Saharan Africa is presented, including recommendations for: effective teaching and learning practices that facilitate a focus on student learning; professional status and motivation of teachers; design and conduct of professional development programmes; and the value of appropriate Open Educational Resources / Practices and the wise use of educational technology, as well as considerations for policy formulation. We argue that these features can be realised through holistic school-based peer-facilitated TPD models which is not only not only educationally effective, but also cost-effective and scalable. Such models have the potential to radically increase equitable participation in education.
EdTechHub.Source: <this> EdTechHub.Source: <this> EdTechHub.Source: 2129771:WMYNLNVK KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3924551 2129771:2N28M8EI 2129771:GIJXZ5UC 2129771:WMYNLNVK 2129771:ZQ6YQRSI 2405685:TRRZUHFS 2486141:HFLTMIZV
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; C:sub-Saharan Africa; STC-TLC; _C:Cameroon CMR; _C:Congo XCO; _C:Ethiopia ETH; _C:Ghana GHA; _C:Jordan JOR; _C:Kenya KEN; _C:New Zealand NZL; _C:Nigeria NGA; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Tanzania TZA; _C:Turkey TUR; _C:Uganda UGA; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence; _yl:t; docs.opendeved.net; dode_eth-src-dode; dode_eth-trf2-dode

Child marriages skyrocket in Malawi as Covid-19 closes schools, figures show - Rigby, Jennifer (The Telegraph (UK), 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:M879ZVBE

Island nations have the edge in keeping Covid away – or most do - The Guardian (the Guardian, 2020)
Nations from New Zealand to Cuba closed borders promptly and imposed strict quarantine rules, but the UK won’t admit its ‘serious mistake’
Section: World news KerkoCite.ItemAlsoKnownAs: 2129771:S6JW35EP

Open at the Margins - Adam, Taskeen; Allen, Nicole; Amiel, Tel; Asino, Tutaleni; Atenas, Javiera; Bali, Maha; Barnes, Naomi; Bourg, Chris; Bouterse, Siko; Caines, Autumm; Campbell, Lorna M.; Cangialosi, Karen; et al. (Rebus Community, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:8Q7MBRTS
Keywords: Author:OpenDevEd; _C:Austria AUT; _C:Brazil BRA; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Cuba CUB; _C:Egypt EGY; _C:Finland FIN; _C:France FRA; _C:Georgia GEO; _C:Germany DEU; _C:Greece GRC; _C:India IND; _C:Iran IRN; _C:Ireland IRL; _C:Israel ISR; _C:Italy ITA; _C:Jordan JOR; _C:Malaysia MYS; _C:Mexico MEX; _C:Netherlands NLD; _C:Nigeria NGA; _C:Portugal PRT; _C:Rwanda RWA; _C:Saudi Arabia SAU; _C:Somalia SOM; _C:South Africa ZAF; _C:Spain ESP; _C:State of Palestine PSE; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; _C:Venezuela VEN; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence

Breaking Open: Ethics, Epistemology, Equity, and Power - Bali, Maha; Adam, Taskeen; Cronin, Catherine; Friedrich, Christian; Walji, Sukaina; Hendricks, Christina (Open at the Margins, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:LPRUMBAD 2129771:Y3EEKT75
Keywords: Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Open Praxis: Three Perspectives, One Vision - Kuhn, Caroline H.; Adam, Taskeen; Pete, Judith (Open at the Margins, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:AHPB5YUC 2129771:VA3IWM3Y
Keywords: Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Low-Cost Private Schools in Tanzania: A Descriptive Analysis - Sabarwal, Shwetlena; Sununtnasuk, Celeste; Ramachandran, Deepika (Research on Improving Systems of Education (RISE), 2020)
This paper discusses the potential role of low-cost private secondary schools in Tanzania. The share of private enrollment has been negatively correlated with the availability of public schools. With the 2016 Fee-Free Basic Education Policy, the public secondary education system is experiencing significant demand pressures. The government has limited resources to address these pressures. Using micro-data from the Morogoro region, the paper finds that private schools have excess capacity that can allow for absorption of additional students at relatively low cost through potential public-private partnerships. The paper finds no evidence that service delivery or student performance is worse in private schools relative to their public counterparts. These findings provide empirical evidence on some key enabling conditions for potential public-private partnerships for secondary education in Tanzania.
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP_2020/044 2129771:TFZ72NQD

The perils of preprints - Schalkwyk, May C. I. van; Hird, Thomas R.; Maani, Nason; Petticrew, Mark; Gilmore, Anna B. (BMJ, 2020)
Their use and platforms require greater scrutiny
Publisher: British Medical Journal Publishing Group Section: Editorial

Global Education Learning Series: Disability Inclusive Education Successes and Lessons Learned - USAID (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:MBBPT8HG

The Reach of the COVID-19 Crisis in Rwanda: Lessons from the RECOVR Survey - Debenedetti, Luciana; Kirke-Smith, Doug; Habarimana Mfura, Jean Leodomir (Innovations for Poverty Action, 2020)
During the COVID-19 pandemic, countries have worked to reduce prevalence as well as to mitigate the socioeconomic impact of lockdown and other measures that have slowed down economic activity. To better understand the impact of the crisis on the Rwandan population, IPA ran the first round of our RECOVR survey in Rwanda from June 4-12. Similar to our approach in other RECOVR countries, we surveyed 1,482 respondents on a number of health, economic, and education outcomes by randomly dialing phone numbers in a sample that is representative of the set of active mobile phone numbers held by adults in Rwanda. A large portion of our respondents live in Kigali, the average age of the sample is 30, and 37 percent of respondents are female.This blog post summarizes the key findings and their policy implications. More information about the RECOVR survey, a cross-country panel survey that is tracking the socioeconomic impacts of COVID-19 over time in nine countries, is available here.
KerkoCite.ItemAlsoKnownAs: 2129771:AUW3T98S

Helping teachers to respond to COVID-19 in the Eastern Caribbean: issues of readiness, equity and care - Leacock, Coreen J.; Warrican, S. Joel (Journal of Education for Teaching, 2020)
Education in the Eastern Caribbean has been heavily influenced by the colonial history of the sub-region. In recent years though, in recognition of the fact that the traditional approaches to teaching and learning are no longer meeting the needs of present-day students, there have been calls for change to more student-friendly ones, with electronic technology playing a significant role. However, the resistance to certain types of devices in the classroom has contributed to the slow uptake of widespread use of electronic technology and the online environment as a mode for teaching and learning. The closure of schools due to the advent of COVID-19 pandemic forced education systems in the region to turn to the online environment to engage students in educational activities. Students, teachers and other education officials had to face their apprehensions and venture into this space for schooling. This paper describes actions taken by the Eastern Caribbean Joint Board of Teacher Education to help teachers cope with this different learning environment, guided by the concepts of teacher readiness, equity relating to access of resources and providing caring support for all affected.
Publisher: Routledge _eprint: https://doi.org/10.1080/02607476.2020.1803733 KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2020.1803733 2129771:BQNUYWX4 2486141:U6I5ICMK
Keywords: Covid-19; Eastern Caribbean; _Added to LR; _G:reviewed; equity; readiness; teacher education

Reflections on 'open' for the CGE Cultivator meeting - Haßler, Björn; Adam, Taskeen (2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3997374 2129771:QTUFMF7I
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _publish; _r:ImportedToMyEducationEvidence; _yl:r; ⚠️ Invalid DOI

Higher education institutions and the use of online instruction and online tools and resources during the COVID-19 outbreak - An online review of selected U.S. and SA's universities - Chaka, Chaka (In Review, 2020)
Abstract This online quasi-scoping review set out to review how 64 U.S. and 21 South African universities pivoted to online course delivery and used online tools and resources as one of their collective responses to continue their teaching and learning activities during the COVID-19 pandemic. The review was conducted on five online search engines, six online databases and two online social networking sites. Generally, all of the U.S and South African universities investigated transitioned to online classes and temporarily relinquished their in-person, campus-based classes. Additionally, all of these universities transiently opted for a strong form of social distancing and embraced emergency remote online pedagogy. Moreover, four online delivery typologies, with their attendant multiple permutations, emerged from these two sets of universities. Furthermore, when both U.S. and South African universities temporarily pivoted their classes to online delivery during the COVID-19 pandemic outbreak, they embraced and adopted certain online tools and resources more than the others. For instance, pertaining to 64 U.S. universities, Zoom was the most preferred tool, with video conferencing and LMS platforms emerging as the two dominant platforms. As regards the 21 South African universities, Blackboard (Collaborate) emerged as the most preferred tool, with both LMS and video conferencing platforms emerging as the two dominant platforms. Overall, Zoom, Blackboard (Collaborate) and institutional LMSes were the three common tools to which both sets of universities pivoted during the pandemic. Finally, the two sets of universities only embraced low-tech versions of the 4IR technologies such as video-conferencing, social media technologies, and cloud computing.

Addressing Injustices through MOOCs: A study among peri-urban, marginalised, South African youth - Adam, Taskeen (University of Cambridge, 2020)
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), produced both internationally and locally, support (or could support) the needs, preferences, and aspirations of marginalised South African youth and address the material, cultural-epistemic, political, and geopolitical injustices they face. To evaluate what South African peri-urban youth desire in their education and futures, as well as the challenges they experience, a seven-part survey was conducted with 250 youth from five townships in South Africa. Responses showed that whilst participants strongly value and aspire to further their education, financial difficulties, infrastructural barriers, family problems, and lack of emotional support and life mentorship limit them from achieving this. Participants reflected on how colonial and apartheid legacies have affected their educational experiences and identities through inferior quality of education, forced languages, forgotten histories and incongruent values, cultural norms and practices. In parallel, semi-structured interviews were conducted with 35 MOOC designers, from South Africa and the USA, to investigate the ways in which efforts, if any, were being made to reach students most in need of quality education. Interviews covered themes of openness, accessibility, and justice. It was found that, depending on the MOOC designer’s understanding of social justice and decolonial thought, they placed varying emphasis on addressing different forms of injustice. Some focused on resource, access and infrastructural barriers, while others focused on issues of content relevance and knowledge production. Furthermore, MOOC designers’ attempts to address injustices strongly related to their own identities and lived experiences, highlighting the importance of plurality of thought and epistemic diversity in the producers of MOOCs. Drawing on the historical injustices and lived experiences of the youth, and the attempts to address injustices by the MOOC designers, it was ascertained that there is no one size-fits-all formula to creating equitable MOOCs. Rather, depending on the purpose and target audience of the MOOC, nuanced approaches to addressing injustices are suggested. These approaches are shaped by various leverage points that influence the types of, and the extent to which, participatory methods, accessibility measures, knowledge sources, assessment and critical pedagogy are implemented. Additionally, the importance of these leverage points varies over the MOOC’s lifecycle, from inception and design, to implementation and assessment. Bearing in mind the broad-ranging injustices that youth participants raised, these approaches are presented with great caution that educational technologies and open education are not panaceas but if designed and used appropriately and justly, can be tools for liberation.
Accepted: 2020-08-24T08:23:28Z KerkoCite.ItemAlsoKnownAs: 10.17863/CAM.56608 4804264:QFDN3ZI5
Keywords: Final_citation; cited; existing