Developing a Rubric to Assess 3rd-5th Grade Student Understanding of Science Concepts via Screencast Models - Boughey, Sarah (California State University, Long Beach, 2019)
The purpose of this project was to develop a rubric to assess third through fifth grade students’ scientific understanding through NGSS modeling created via screencasts. Scientific modeling can better capture student understanding through screencasts because it shows student thinking through drawing, labeling, writing, and explaining verbally in recordings. It is easier for young children and English leaners to express their thinking by talking than by writing. This project utilized research on science rubric creation, and NGSS modeling to help develop a rubric. Expert reviewer feedback was utilized to revise the rubric into its final version.
ISBN: 9781085561761 KerkoCite.ItemAlsoKnownAs: 2129771:X82TKH3J
Keywords: Models; Rubric; Screencast; _C:United States USA; __C:filed:1; __C:scheme:1

Developing a Proof of Concept for a Regional Learning Hub for Eastern and Southern Africa Part 5: Final report - Groeneveld, Caspar; Michels, Guillaume; Kaye, Tom (EdTech Hub, 2022)
KerkoCite.ItemAlsoKnownAs: 4804264:D9MV4ND2
Keywords: Final_citation; cited; existing

Developing a Proof of Concept for a Regional Learning Hub for Eastern and Southern Africa Part 5: Final report - Groeneveld, Caspar; Michels, Guillaume; Kaye, Tom (EdTech Hub, 2022)
In 2021 the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE) and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH). The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been pre-aligned with national curricula to enable use by governments and education stakeholders to facilitate quick selection of content for educational use in their regions. This document is the fifth and final report on the development of a proof of concept for the Hub. We recommend beginning with this document and then moving to any of the remaining four reports, depending on your interest: Inception report User research Skills taxonomy Content curation An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5795656 10.53832/edtechhub.0079 2129771:EKJY3WMX 2405685:5XBMPDX6
Keywords: _r:AddedByZotZen

Developing a national EdTech strategy - Coflan, Caitlin; Wyss, Natalie; Thinley, Sangay; Roland, Mark (EdTech Hub, 2022)
KerkoCite.ItemAlsoKnownAs: 4804264:EZNU3F9Y
Keywords: Final_citation; cited; existing

Developing a Framework for App Evaluation: Empowering Learning and Communication with iPads for Children and Young People with Communication Impairments - Hamshire, Claire; Lachkovic, Julie (International Conference on Well-Being in the Information Society, 2016)
00000 KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-44672-1_7 10/gf62jd 2129771:JIBU49FA
Keywords: __C:filed:1

Determining the feasibility of an e-portfolio application in a distance education teaching practice course - Kecik, Ilknur; Aydin, Belgin; Sakar, Nurhan; Dikdere, Mine; Aydin, Sinan; Yuksel, Ilknur; Caner, Mustafa (International Review of Research in Open and Distance Learning, 2012)
[...]teacher education programs have begun embracing various web-based distance learning models to allow teachers to pursue additional education and professional growth experiences (Frey, 2008; Aldridge, Fraser, & Ntuli, 2009; Ludlow & Brannan, 1999; Beattie, Spooner, Jordan, Algozzine, & Spooner, 2002). [...]e-portfolios enable students' personal and professional growth and lifelong learning in distance education (Genç-Kumtepe, 2009; Lin, 2008; Frey, 2008).
Place: Athabasca Publisher: International Review of Research in Open and Distance Learning Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1634473704?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v13i2.1160 2405685:WS5G6A39 2534378:29ZCKBN5 2534378:YKJ8RPIT
Keywords: Collaboration; Cooperating teachers; Distance education; Distance learning; Education–Adult Education; Feedback; Independent study; Interactive learning; Supervisors; Teacher education; Teaching; __:import:01; __:match:final; __:matched; __:study_id:2096507; __finaldtb; adult learning; interactive learning environments; teaching practice

Determinação de zonas de conforto térmico por meio da análise comparativa entre diferentes métodos de caraterização de pessoas termicamente insatisfeitas - Pereira, Pedro Filipe da Conceição (Universidade Tecnológica Federal do Paraná, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:3MZIVCVE 4682641:UH5YGU22
Keywords: BE:LMIC; BE:RELEVANT

Despite the Odds (2004)
KerkoCite.ItemAlsoKnownAs: 2129771:D7PLIGQM

Desktop vs Mobile vs Tablet Market Share Africa (2023)
KerkoCite.ItemAlsoKnownAs: 2129771:EHTZKPKL 5242966:58P9YH74

Desk Review: Virtual learning environments and learning management systems - OECS Commission (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0205 2129771:DEJH6DF4
Keywords: Author:OpenDevEd

Designing theoretically-informed implementation interventions - Improved Clinical Effectiveness through Behavioural Research Group (ICEBeRG) (Implementation science: IS, 2006)
Clinical and health services research is continually producing new findings that may contribute to effective and efficient patient care. However, the transfer of research findings into practice is unpredictable and can be a slow and haphazard process. Ideally, the choice of implementation strategies would be based upon evidence from randomised controlled trials or systematic reviews of a given implementation strategy. Unfortunately, reviews of implementation strategies consistently report effectiveness some, but not all of the time; possible causes of this variation are seldom reported or measured by the investigators in the original studies. Thus, any attempts to extrapolate from study settings to the real world are hampered by a lack of understanding of the effects of key elements of individuals, interventions, and the settings in which they were trialled. The explicit use of theory offers a way of addressing these issues and has a number of advantages, such as providing: a generalisable framework within which to represent the dimensions that implementation studies address, a process by which to inform the development and delivery of interventions, a guide when evaluating, and a way to allow for an exploration of potential causal mechanisms. However, the use of theory in designing implementation interventions is methodologically challenging for a number of reasons, including choosing between theories and faithfully translating theoretical constructs into interventions. The explicit use of theory offers potential advantages in terms of facilitating a better understanding of the generalisability and replicability of implementation interventions. However, this is a relatively unexplored methodological area.
KerkoCite.ItemAlsoKnownAs: 2486141:PQJYIV5F 2486141:TPKRIGKX

Designing the Course and Curricula for Teacher Development, Open School and Vocational Education through Media Education in Eritrea - Murthy, C. S. H. N. (Educational Media International, 2006)
Since Eritrea became independent in 1993, efforts have been underway to revise and update the conventional education curriculum. With a determination to quickly bridge the growing knowledge gap between Eritrea and the rest of the world, the Eritrean Government has decided on media education as a sustainable alternative. This choice is in line with developments emerging from many African, Asian and Latin American countries as the only option in line with the philosophy of UNESCO and the Association for Development of Education in Africa (ADEA). It is against this backdrop that a strategy paper "Media education in Eritrean education" was developed. This paper formed the basis of the developments discussed in this article. (Contains 1 figure.)
KerkoCite.ItemAlsoKnownAs: 10.1080/09523980600641213 10/c8nzvz 2129771:ENCXFHUL 2317526:2X9VBVGU LOCAL-PQ-62101066
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Eritrea; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:T; D:developing nation; F:curriculum; P:media; P:teacher education; P:teachers; T:TVET; Z:Curriculum Design; Z:Curriculum Development; Z:Developing Nations; Z:Educational Radio; Z:Educational Television; Z:Faculty Development; Z:Foreign Countries; Z:Teacher Education; Z:Vocational Education; publicImportV1

Designing for Scale: Reflections on Rolling Out Reading Improvement in Kenya and Liberia - Gove, Amber; Korda Poole, Medina; Piper, Benjamin (New Directions for Child and Adolescent Development, 2017)
Since 2008, the Ministries of Education in Liberia and Kenya have undertaken transitions from small-scale pilot programs to improve reading outcomes among primary learners to the large-scale implementation of reading interventions. The effects of the pilots on learning outcomes were significant, but questions remained regarding whether such large gains could be sustained at scale. In this article, the authors dissect the Liberian and Kenyan experiences with implementing large-scale reading programs, documenting the critical components and conditions of the program designs that affected the likelihood of successfully transitioning from pilot to scale. They also review the design, deployment, and effectiveness of each pilot program and the scale, design, duration, enabling conditions, and initial effectiveness results of the scaled programs in each country. The implications of these results for the design of both pilot and large-scale reading programs are discussed in light of the experiences of both the Liberian and Kenyan programs.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/cad.20195 KerkoCite.ItemAlsoKnownAs: 10.1002/cad.20195 4804264:6AIK442N
Keywords: Final_citation; cited; existing

Designing and monitoring distance teaching and learning interventions: A guide for projects and implementers | INEE - Girls' Education Challenge; EdTech Hub (2021)
Keywords: Author:OpenDevEd; _publish

Designing and Conducting Mixed Methods Research - Creswell, John; Plano Clark, Vicki (SAGE, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:4Q3R2F3D 2339240:RJTZ4YRF 2486141:3WF2YTFC

Designing a program of teacher professional development to support beginning reading acquisition in coastal Kenya - Dubeck, M.M.; Jukes, M.C.H.; Brooker, S.J.; Drake, T.L.; Inyega, H.N. (International Journal of Educational Development, 2015)
What should be considered when developing a literacy intervention that asks teachers to implement new instructional methods? How can this be achieved with minimal support within existing policy? We argue that two broad sets of considerations must be made in designing such an intervention. First, the intervention must be effective by bridging the gap between current teacher practice and the scientific literature on effective instruction. This broad consideration is detailed with 10 design recommendations. Second, the intervention must be amenable to being scaled-up and mainstreamed as part of government policy. This involves being (i) simple and replicable; (ii) well received by teachers; and (iii) cost effective. The paper describes how these factors were considered in the design of a literacy intervention in government primary schools in coastal Kenya. It also includes reactions from teachers about the intervention and their change in knowledge. [ABSTRACT FROM AUTHOR]
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.11.022 2129771:A528FEUS 2405685:4WTUAF8V 2534378:5GJ88R44 2534378:DLHXICEY 2534378:NIUAY2PP
Keywords: ADULTS; BEST practices; EDUCATION; EDUCATIONAL innovations; EDUCATIONAL intervention; ELEMENTARY education; KENYA; Kenya; LITERACY; Literacy; Perception; Reading instruction; TEACHER development; TEACHING methods; Teacher education; Text messages; __:import:01; __:match:final; __:matched; __:study_id:2099920; ___working_potential_duplicate; __finaldtb

Designing a professional development program for mathematics teachers for effective use of technology in teaching - Getenet, Seyum Tekeher (Education and Information Technologies, 2020)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-019-10056-8 2129771:I2AE3DP8
Keywords: __C:filed:1

Designing a Chat Bot for Learning a Subject in a Telegram Messenger. - Tsidylo, Ivan; Samborskiy, Sergiy; Mazur, Stanislav-Ivan; Zamoroz, Maria (ICTERI Workshops, 2020)
Keywords: ⛔ No DOI found

Design Thinking for Educators - Toolkit (English/Arabic) - Schurr, Michael (2020)
DOI_for_Arabic: 10.5281/zenodo.3229155 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3552082 2129771:AQ34Y769 2129771:P3JFFVZV 2292090:L73VUUAN 2292090:Q2YMRHS2
Keywords: _r:ImportedToMyEducationEvidence

Design Thinking for Educators - Toolkit (Arabic) - Schurr, Michael (2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3229155 2129771:ZXNWN29J 2292090:SYDTZ77Y
Keywords: _r:ImportedToMyEducationEvidence

Design Thinking for Educators - Designers Workbook (English/Arabic) - Schurr, Michael (2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3733139 2129771:IBXYN87I 2292090:VYFQYW6J
Keywords: _r:ImportedToMyEducationEvidence

Design Thinking for Educators - Designers Workbook (Arabic) - Schurr, Michael (2020)
WrongDOI:10.5281/zenodo.3552082 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3701368 2129771:6C29V955 2292090:6BPDR7IP
Keywords: _r:ImportedToMyEducationEvidence

Design Thinking for Educators - IDEO (2013)
null
KerkoCite.ItemAlsoKnownAs: 2129771:UUJYC6MN 4804264:D7Z32NLD

Design Research in Education: A Practical Guide for Early Career Researchers - Bakker, Arthur (Routledge, 2018)
Design Research in Education is a practical guide containing all the information required to begin a design research project. Providing an accessible background to the methodological approaches used in design research as well as addressing all the potential issues that early career researchers will encounter, the book uniquely helps the early career researcher to gain a full overview of design research and the practical skills needed to get their project off the ground. Based on extensive experience, the book also contains multiple examples of design research from both undergraduate and postgraduate students, to demonstrate possible projects to the reader. With easy to follow chapters and accessible question and response sections, Design Research in Education contains practical advice on a wide range of topics related to design research projects including: The theory of design research, what it entails, and when it is suitable The formulation of research questions How to structure a research project The quality of research and the methodological issues of validity and reliability How to write up your research The supervision of design research. Through its theoretical grounding and practical advice, Design Research in Education is the ideal introduction into the field of design based research and is essential reading for bachelor's, master's and PhD students new to the field, as well as to supervisors overseeing projects that use design research.
Google-Books-ID: uI3gtAEACAAJ EdTechHub.Source: 2405685:IPVIQS97 KerkoCite.ItemAlsoKnownAs: 2129771:ZBKEAZHR 2339240:ZRBLTX25 2405685:IPVIQS97

Design Principles for Systematic Search Systems: A Holistic Synthesis of a Rigorous Multi-cycle Design Science Research Journey - Sturm, Benjamin; Sunyaev, Ali (Business & Information Systems Engineering, 2019)
Rigorous systematic literature searches are often described as complex, error-prone and time-consuming because of a prevailing lack of adequate technological assistance. Nonetheless, one of the first steps when conducting a rigorous literature review is finding an appropriate literature sample. The quality of this literature sample is an important factor for the overall quality of the literature review. This article investigates how to design innovative IT systems that effectively facilitate systematic literature searches. Applying the design science research paradigm, the research method consists of multiple design cycles of artifact development, evaluation, and refinement. In doing so, six design principles are derived that intend to increase the comprehensiveness, precision, and reproducibility of systematic literature searches. The results could be helpful for research and practice. The derived design knowledge builds a foundation for future research on systematic search systems and enables new methodological contributions. The results could also guide the development of innovative search systems and features that, eventually, increase the quality and efficiency of information accumulation in different contexts.
KerkoCite.ItemAlsoKnownAs: 10.1007/s12599-018-0569-6 2129771:3S3KBLPA 2129771:TYWUP8U4 2405685:6ZC2C36J 2486141:I75MLBTJ 2486141:UNR5E4GB
Keywords: Design principles; Design science research; Information retrieval; Literature review; Systematic literature searches; Systematic search systems; _Added-ailr-2024

Design principles for fostering pedagogical provenance through research in technology supported learning - Turvey, Keith; Pachler, Norbert (Computers & Education, 2020)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2019.103736 2129771:7DV87KMI
Keywords: __C:filed:1

Design of telegram bots for campus information sharing - Setiaji, Hari; Paputungan, Irving V. (IOP Conference Series: Materials Science and Engineering, 2018)
Issue: 1

Design of a braille learning application for visually impaired students in Bangladesh. Assistive Technology - Nahar, L.; Jaafar, A.; Ahamed, E.; Kaish, A. B. M. A. (2015)
KerkoCite.ItemAlsoKnownAs: 10.1080/10400435.2015.1011758 2129771:RDLBCZEK

Design Kit: The Human-Centered Design Toolkit - IDEO (2015)
null
KerkoCite.ItemAlsoKnownAs: 2129771:VCRX7RQY 4804264:I8M7BZL2

Design for Scale - Principles of Digital Development (Principles for Digital Development, 2022)
Achieving scale requires adoption beyond an initiatives pilot population and often necessitates securing funding or partners that take the initiative to new communities or regions.
KerkoCite.ItemAlsoKnownAs: 4804264:KNYN657I
Keywords: Final_citation; cited; existing

Design Experiments in Educational Research - Cobb, Paul; Confrey, Jere; diSessa, Andrea; Lehrer, Richard; Schauble, Leona (Educational Researcher, 2003)
In this article, the authors first indicate the range of purposes and the variety of settings in which design experiments have been conducted and then delineate five crosscutting features that collectively differentiate design experiments from other methodologies. Design experiments have both a pragmatic bent??engineering? particular forms of learning?and a theoretical orientation?developing domain-specific theories by systematically studying those forms of learning and the means of supporting them. The authors clarify what is involved in preparing for and carrying out a design experiment, and in conducting a retrospective analysis of the extensive, longitudinal data sets generated during an experiment. Logistical issues, issues of measure, the importance of working through the data systematically, and the need to be explicit about the criteria for making inferences are discussed.
Publisher: American Educational Research Association

Design-Based Research and Design-Based Implementation Research | InformalScience.org - Crowley, Kevin (2016)
KerkoCite.ItemAlsoKnownAs: 4426965:ITLHIKYH 4804264:H9VYB3MQ
Keywords: Final_citation; existing

Design-Based Research and Design-Based Implementation Research | InformalScience.org - Crowley, Kevin (2016)
KerkoCite.ItemAlsoKnownAs: 2129771:JQMYQN3L 2447227:BBLQCFAI 4426965:ITLHIKYH

Design-based research: a methodological toolkit for engineering change - Barab, S. (Handbook of the Learning Sciences, 2014)
EdTechHub.Source: 2405685:SB55YALH KerkoCite.ItemAlsoKnownAs: 2129771:N54R9A2V 2339240:HZYMHDPX 2405685:SB55YALH

Design-Based Research - Armstrong, Matthew; Dopp, Cade; Welsh, Jesse (The Students' Guide to Learning Design and Research, 2020)
Publisher: EdTech Books KerkoCite.ItemAlsoKnownAs: 2129771:EFJ83JEY 4426965:PBATD9GG
Keywords: ⛔ No DOI found

Design-based online teacher professional development to introduce integration of STEM in Pakistan - Anwar, Tasneem (University of Minnesota, 2017)
In today's global society where innovations spread rapidly, the escalating focus on science, technology, engineering and mathematics (STEM) has quickly intensified in the United States, East Asia and much of Western Europe. Our ever-changing, increasingly global society faces many multidisciplinary problems, and many of the solutions require the integration of multiple science, technology, engineering, and mathematics (STEM) concepts. Thus, there is a critical need to explore the integration of STEM subjects in international education contexts. This dissertation study examined the exploration of integration of STEM in the unique context of Pakistan. This study used three-phase design-based methodological framework derived from McKenney and Reeves (2012) to explore the development of a STEM focused online teacher professional development (oTPD-STEM) and to identify the design features that facilitate teacher learning. The oTPD-STEM program was designed to facilitate eight Pakistani elementary school teachers' exploration of the new idea of STEM integration through both practical and theoretical considerations. This design-based study employed inductive analysis (Strauss and Corbin, 1998) to analyze multiple data sources of interviews, STEM perception responses, reflective learning team conversations, pre-post surveys and artifacts produced in oTPD-STEM. Findings of this study are presented as: (1) design-based decisions for oTPD-STEM, and (2) evolution in understanding of STEM by sharing participant teachers' STEM model for Pakistani context. This study advocates for the potential of school-wide oTPD for interdisciplinary collaboration through support for learner-centered practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ISBN: 9781369679038 Pages: 284 Publication Title: ProQuest LLC KerkoCite.ItemAlsoKnownAs: 2339240:DBDFJKBJ 2405685:FR3HXWGG 2405685:XZPKBXP2 2534378:CGYHJZSS 2534378:DN6N2JCI 2534378:JGZHHY6I 2534378:PULZXS5Y 2534378:VMIH94FH
Keywords: 0530:Teacher education; 0714:Science education; Attitude Measures; Community of practice; Design; Design-based research; ERIC; Resources in Education (RIE); Education; Educational Technology; Elementary Education; Elementary School Teachers; Faculty Development; Foreign Countries; Interdisciplinary Approach; Interviews; Models; Online Courses; Online teacher professional development; Pakistan; Reflective practices; STEM Education; Science education; Stem integration; Student Centered Learning; Teacher Attitudes; Teacher education; Technology Uses in Education; __:import:01; __:match:final; __:matched; __:study_id:2096054; __finaldtb

Design Based Implementation Research (DBIR) for Sustaining Innovation in Classroom Instruction - Ubaidullah, Aysha (2016)
KerkoCite.ItemAlsoKnownAs: 4426965:T5VHTDAS 4804264:CRLEXSP6
Keywords: Final_citation; cited; existing

DESIGN BASED IMPLEMENTATION RESEARCH (DBIR) FOR SUSTAINING INNOVATION IN CLASSROOM INSTRUCTION - Ubaidullah, Aysha (2016)
KerkoCite.ItemAlsoKnownAs: 2129771:PRCKY3MA 2447227:J58LDD5Q 4426965:T5VHTDAS

Design-Based Implementation Research Baseline Data Collection: Technical report - Koomar, Saalim; Adam, Taskeen; Massam, Winston Edward; Anthony, Gervace; Mrope, Winifrida Jacob; Mtenzi, Fredrick; Mwakabungu, Fika; Komba, Aneth; Hennessy, Sara; Barretto, Johnpaul (EdTech Hub, 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:ZC6JT3M4 4426965:PI77U7J3

Design-Based Implementation Research: An Emerging Model for Transforming the Relationship of Research and Practice - Fishman, Barry J; Penuel, William R; Allen, Anna-Ruth; Cheng, Britte Haugan; Sabelli, Nora (2013)
This chapter presents an introduction to design-based implementation research (DBIR). We describe the need for DBIR as a research approach that challenges educational researchers and practitioners to transcend traditional research/practice barriers to facilitate the design of educational interventions that are effective, sustainable, and scalable. We examine antecedents to DBIR, including evaluation research, community-based participatory research, design-based research, and implementation research. The four core principles of DBIR are explained: (1) a focus on persistent problems of practice from multiple stakeholders’ perspectives; (2) a commitment to iterative, collaborative design; (3) a concern with developing theory and knowledge related to both classroom learning and implementation through systematic inquiry; and (4) a concern with developing capacity for sustaining change in systems. We close with an overview of the chapters contained in this NSSE Yearbook on DBIR and explain how each chapter contributes to the overall development of the DBIR approach.
EdTechHub.Source: 2405685:NYT7JDUT KerkoCite.ItemAlsoKnownAs: 10.1177/016146811311501415 2129771:JIBWPGSE 2339240:2FIFHB2M 2405685:NYT7JDUT

Design-based implementation research - LeMahieu, Paul G.; Nordstrum, Lee E.; Potvin, Ashley Seidel (Quality Assurance in Education, 2017)
Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/QAE-11-2016-0077 2129771:IDZX4JTC

Design archaeology: Generating design knowledge from real-world artifact design - Chandra Kruse, L; Seidel, S; Brocke, J (Proceedings of the International Conference on Design Science Research in Information Systems and Technology, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:CX5EEWCE 2486141:YJJM63LG
Keywords: ⛔ No DOI found

Design and Implementation of a Chatbot in Online Higher Education Settings. - Sandoval, Zoroayka V. (Issues in Information Systems, 2018)
Keywords: ⛔ No DOI found

Design and evaluation of a web-based decision support tool for district-level disease surveillance in a low-resource setting - Pore, Meenal; Sengeh, David M.; Mugambi, Purity; Purswani, Nuri V.; Sesay, Tom; Arnold, Anna Lena; Tran, Anh-Minh A.; Myers, Ralph (AMIA Annual Symposium Proceedings, 2018)
During the 2014 West African Ebola Virus outbreak it became apparent that the initial response to the outbreak was hampered by limitations in the collection, aggregation, analysis and use of data for intervention planning. As part of the post-Ebola recovery phase, IBM Research Africa partnered with the Port Loko District Health Management Team (DHMT) in Sierra Leone and GOAL Global, to design, implement and deploy a web-based decision support tool for district-level disease surveillance. This paper discusses the design process and the functionality of the first version of the system. The paper presents evaluation results prior to a pilot deployment and identifies features for future iterations. A qualitative assessment of the tool prior to pilot deployment indicates that it improves the timeliness and ease of using data for making decisions at the DHMT level.
KerkoCite.ItemAlsoKnownAs: 2129771:9G4XAC7L
Keywords: _C:Sierra Leone SLE

Der Flipped Classroom als Motor für Open Educational Resources? - Buchner, Josef; Höfler, Elke (MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, 2019)
KerkoCite.ItemAlsoKnownAs: 10.21240/mpaed/34/2020.01.24.X 2129771:42UAQMBY
Keywords: _C:Austria AUT; _C:South Africa ZAF; __C:filed:1; __C:scheme:1

Deployment of Offline Learning Management Systems: Comparing the Performance of Selected Micro-servers in Tanzania - Maro, Salome; Kondoro, Aron; Haßler, Björn; Mtebe, Joel; Proctor, Jamie (Journal of Learning for Development, 2023)
Low-powered mobile devices such as Raspberry Pis and tablets can be used as micro-servers to implement offline Learning Management Systems (LMS). Despite their potential, especially for low-income countries, such as Tanzania, no research is available detailing the affordances of these devices for supporting LMS features. This study investigated the suitability of various low-cost micro-servers for deploying LMSs. It compared the performance of the Raspberry Pi, Android tablet, and Chromebook in terms of LMS benchmarking, response time, and resource utilisation. Results showed all devices had sufficient hardware resources to support the LMS, however, software stacks, I/O performance, and platform optimisations affected the micro-servers' performance. The Chromebook had the best performance in terms of response time, followed by the Raspberry Pi and tablets. In terms of cost, the Raspberry PI was the cheapest option. The installation process for tablets was more cumbersome than the other devices, meaning the devices with better tooling and a more conventional software stack were a better option for deploying offline micro-servers.
Number: 2

Deploying artificial intelligence for climate change adaptation - Leal Filho, Walter; Wall, Tony; Mucova, Serafino Afonso Rui; Nagy, Gustavo J.; Balogun, Abdul-Lateef; Luetz, Johannes M.; Ng, Artie W.; Kovaleva, Marina; Azam, Fardous Mohammad Safiul; Alves, Fátima (Technological Forecasting and Social Change, 2022)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 2129771:JQ9G8AHZ 2129771:Q8HSB9ML 2129771:TTQJYJPB

Deploying an interactive machine learning system in an evidence-based practice center: Abstrackr - Wallace, B.C.; Small, K.; Brodley, C.E. (Proceedings of the ACM SIGHIT International Health Informatics Symposium, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:KPXHCZMC 2486141:TIRDP2SD

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

Deploying an e-learning Environment in Zanzibar: Digital Content Curation - Groeneveld, Caspar; Kibga, Elia; Kaye, Tom (EdTech Hub, 2020)
In April 2020, the Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank approached the EdTech Hub (the Hub) to explore the feasibility of implementing a Virtual Learning Environment (VLE). The MoEVT, the World Bank and the Hub agreed that the Hub would work with the MoEVT to develop: A practical and actionable report analysing key factors to be considered in deploying an e-learning platform in Zanzibar. A report documenting the process of sourcing appropriate digital content, aligning this content with the curriculum and populating the e-learning system accordingly. An implementation plan to guide the deployment of the e-learning system. This document addresses part two of the request and is an elaboration of the digital content selection, curation and adaptation process suggested in the first report. However, this document is a stand-alone piece that does not require familiarity with any of the other deliverables.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3966976 2129771:XMGQ4JQJ 2339240:L5RLM582 2405685:T2W7MU3K 2405685:ZI8PHKCC 2339240:R72E853W
Keywords: _r:ImportedToMyEducationEvidence; dode_eth-src-eth; dode_eth-trf2-dode

Deploying an e-Learning Environment in Zanzibar: A Short Guide - Groeneveld, Caspar; Kibga, Elia; Kaye, Tom (EdTech Hub, 2020)
In April 2020, the MoEVT and the World Bank approached the EdTech Hub to explore the feasibility of implementing a Virtual Learning Environment (VLE). The parties agreed on three deliverables to support this work. 1. A practical and actionable report analysing key factors to be considered in deploying an e-learning platform in Zanzibar. 2. A report documenting the process of sourcing appropriate digital content, aligning this content with the curriculum and populating the e-learning system accordingly. 3. An implementation plan to guide the deployment of an e-learning system in Zanzibar. This presentation deck is the third deliverable.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3971656 2129771:YZIID28Y 2405685:85C5HVC7 2405685:I86XXKMH 2339240:WYT4QCIW 2339240:7P4VDPLY
Keywords: _r:ImportedToMyEducationEvidence; dode_eth-src-eth; dode_eth-trf2-dode; publishPDF

DEPARTMENT OF INFORMATION STUDIES - GYESI, MARYLAND AWER (University of Ghana, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:FK2MHCMT

Department of Education Statistical Digest - Department of Education (Government of St. Lucia, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:JX5MZTC3 2486141:I8VCURWV

Demonstrating critically reflexive ICT4D project conduct in rural South Africa - Krauss, Kirstin EM (Information Technology for Development, 2021)
Publisher: Taylor & Francis

Demographic profile and perceived INSET needs of secondary Mathematics teachers in Limpopo province - Rakumako, Angeline; Laugksch, Rüdiger C. (2010)
The findings of a study on the demographic profile and perceived INSET needs of secondary Mathematics teachers in Limpopo province are described. The survey instrument employed was the Science Teacher Inventory of Needs for Limpopo province (STIN-LP). Most teachers who responded to this survey teach at a rural or township school, are between 20 and 40 years old, and have between four and ten years experience in teaching Mathematics. Standard 10 is the highest academic qualification of half of the teachers, with 67% of teachers having an M+3 as their highest professional qualification. Teachers indicated interest in all the 38 INSET need items included in the STIN-LP with motivating learners to learn Mathematics, using audio-visual equipment and applying mathematics to daily life of learners among the most important need. The least support was indicated, among others, for needs related to the history of mathematics, improving content knowledge, how mathematics is used in society, and teaching large classes. Poor communication of INSET activities was reported to be the greatest barrier to INSET participation. Implications of the findings are discussed. Keywords : in-service education and training (INSET); mathematics teachers; needs assessment; Limpopo (Northern Province); surveys; teacher characteristics
KerkoCite.ItemAlsoKnownAs: 10.15700/saje.v30n1a319 10/ggtb6g 2129771:V5B498AS

Democracy on the Move? The Potential Link Between Circular Migration and Democratization - Rother, Stefan (2016)
This chapter argues that circular migration may contribute to transformation in areas that have so far been rarely touched upon in the debate. Besides the transfer of financial remittances and professional skills, political and (un)democratic attitudes and practices may also be diffused through temporary or circular migration. Based on a survey among 1000 Philippine return migrants from six destinations and qualitative research, this chapter shows that at an individual level, the migration experience may have a positive or negative influence on the democratic attitudes of migrants. This effect might be enforced through circular migration, because it provides the migrant with a regular “reality check” in comparing home and destination country. The findings are discussed with reference to a clearly democratic country (Japan), a clearly authoritarian state (Saudi Arabia) and the “special case” of Hong Kong. For policy makers, the case studies allow to draw a conclusion that opens up new vistas: If circular migrants should contribute to the development in their home countries, it is of utmost importance to provide them with opportunities for organizing and political participation while being abroad.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-28896-3_10 2129771:XI7XT3U4 2486141:YC8UH4AJ

Democracy and Governance in Nigeria: Challenges and Prospects - Aisha Abdu-Ismail (Bayero University, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:8KDFQ53I 2129771:BQNY767X 2486141:J4DFTQ8R

Delivering school health programmes - Tull, Kerina (2017)
This report is a general overview of lessons learned about delivery mechanisms from school health programmes. Results are ordered by type of educational institution (primary, secondary, tertiary i.e. representing different age groups and needs), where available. Evidence on school health programmes is stronger for developed/higher income countries than low and middle income/developing countries. Limited information for tertiary school health programmes was available. The findings are ‘gender-blind’, but are separated by gender, where available. From the review of local, national and international school health programmes undertaken for this report, it is clear there is not a “one recommendation fits all” regarding delivery.
Accepted: 2017-10-19T12:58:59Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:VQDFV7BD 4869029:UTIJCN2N
Keywords: ⛔ No DOI found

Delivering Remote Learning Using a Low-Tech Solution: Evidence from an RCT during the Covid-19 Pandemic - Islam, Asad; Wang, Liang Choon; Hassan, Hashibul (EdTech Hub, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:6IBI8JWJ 4804264:D3L8MYTT
Keywords: Final_citation; cited; existing

Delivering education to the underserved through a public‐private partnership program in Pakistan - Barrera‐Osorio, Felipe; Blakeslee, David S.; Hoover, Matthew; Linden, Leigh L.; Raju, Dhushyanth; Ryan, Stephen P. (World Bank Policy Research Working Paper, 2017)
Keywords: ⛔ No DOI found

Delivering distance learning in emergencies: A review of evidence and best practice (USAID, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:RSZ7GBL3

Delivering Distance Learning in Emergencies - USAID (2020)
KerkoCite.ItemAlsoKnownAs: 4804264:3H8IIKFW
Keywords: Final_citation; cited; existing

Delegates' Experience of a Professional Development Workshop for Staff of Nigerian Independent Schools: An Appreciative Inquiry - Steyn, Gm (Mediterranean Journal of Social Sciences, 2014)
KerkoCite.ItemAlsoKnownAs: 10.5901/mjss.2014.v5n23p1470 2129771:4PPI5YBP 2486141:RABHZRUE
Keywords: _AcademicRecoveryOECS

Defining the process to literature searching in systematic reviews: a literature review of guidance and supporting studies - Cooper, Chris; Booth, Andrew; Varley-Campbell, Jo; Britten, Nicky; Garside, Ruth (BMC Medical Research Methodology, 2018)
Systematic literature searching is recognised as a critical component of the systematic review process. It involves a systematic search for studies and aims for a transparent report of study identification, leaving readers clear about what was done to identify studies, and how the findings of the review are situated in the relevant evidence.
KerkoCite.ItemAlsoKnownAs: 10.1186/s12874-018-0545-3 2129771:2GE3KZR9
Keywords: Citation Chasing; Information Specialists; Literature Search Process; Tacit Models; Unique Guidance

Defining sexual health: report of a technical consultation on sexual health, 28–31 January 2002, Geneva - World Health Organization (2006)

Defining and Quantifying National-Level Targets, Indicators and Benchmarks for Management of Natural Resources to Achieve the Sustainable Development Goals - Dickens, Chris; Smakhtin, Vladimir; McCartney, Matthew; O’Brien, Gordon; Dahir, Lula (Sustainability, 2019)
The 2030 Agenda for Sustainable Development, the Sustainable Development Goals (SDGs), are high on the agenda for most countries of the world. In its publication of the SDGs, the UN has provided the goals and target descriptions that, if implemented at a country level, would lead towards a sustainable future. The IAEG (InterAgency Expert Group of the SDGs) was tasked with disseminating indicators and methods to countries that can be used to gather data describing the global progress towards sustainability. However, 2030 Agenda leaves it to countries to adopt the targets with each government setting its own national targets guided by the global level of ambition but taking into account national circumstances. At present, guidance on how to go about this is scant but it is clear that the responsibility is with countries to implement and that it is actions at a country level that will determine the success of the SDGs. Reporting on SDGs by country takes on two forms: i) global reporting using prescribed indicator methods and data; ii) National Voluntary Reviews where a country reports on its own progress in more detail but is also able to present data that are more appropriate for the country. For the latter, countries need to be able to adapt the global indicators to fit national priorities and context, thus the global description of an indicator could be reduced to describe only what is relevant to the country. Countries may also, for the National Voluntary Review, use indicators that are unique to the country but nevertheless contribute to measurement of progress towards the global SDG target. Importantly, for those indicators that relate to the security of natural resources security (e.g., water) indicators, there are no prescribed numerical targets/standards or benchmarks. Rather countries will need to set their own benchmarks or standards against which performance can be evaluated. This paper presents a procedure that would enable a country to describe national targets with associated benchmarks that are appropriate for the country. The procedure builds on precedent set in other countries but in particular on a procedure developed for the setting of Resource Quality Objectives in South Africa. The procedure focusses on those SDG targets that are natural resource-security focused, for example, extent of water-related ecosystems (6.6), desertification (15.3) and so forth, because the selection of indicator methods and benchmarks is based on the location of natural resources, their use and present state and how they fit into national strategies.
Number: 2 Publisher: Multidisciplinary Digital Publishing Institute
Keywords: Author:OpenDevEd; SDGs; benchmark; goal; natural resources; resource security; standard; target; water resources

Deep Learning in Automatic Math Word Problem Solvers - Zhang, Dongxiang (AI in Learning: Designing the Future, 2023)
The design of an automatic solver for mathematical word problems (MWPs) dates back to the early 1960s and regained booming attention in recent years, owing to revolutionary advances in deep learning. Its objective is to parse the human-readable word problems into machine-understandable logical expressions. The problem is challenging due to the existence of a substantial semantic gap. To a certain extent, MWPs have been recognized as good test beds to evaluate the intelligence level of agents in terms of natural language understanding and automatic reasoning. The successful solving of MWPs can benefit online tutoring and constitute a milestone toward general AI. In this chapter, we present a general introduction to the technical evolution trend for MWP solvers in recent decades and pay particular attention to recent advancement with deep learning models. We also report their performances on public benchmark datasets, which can update readers’ understandings of the latest status of automatic math problem solvers.
Keywords: Automatic reasoning; Deep learning; Math word problems; Natural language processing

Deep Learning and Machine Learning in Hydrological Processes Climate Change and Earth Systems a Systematic Review - Ardabili, Sina; Mosavi, Amir; Dehghani, Majid; Várkonyi-Kóczy, Annamária R. (Engineering for Sustainable Future, 2020)
Series Title: Lecture Notes in Networks and Systems

Deep Learning, Adaptive Computation and Machine Learning Series - Goodfellow, I.; Bengio, Y; Courville, A. (MIT Press, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:IY5GDAM8 2486141:J3Y8B63Y

DEEP IMPACT: an investigation of the use of information and communication technologies for teacher education in the Global South - Leach, Jenny; Ahmed, Atef; Makalima, Shumi; Power, Tom (DFID, 2006)
KerkoCite.ItemAlsoKnownAs: 2405685:RQHCLU3T 2405685:V427KR5D 2534378:7SP4UDPQ
Keywords: ___working_potential_duplicate

Deep-diving robots checking for climate collapse in our oceans (BBC News, 2023)
Scientists in Scotland are monitoring the North Atlantic for signs of weakening warm water currents.

Decrypting the Learners’ Retention Factors in Massive Open Online Courses - Pant, Harsh Vardhan; Lohani, Manoj Chandra; Pande, Jeetendra (Journal of Learning for Development, 2022)
Massive Open Online Courses (MOOCs) have recently become attractive at most universities, and the number of MOOCs has risen significantly, particularly in India. Despite their popularity, previous research has revealed a low course completion rate and a scarcity of research on the factors that influences learners’ retention in MOOCs. Therefore, it is a good idea to investigate previous research to understand the factors behind the learners’ retention so that an ideal learning model can be created. This study used Structural Equation Modelling to find out the unexplored learner retention factors in MOOCs and create a model, which may extend the satisfaction. MOOC data sets were collected from different Indian universities in Uttarakhand state. This study has explored the majority of influencing factors correlated with learners’ satisfaction. The findings show that MOOC usage intention is influenced by a willingness to credit mobility, the allure of the latest trendy course, content localisation and perceived effectiveness.
Number: 1
Keywords: Classification; Data-Mining; Factor; Factors; MOOC; Model; PLS; Retention; ⛔ No DOI found

Decolonising Open Educational Resources (OER): Why the focus on ‘open’ and ‘access’ is not enough for the EdTech revolution - Moustafa, Nariman (EdTech Hub, 2022)
Open Educational Resources have offered a number of promises and opportunities, primarily in terms of customising learning to students' needs, pace, and interests.
Keywords: Author:OpenDevEd

Decolonisation in Universities: The politics of knowledge - Jansen, Jonathan (NYU Press, 2019)
In this collection of case studies and stories from the field, South African scholars come together to trade stories on how to decolonise the universityShortly after the giant bronze statue of Cecil John Rhodes came down at the University of Cape Town, student protestors called for the decolonisation of universities. It was a word hardly heard in South Africa’s struggle lexicon and many asked: What exactly is decolonisation? This edited volume brings together the best minds in curriculum theory to address this important question. In the process, several critical questions are raised: Is decolonisation simply a slogan for addressing other pressing concerns on campuses and in society? What is the colonial legacy with respect to curriculum and can it be undone? How is the project of curriculum decolonisation similar to or different from the quest for postcolonial knowledge, indigenous knowledge or a critical theory of knowledge? What does decolonisation mean in a digital age where relationships between knowledge and power are shifting?The book combines strong conceptual analyses with novel case studies of attempts to ‘do decolonisation’ in settings as diverse as South Africa, Uganda, Tanzania and Mauritius. Such a comparative perspective enables reasonable judgements to be made about the prospects for institutional take-up within the curriculum of century-old universities.
Google-Books-ID: DgKiDwAAQBAJ
Keywords: Political Science / History & Theory

Decentralized Information Platforms in Public Governance: Reconstruction of the Modern Democracy or Comfort Blinding? - Kud, Aleksandr (International Journal of Public Administration, 2023)
KerkoCite.ItemAlsoKnownAs: 10.1080/01900692.2021.1993905 4804264:QPRZLR66
Keywords: Final_citation

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

Decentralization and educational performance: evidence from the PROHECO Community School Program in rural Honduras - Gropello, Di; Emanuela; Marshall, Jeffery H. (Education Economics, 2011)

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

'Death...this isn't funny' - Ajadi, S.B. (Sunday Sun (National, 2012)
Place: Ajadi, S.B
Keywords: ⛔ No DOI found

Dealing with online and blended education in modern challenging times - Bhutoria, Aditi (DECISION, 2022)
Publisher: Springer

DBIR: sss-2016-workshop-adapting-curriculum-for-3-dimensional-learning-2 (DBIR, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:I92FS7LW

DBIR: nsta-2016-workshop-how-to-assess-three-dimensional-learning-in-your-classroom-building-tasks-that-work-2 (DBIR, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:4VLSZ8MA

DBIR: nsta-2015-pdi-developing-next-generation-science-assessments-2 (DBIR, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:YQR4QU4K

DBIR: nsela-2015-workshop-ihub-a-research-practice-partnership-to-design-new-ngss-curriculum-2 (DBIR, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:5H4IEKLQ

DBIR: november-2015-rpp-forum-defining-the-focus-of-partnership-work-2 (DBIR, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:DYFL8SLJ

DBIR: january-2016-rpp-forum-addressing-challenges-in-partnerships-2 (DBIR, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:668E57HL

DBIR: hoctober-2015-rpp-forum-getting-a-partnership-started-2 (DBIR, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:MJH4TCV9

DBIR: february-2016-rpp-forum-measuring-results-of-partnerships-2 (DBIR, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:YQ9R7IQD

DBIR: december-2015-rpp-forum-roles-in-partnerships-2 (DBIR, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:CLMXSH7Y

Datenreport zum Berufsbildungsbericht 2021 Informationen und Analysen zur Entwicklung der beruflichen Bildung. - Bundesinstitut für Berufsbildung (2021)
OCLC: 1277292145 KerkoCite.ItemAlsoKnownAs: 2129771:NAQP8RPC 2486141:5LSSBGT2 2486141:SXLMCLM7

Dataset of indoor air parameter measurements relating to indoor air quality and thermal comfort in South African primary school classrooms of various building infrastructure types - Van Der Walt, Rita Elise; Grobbelaar, Sara Susanna; Booysen, Marthinus Johannes (Data in Brief, 2024)
In the resource-constrained South African education sector, infrastructure considered temporary or a backup in other countries is used as permanent classrooms, primarily but not exclusively in lower-income areas. Children's cognitive performance and comfort are directly impacted by indoor air quality. Temperature, relative humidity, particulate matter and CO2 levels, substantial determinants of air quality and thermal comfort, have not been investigated across different classroom building and infrastructure types. We measure these parameters with 11-min intervals in 24 classrooms at schools in Stellenbosch, South Africa. These classrooms consist of a range of different infrastructure types. Container classrooms with and without insulation, mobile (prefabricated) classrooms, and brick classrooms of different configurations are included. Measurements are concurrently sampled over ten months (249 days, still ongoing) across multiple seasons with relevant metadata, including ambient weather conditions, school days and times, and electricity availability in the (South) African context, which impacts air conditioning usage. This dataset provides valuable insights into true learning conditions in South African classrooms.
openalex: W4390938962 KerkoCite.ItemAlsoKnownAs: 10.1016/j.dib.2024.110045 2129771:YNAE9CTV 5072953:3W35N8CY 5072953:FZJPX8JY 5072953:J25A6NN2
Keywords: Brick classrooms; C:South Africa; Carbon dioxide; Developing country; Indoor air quality; Learning environment; Particulate matter; Portable classrooms; Thermal environment; _z:class:countries; _z:class:themes; oa:topic:T10121 Building Energy Efficiency and Thermal Comfort Optimization; oa:topic:T11692 Effects of Noise Pollution on Health and Well-being; oa:topic:T11988 Sustainable Construction and Green Building; openalex:n:1; openalex:yes

Data Visualisations: Estimating COVID-19 related learning losses and effects of mitigation | RISE Programme - RISE (RISE Programme, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:MLTBLS5U 2486141:YZJXIQAE

Data Management Plan: Understanding quality characteristics of EdTech interventions and implementation for disadvantaged pupils - Haßler, Björn; McBurnie, Chris; Walker, Hannah; Klune, Christopher; Chris McBurnie (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10697657 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1078 ZenodoArchiveConcept: 10697656
Keywords: Internal; _forthcoming; _r:AddedByMyEducationEvidence; coming soon

Data Log — Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape - Haßler, Björn; Stock, Inka; Schaffer, Jens; Winkler, Enno; Kagambèga, Assèta; Haseloff, Gesine; Marsden, Melissa; Watson, Joe; Gordon, Rebecca; Damani, Kalifa; Khalayleh, Abdullah; McBurnie, Chris; et al. (VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3976866 2129771:DYNH5EWU
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; Reviewed; _yl:ab

Data for development: What’s next? Concepts, trends and recommendations for German development cooperation - Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH (2017)
KerkoCite.ItemAlsoKnownAs: 4804264:B24Y6BP5
Keywords: Final_citation

Data for Development: Shifting Research Methodologies for Covid-19 - Traxler, John; Smith, Matt (Journal of Learning for Development, 2020)
Successful and appropriate informal digital learning can help individuals and communities build sustainable and meaningful livelihoods, strengthen social cohesion and resilience, preserve and enhance cultural traditions and engage constructively and robustly with the wider world. Building digital learning that embodies participative and collaborative development and community ownership and control rests on the work of educators who understand these individuals and communities and their cultures, which may be very distant and different from global norms and the mainstream of their countries. These educators may, however, be reliant on research tools and techniques that are inappropriate or inadequate in these different settings and situations. This paper sets out a brief critique of these established tools and techniques as the prelude to reviewing a range of more innovative and eclectic ones drawn from a variety of disciplines. This is timely because COVID-19 has increased the barriers that separate educators from would-be learners whilst also increasing the education that these people and communities need.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:ZYYRZURH
Keywords: COVID; development; digital research; marginalised communities; research methods; ⛔ No DOI found

Data-driven meets theory-driven research in the era of big data: opportunities and challenges for Information Systems research - Maass, W.; Parsons, J.; Purao, S. (Journal of the Association for Information Systems, 2018)
KerkoCite.ItemAlsoKnownAs: 10.17705/1jais.00526 2129771:TYHB48SE 2486141:B4DX8TPE
Keywords: _z:no_pdf

Data Collection Report: OECS Declaration on Education Statement - Gonsalves, Sarah-Lee; Regis, Callista; Haßler, Björn (Organisation of Eastern Caribbean States, 2022)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0262 2129771:8MXW5XLH
Keywords: Author:OpenDevEd

Data collection and visualisation tools in the education sector in sub-Saharan Africa and South Asia - Vijil, Alejandra; El-Serafy, Yomna; Adam, Taskeen; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7371460 ZenodoArchiveConcept: 7371459 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7371460 10.5281/zenodo.7473922 10.5281/zenodo.7500121 10.53832/edtechhub.0151 2339240:BE2J66WG 2405685:BBAPFKW4 2405685:JHWKC6F4 2405685:P833K7KC 2405685:YLS6YQ3U
Keywords: _r:AddedByZotZen

Data analysis methods for qualitative research: managing the challenges of coding, interrater reliability, and thematic analysis. - Belotto, Michael J. (The Qualitative Report, 2018)
KerkoCite.ItemAlsoKnownAs: 10.46743/2160-3715/2018.3492 2405685:5N7JRUCZ 2534378:6EM4AA2V 2534378:EHPTTHWF
Keywords: ___working_potential_duplicate

Das duale System in Deutschland – Vorbild für einen Transfer ins Ausland? - Euler, Dieter (Bertelsmann Stiftung, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:QMYR7MLX 2317526:H9L46TR6

DARWIN Series: Domain Specific Large Language Models for Natural Science - Xie, Tong; Wan, Yuwei; Huang, Wei; Yin, Zhenyu; Liu, Yixuan; Wang, Shaozhou; Linghu, Qingyuan; Kit, Chunyu; Grazian, Clara; Zhang, Wenjie; Razzak, Imran; Hoex, Bram (arXiv, 2023)
Emerging tools bring forth fresh approaches to work, and the field of natural science is no different. In natural science, traditional manual, serial, and labour-intensive work is being augmented by automated, parallel, and iterative processes driven by artificial intelligence-based experimental automation and more. To add new capabilities in natural science, enabling the acceleration and enrichment of automation of the discovery process, we present DARWIN, a series of tailored LLMs for natural science, mainly in physics, chemistry, and material science. This series relies on open-source LLM, incorporating structured and unstructured scientific knowledge from public datasets and literature. We fine-tuned the models using over 60,000 instruction data points, emphasizing factual correctness. During the fine-tuning, we introduce the Scientific Instruction Generation (SIG) model, automating instruction generation from scientific texts. This eliminates the need for manual extraction or domain-specific knowledge graphs and efficiently injects scientific knowledge into the model. We also explore multi-task training strategies, revealing interconnections between scientific tasks. DARWIN series not only achieves state-of-the-art results on various scientific tasks but also diminishes reliance on closed-source AI models. Our research showcases the ability of LLM in the scientific domain, with the overarching goal of fostering prosperity within the broader AI for science community.
arXiv:2308.13565 [cond-mat, physics:physics]
Keywords: Computer Science - Computation and Language; Condensed Matter - Materials Science; Physics - Applied Physics

DARPA’s Explainable Artificial Intelligence (XAI) Program - Gunning, D; Aha, D (AI Magazine, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1609/aimag.v40i2.2850 2129771:2SPCW43Q 2486141:U97RPNKP

Darpa Is Funding Projects that Will Try to Open up AI’s Black Boxes - Knight, W. (MIT Technology Review, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:ZPVJ4CNV 2486141:AX7KT6F5
Keywords: ⛔ No DOI found

Dark matter in galaxies - Zasov, Anatolii Vladimirovich; Saburova, Ann S.; Khoperskov, Alexander Valentinovich; Khoperskov, Sergey A. (Physics-Uspekhi, 2017)
Publisher: IOP Publishing KerkoCite.ItemAlsoKnownAs: 10.3367/UFNe.2016.03.037751 2129771:NGRHGSFA
Keywords: __C:filed:1

Dark halo shapes and the fate of stellar bars - El-Zant, Amr; Shlosman, Isaac (The Astrophysical Journal, 2002)
Publisher: IOP Publishing KerkoCite.ItemAlsoKnownAs: 10.1086/342117 2129771:6IPB77G4
Keywords: __C:filed:1

Cycling to School: Increasing Secondary School Enrollment for Girls in India - Muralidharan, Karthik; Prakash, Nishith (American Economic Journal: Applied Economics, 2017)
We study the impact of an innovative program in the Indian state of Bihar that aimed to reduce the gender gap in secondary school enrollment by providing girls who continued to secondary school with a bicycle that would improve access to school. Using data from a large representative household survey, we employ a triple difference approach (using boys and the neighboring state of Jharkhand as comparison groups) and find that being in a cohort that was exposed to the Cycle program increased girls’ age-appropriate enrollment in secondary school by 32 percent and reduced the corresponding gender gap by 40 percent. We also find an 18 percent increase in the number of girls who appear for the high-stakes secondary school certificate exam, and a 12 percent increase in the number of girls who pass it. Parametric and non-parametric decompositions of the triple-difference estimate as a function of distance to the nearest secondary school show that the increases in enrollment mostly took place in villages that were further away from a secondary school, suggesting that the mechanism of impact was the reduction in the time and safety cost of school attendance made possible by the bicycle. We also find that the Cycle program was much more cost effective at increasing girls’ secondary school enrollment than comparable conditional cash transfer programs in South Asia.
KerkoCite.ItemAlsoKnownAs: 10.1257/app.20160004 2129771:4DH7B8U6
Keywords: _genre:PR-primary_research; interesting

Cyberbullying Among Adolescents and Children: A Comprehensive Review of the Global Situation, Risk Factors, and Preventive Measures - Zhu, Chengyan; Huang, Shiqing; Evans, Richard; Zhang, Wei (Frontiers in Public Health, 2021)
Background: Cyberbullying is well-recognized as a severe public health issue which affects both adolescents and children. Most extant studies have focused on national and regional effects of cyberbullying, with few examining the global perspective of cyberbullying. This systematic review comprehensively examines the global situation, risk factors, and preventive measures taken worldwide to fight cyberbullying among adolescents and children.Methods: A systematic review of available literature was completed following PRISMA guidelines using the search themes “cyberbullying” and “adolescent or children”; the time frame was from January 1st, 2015 to December 31st, 2019. Eight academic databases pertaining to public health, and communication and psychology were consulted, namely: Web of Science, Science Direct, PubMed, Google Scholar, ProQuest, Communication & Mass Media Complete, CINAHL, and PsycArticles. Additional records identified through other sources included the references of reviews and two websites, Cyberbullying Research Center and United Nations Children's Fund. A total of 63 studies out of 2070 were included in our final review focusing on cyberbullying prevalence and risk factors.Results: The prevalence rates of cyberbullying preparation ranged from 6.0 to 46.3%, while the rates of cyberbullying victimization ranged from 13.99 to 57.5%, based on 63 references. Verbal violence was the most common type of cyberbullying. Fourteen risk factors and three protective factors were revealed in this study. At the personal level, variables associated with cyberbullying including age, gender, online behavior, race, health condition, past experience of victimization, and impulsiveness were reviewed as risk factors. Likewise, at the situational level, parent-child relationship, interpersonal relationships, and geographical location were also reviewed in relation to cyberbullying. As for protective factors, empathy and emotional intelligence, parent-child relationship, and school climate were frequently mentioned.Conclusion: The prevalence rate of cyberbullying has increased significantly in the observed 5-year period, and it is imperative that researchers from low and middle income countries focus sufficient attention on cyberbullying of children and adolescents. Despite a lack of scientific intervention research on cyberbullying, the review also identified several promising strategies for its prevention from the perspectives of youths, parents and schools. More research on cyberbullying is needed, especially on the issue of cross-national cyberbullying. International cooperation, multi-pronged and systematic approaches are highly encouraged to deal with cyberbullying.
KerkoCite.ItemAlsoKnownAs: 10.3389/fpubh.2021.634909 4804264:XBNWTBNA 4804264:YW7G7IVA
Keywords: Final_citation; anystyle; existing

Customised E-Learning Platforms - Pitchford, Nicola (Introduction to Development Engineering: A Framework with Applications from the Field, 2023)
More than 617 million children and adolescents lack the basic reading and mathematics skills required to live healthy and productive lives. Malawi ranks particularly poorly, with an average pupil to teacher ratio of 77:1 and a 50% dropout rate among primary school children. Established in 2013, the Unlocking Talent initiative uses e-Learning technology to help overcome educational challenges. It equips touch-screen tablets with customisable software that delivers lessons through multisensory experiences (e.g. pictures, sound, video and animation). Throughout Malawi, small groups of students in public primary schools have accessed these tablets during weekly sessions on-site. This case study describes a series of evaluations of this e-Learning technology in Malawi, conducted in tandem with experiments in other countries (including the United Kingdom, Brazil, South Africa, Tanzania, Kenya and Ethiopia). Following a pilot evaluation to assess the feasibility of e-Learning in raising learning outcomes, multiple large-scale randomised control trials were conducted. Learning gains hold across multiple cohorts of children and across different countries, generating more than a 3-month advantage in basic mathematics and more than a 4-month advantage in basic reading on average. The intervention also bridges gender gaps in mathematics skills attainment in Malawi.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-86065-3_11 4804264:YYP8PDJJ
Keywords: Customized e-learning platforms; Education technology; Evaluation; Final_citation; Global leaning crisis; Implementation; Literacy; Malawi; Numeracy; cited; existing

Curriculum Revolution in Higher Education: The Mighty Role of Artificial Intelligence - Ogunode, Niyi Jacob; UKOZOR, Conrad Ugochukwu (Indonesian Journal of Innovation Studies, 2023)
Keywords: _z:no_pdf

Curriculum Reform and Building Back Better - Mullan, Joel; Chuang, Rachel (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:4WIFI3RX

Curriculum re-engineering and development in Zambia: the sociology of education in the face of globalisation. - Simamuna, Mubita Likando; Mulenga, Innocent Mutale (The University of Zambia Press, 2017)

Curriculum Implementation Strategies of Education Standards Officers in Choma District of Zambia: A Critique of their Effectiveness - Mulenga, Innocent Mutale; Mooya, Eugine (Zambian Journal of Educational Management, Administration and Leadership (ZJEMAL)(ISSN-Print: 2706-7416, Online: 2709-1864), 2021)
Keywords: ⛔ No DOI found

Curriculum Implementation Strategies of Education Standards Officers in Choma District of Zambia: A Critique of their Effectiveness - Mulenga, Innocent Mutale; Mooya, Eugine (2021)
Effective curriculum implementation by teachers is recognised as a lynchpin for achieving educational goals of any education system that leads to improved learner outcomes. In this article, authors make a critique of the effectiveness of Education Standards Officers’ (ESOs) curriculum implementation strategies that were used to support teachers’ effective teaching and learning in Choma district of Zambia. They set the arguement by riding on the six premises of Fullan’s curriculum implementation model against the contemporary backdrop and knowledge that ESOs monitoring and evaluation roles are critical to effective curriculum implementation in schools. In this qualitative study, researchers identified and critiqued strategies that were employed by ESOs in the contemporary milieu of Choma district. Using interview guides and focus group discussions guides, data was collected from head teachers and teachers in five, public secondary schools. Additionally, interview guides were also used to collect information from ESOs themselves. Findings pointed to the fact that curriculum implementation strategies such as formation of subject associations, follow-up visits and the recommendations from ESOs and the use of common schemes of work in schools did not yield desired results in terms of supporting teachers to improve their teaching based on what ESOs identified as areas of need during their school visits. In fact, it was also noted that ESOs missed a golden opportunity to practice clinical supervision and to make lesson demonstrations as they interacted with teachers. Arising from the factors which led to this scenario, researchers make two main recommendations. They first and foremost suggest that the Ministry of Education needs to provide sufficient funding to aspects of curriculum implementation at both the district and school levels. Researchers also recommend that ESOs should consult teachers and their administrators as they come up with curriculum implementation strategies in order to have them aligned with the realities of the schools.
Keywords: ⛔ No DOI found

Curriculum Implementation in Zambia: Best Practices of Bridging the Gap between the Intended and the Achieved School Curriculum - Changwe, Robert; Mwanza, Christine (International Journal of Research and Innovation in Social Science, 2022)

Curriculum design in contemporary teacher education: what makes job analysis a vital preliminary ingredient?. - Mulenga, Innocent Mutale (2015)
Publisher: International Journal of Humanities Social Sciences and Education (IJHSSE)
Keywords: ⛔ No DOI found

Curriculum and training needs of mid-level health workers in Africa: A situational review from Kenya, Nigeria, South Africa and Uganda - Couper, Ian; Couper, Ian; Ray, Sunanda; Ray, Sunanda; Blaauw, Duane; Ng'Wena, Gideon; Muchiri, Lucy; Oyungu, Eren; Omigbodun, Akinyinka; Omigbodun, Akinyinka; Morhason-Bello, Imran; Ibingira, Charles; et al. (BMC Health Services Research, 2018)
© 2018 The Author(s). Background: Africa's health systems rely on services provided by mid-level health workers (MLWs). Investment in their training is worthwhile since they are more likely to be retained in underserved areas, require shorter training courses and are less dependent on technology and investigations in their clinical practice than physicians. Their training programs and curricula need up-dating to be relevant to their practice and to reflect advances in health professional education. This study was conducted to review the training and curricula of MLWs in Kenya, Nigeria, South Africa and Uganda, to ascertain areas for improvement. Methods: Key informants from professional associations, regulatory bodies, training institutions, labour organisations and government ministries were interviewed in each country. Policy documents and training curricula were reviewed for relevant content. Feedback was provided through stakeholder and participant meetings and comments recorded. 421 District managers and 975 MLWs from urban and rural government district health facilities completed self-administered questionnaires regarding MLW training and performance. Results: Qualitative data indicated commonalities in scope of practice and in training programs across the four countries, with a focus on basic diagnosis and medical treatment. Older programs tended to be more didactic in their training approach and were often lacking in resources. Significant concerns regarding skills gaps and quality of training were raised. Nevertheless, quantitative data showed that most MLWs felt their basic training was adequate for the work they do. MLWs and district managers indicated that training methods needed updating with additional skills offered. MLWs wanted their training to include more problem-solving approaches and practical procedures that could be life-saving. Conclusions: MLWs are essential frontline workers in health services, not just a stop-gap. In Kenya, Nigeria and Uganda, their important role is appreciated by health service managers. At the same time, significant deficiencies in training program content and educational methodologies exist in these countries, whereas programs in South Africa appear to have benefited from their more recent origin. Improvements to training and curricula, based on international educational developments as well as the local burden of disease, will enable them to function with greater effectiveness and contribute to better quality care and outcomes.
KerkoCite.ItemAlsoKnownAs: 10.1186/s12913-018-3362-9 10/gdw4tb 2129771:6QH2RT5L 2317526:KXPW6NSD
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; AA:Africa; C:Kenya; C:Nigeria; C:South Africa; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:Improvement; F:curriculum; F:ministry; F:outcomes; F:pedagogy; F:policy; P:health; P:media; P:services; P:technology; R:interview; R:qualitative; R:quantitative; R:questionnaire; T:TVET; T:Training; T:training needs; Z:Curricula; Z:Educational models; Z:Healthcare providers; Z:Healthcare workers; Z:Mid-level workers; Z:Primary healthcare; Z:Quality of healthcare; _C:Uganda UGA; publicImportV1

Curricula, examinations, and assessment in secondary education in sub-saharan Africa - Bregman, Jacob; Verspoor, Adriaan; Klosowska, Kasha (The World Bank, 2008)
Curriculum reforms first and foremost should focus on improving the current teaching and learning processes. As a systemic challenge, these changes need to include re-orientation from secondary education as pre-academic tertiary education to a wider range of options, including vocational education and the world of work. Curriculum reforms in Sub-Saharan Africa (SSA) require comprehensive approaches directed at the complexity of the educational system at large. It requires the acknowledgement of past obstacles and current challenges to reform, as well as the challenges additionally created by the reforms. Human and physical resources, perceptions, experiences with past reforms and current school and classroom practices determine the limits of what educational systems can absorb in terms of development. Many high political ambitions have implications that are beyond current context and conditions. It therefore makes sense to have realistic ambitions and scope of curriculum reform, because these may increase the potential for successful implementation. Sometimes, less could actually be more. It is recommended that curriculum reform and strategies be based on the realities on the ground and much less on political ambitions. Implementation of curricula depends on improved coordination of development efforts with a focus on curriculum. It is recommended to increase the efficiency, clearly define institutional responsibilities, and provide for better cooperation and communication with across existing institutions and departments.
KerkoCite.ItemAlsoKnownAs: 2129771:2WB5KIBG

Curricula, Examinations, and Assessment in Secondary Education in Sub-Saharan Africa - World Bank (The World Bank, 2008)
KerkoCite.ItemAlsoKnownAs: 10.1596/978-0-8213-7348-4 2129771:57X9GLID

Current state of comprehensive sexual education for young people with disabilities in the East and Southern African region: needs assessment; regional report | Health and Education Resource Centre - UNESCO (2021)

Current practices in meta‐regression in psychology, education, and medicine - Tipton, Elizabeth; Pustejovsky, James E.; Ahmadi, Hedyeh (Research Synthesis Methods, 2019)
Having surveyed the history and methods of meta‐regression in a previous paper, in this paper, we review which and how meta‐regression methods are applied in recent research syntheses. To do so, we reviewed studies published in 2016 across four leading research synthesis journals: Psychological Bulletin , the Journal of Applied Psychology , Review of Educational Research , and the Cochrane Library . We find that the best practices defined in the previous review are rarely carried out in practice. In light of the identified discrepancies, we consider how to move forward, first by identifying areas where further methods development is needed to address persistent problems in the field and second by discussing how to more effectively disseminate points of methodological consensus.
KerkoCite.ItemAlsoKnownAs: 10.1002/jrsm.1339 2129771:JCBEJPYX
Keywords: _yl:b

Current and potential future seasonal trends of indoor dwelling temperature and likely health risks in rural Southern Africa - Kapwata, Thandi; Gebreslasie, Michael T.; Mathee, Angela; Wright, Caradee Yael (International journal of environmental research and public health, 2018)
Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph15050952 2129771:69DINMNG 4682641:USE7MRT4
Keywords: BE:LMIC; BE:RELEVANT

Curiosity and Interactive Learning in Artificial Systems - Haber, Nick (AI in Learning: Designing the Future, 2023)
As “scientists in the crib,” children learn through curiosity, tirelessly seeking novelty and information as they interact—really, play—with both physical objects and the people around them. This flexible capacity to learn about the world through intrinsically motivated interaction continues throughout life. How would we engineer an artificial, autonomous agent that learns in this way – one that flexibly interacts with its environment, and others within it, in order to learn as humans do? In this chapter, I will first motivate this question by describing important advances in artificial intelligence in the last decade, noting ways in which artificial learning within these methods are and are not like human learning. I will then give an overview of recent results in artificial intelligence aimed at replicating curiosity-driven interactive learning. I will then close by speculating on how AI that learns in this fashion could be used as fine-grained computational models of human learning.
Keywords: Artificial intelligence; Artificial systems; Curiosity; Interactive learning

Curated Tools for Teacher Continuous Professional Development - EdTech Hub (EdTech Hub, 2021)
EdTech Hub has created curated lists of teacher professional development (TPD) tools along with evidenced-based advice on how to effectively use them. Because, of course, it’s not only which tool you choose, but how you use it that will determine whether it will lead to better teaching and learning.
KerkoCite.ItemAlsoKnownAs: 2129771:ZTYF3J8A 4426965:B2BQZAZM

Cumulative Risk and Teacher Well-Being in the Democratic Republic of the Congo - Wolf, Sharon; Torrente, Catalina; McCoy, Marissa; Rasheed, Damira; Aber, J. Lawrence (Comparative Education Review, 2015)
shortDOI: 10/gftr57 KerkoCite.ItemAlsoKnownAs: 10.1086/682902 10/gftr57 2129771:KA9KB64Q 2405685:CW48D6C7
Keywords: C:DRC; __C:filed:1

Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World - Paris, Django; Alim, H. Samy (Teachers' College Press, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:6VAX5AUS 2129771:TLECJKKW

Cultural Transmission and Material Culture: Breaking Down Boundaries - Stark, Miriam T.; Bowser, Brenda; Horne, Lee; Longacre, William (University of Arizona Press, 2008)
KerkoCite.ItemAlsoKnownAs: 2129771:C7H8HQVC 2317526:RHGFEDTT

Cultivating Dynamic Educators: Case Studies in Teacher Behavior Change in Africa and Asia - Pouezevara, Sarah (RTI Press, 2018)
KerkoCite.ItemAlsoKnownAs: 10.3768/rtipress.2018.bk.0022.1809 2129771:69X6P654
Keywords: _C:Australia AUS; _C:Bangladesh BGD; _C:Belgium BEL; _C:Brazil BRA; _C:Cambodia KHM; _C:Canada CAN; _C:Congo XCO; _C:Cuba CUB; _C:Ethiopia ETH; _C:France FRA; _C:Gambia GMB; _C:Germany DEU; _C:Ghana GHA; _C:Greece GRC; _C:Haiti HTI; _C:Honduras HND; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Jamaica JAM; _C:Japan JPN; _C:Jordan JOR; _C:Kenya KEN; _C:Korea; Republic KOR; _C:Liberia LBR; _C:Madagascar MDG; _C:Malawi MWI; _C:Malaysia MYS; _C:Maldives MDV; _C:Mali MLI; _C:Morocco MAR; _C:Namibia NAM; _C:Niger NER; _C:Nigeria NGA; _C:Norway NOR; _C:Pakistan PAK; _C:Panama PAN; _C:Papua New Guinea PNG; _C:Philippines PHL; _C:Rwanda RWA; _C:Senegal SEN; _C:Singapore SGP; _C:Somalia SOM; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Sudan SDN; _C:Switzerland CHE; _C:Tanzania TZA; _C:Thailand THA; _C:Tuvalu TUV; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

Cultivating a Personal Learning Network that Leads to Professional Change - Stewart, Benjamin L. (2015)
KerkoCite.ItemAlsoKnownAs: 4804264:JV9GYXPT
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Cultivating a personal learning network that leads to professional change - Stewart, Benjamin L. (Northcentral University, 2015)
Teacher professional development opportunities in Mexico are currently lacking. The traditional approaches of professional development such as workshops and conferences are commonplace but do little to bridge the gap between abstract concepts about teaching and learning and the practicalities teachers face in the classroom. The purpose of this qualitative multiple case study was to describe how ideas, materials, and social interactions form a PLN through online, informal pedagogical dialogues among English language educators as it relates to professional learning. The five participants of this study were selected from a total of 10 based on their willingness to complete an informed consent form, complete an initial online survey, interact with other professionals publically online, and participate in a final interview. The online survey contained demographic information about each case and included both open and closed items; a content analysis was done on public interactions that tool place online; and a final in-depth interview used open questions to inquire about how respective PLNs changed over time. All data was coded, categorized, and placed into themes based on the ideational, material, and social aspects of each PLN. The findings show that professional knowledge, skills sets, and overall dispositions emerge in unique ways based on how ideas, technologies, and personal contacts interrelate with each other over time, and that an individual’s PLN provides unanticipated benefits when sharing publicly online.
ISBN: 978-1-339-39148-9 Publication Title: ProQuest Dissertations and Theses 3746019 Loc in Archive 1758252241 KerkoCite.ItemAlsoKnownAs: 2405685:TCB3AT84 2534378:8ZJEL8UE 2534378:HG5HYUVR
Keywords: 0444:Foreign language education; 0449:Educational leadership; 0710:Educational technology; Actor-network theory; Complexity; Content analysis; Education; Educational leadership; Educational technology; English; Foreign Language; Learning; Personal learning network; Polls & surveys; Teacher education; __:import:01; __:match:final; __:matched; __:study_id:2096277; __finaldtb

CS Unplugged—How Is It Used, and Does It Work? - Bell, Tim; Vahrenhold, Jan (Progress in Pattern Recognition, Image Analysis, Computer Vision, and Applications, 2018)
Computer Science Unplugged has been used for many years as a way to communicate concepts from computer science to audiences in a variety of settings. Despite its widespread use, there is relatively little systematic evaluation of its eﬀectiveness. In this paper we review what (Computer Science) Unplugged means, and the many contexts in which it has been used, as it started as an outreach tool, and then found its way into other contexts such as teacher training, and more recently into the classroom to support a formal curriculum. Formal evaluations of using Computer Science Unplugged as an approach to teaching the subject of computer science are reviewed, and we also reﬂect on the complex considerations that lie behind the development of activities and puzzles that are simple enough for school students to use.
Series Title: Lecture Notes in Computer Science

Cryptocurrencies on the road to sustainability: Ethereum paving the way for Bitcoin - De Vries, Alex (Patterns, 2023)
Publisher: Elsevier
Keywords: _yl:b

Cross-Sectoral Learning in Implementation Research Harnessing the potential to accelerate results for children - Lewis, Jane; Mildon, Robyn; Steele, Tom (UNICEF Office of Research – Innocenti, 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:GG3LBMYB

Cross-Cultural Requisites for Reducing Educational and Digital Divides through Technology Integration - Heinrich, Carolyn J.; Darling-Aduana, Jennifer; Martin, Caroline (2018)
EdTechHub.ItemAlsoKnownAs: 2129771:YRFNBWLQ
Keywords: __C:filed:1; ⛔ No DOI found

Cross-country comparison of TVET systems, practices and policies, and employability of youth in sub-Saharan Africa - Oketch, M. O. (In: Eicker, F and Haseloff, G and Lennartz, B, (eds.) Vocational Education and Training in sub-Saharan Africa: Current situation and development. (pp. 25-38). W.Bertelsmann Verlag: Bielefeld, Germany. (2017), 2017)
In recent years, organisations such as the African Development Bank (AfDB), and several African governments have conceded that TVET may have a positive impact on harnessing the youth dividend. There has been some progress in some countries, but there is still insufficient understanding of the place of TVET and youth skills development. The criticisms of TVET in the past, and attitudes toward it, coupled with a period of neglect by governments and donors have all resulted in insufficient understanding of the positive effects TVET can have on the youth and on economic development compared to other regions of the world that have had clearly developed agenda for youth skills development through further colleges, community colleges, or apprenticeships. Nevertheless, there are signs of renewed interest and possible progress, and some countries have started to put in place innovative policies to strengthen Technical and Vocational Education and Training (TVET) systems. But this progress is limited and hasn‘t been well researched and understood in comparison with other regions of the world. This is partly due to the past attitudes toward TVET, but may also result from limited understanding of the present positive role that TVET can play to harness youth dividend in the region. This paper aims to add to better and more research evidence on the role of TVET in youth skills development and employment in Africa using key economic and education highlights and the cases of Kenya, Ghana and Botswana by examining the policies and practices that characterize the TVET landscape across these Sub-Saharan African countries from a political economy approach.
KerkoCite.ItemAlsoKnownAs: 2129771:RPB7RG8H 2486141:HVBC3ADZ

Cross-country comparison of TVET systems, practices and policies, and employability of youth in Sub-Saharan Africa - Oketch, Moses (2017)
In recent years, organisations such as the African Development Bank (AfDB), and several African governments have conceded that TVET may have a positive impact on harnessing the youth dividend. There has been some progress in some countries, but there is still insufficient understanding of the place of TVET and youth skills development. The criticisms of TVET in the past, and attitudes toward it, coupled with a period of neglect by governments and donors have all resulted in insufficient understanding of the positive effects TVET can have on the youth and on economic development compared to other regions of the world that have had clearly developed agenda for youth skills development through further colleges, community colleges, or apprenticeships.
KerkoCite.ItemAlsoKnownAs: 2129771:6I2JU3NY 2317526:R76QDY82
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; A:Africa; C:Botswana; C:Kenya; CLL:en; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

Cross-Border Higher Education and Quality Assurance. Results from a Systematic Literature Review - Carvalho, Nathan; Rosa, Maria J.; Amaral, Alberto (Journal of Studies in International Education, 2022)
Internationalisation has gained prominence in debates on higher education and can be analysed from different perspectives, including cross-border higher education. Cross-border higher education entails relevant challenges, namely regarding its quality. This paper intends to discuss, based on a literature review, the link between cross-border higher education and quality assurance, namely the role quality assurance may have in contributing to a quality cross-border educational offer. 79 documents (indexed in Scopus or Web of Science) published between 1998 and 2019 were content analysed. The results show that both internal and external quality assurance are relevant topics when discussing cross-border higher education and a means to stimulate the overall quality of this educational offer. Moreover, to be effective, quality assurance must rely on cooperation and mutual trust between importing and exporting countries, including their quality assurance agencies.
Publisher: SAGE Publications Inc
Keywords: agencies; cooperation; cross-border higher education; higher education institutions; internationalisation; quality assurance; transnational education

Critical understandings of digital technology in education meta-connective pedagogy - Dreamson, Neal (2021)
OCLC: 1289828528

Critical Questions for Open Educational Practices - Koseoglu, Suzan; Bozkurt, Aras; Havemann, Leo (Distance Education, 2020)
Publisher: Routledge _eprint: https://doi.org/10.1080/01587919.2020.1775341

Critical pedagogy and emotion: Working through ‘troubled knowledge’in posttraumatic contexts - Zembylas, Michalinos (Critical Studies in Education, 2013)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/17508487.2012.743468 2129771:VHHJWEPF 2486141:J6KHQK2R

Critical mobile pedagogy: cases of digital technologies and learners at the margins - Traxler, John; Crompton, Helen (2021)
Critical Mobile Pedagogy is an exploration of mobile technologies for designing and delivering equitable and empowering education around the globe. Synthesizing a diverse range of projects and conceptual frameworks, this case-based collection addresses the ambitions, assumptions, and impacts of interventions in under-researched, often disadvantaged communities. The editors and authors provide a nuanced and culturally responsive approach to showcasing: indigenous, nomadic, refugee, rural, and other marginalized communities emerging pedagogies such as curation, open resources, massive open online courses (MOOCs), and self-directed learning contextual factors, including pedagogy, ethics, scaling, research methodology and culture, and consequences of innocuous or harmful implementation and deployment the nature of participation by global capital, multinationals, education systems, international agencies, national governments, and telecoms companies. Scholars, academics, policymakers, and program managers are increasingly using mobile technologies to support disadvantaged or disempowered communities in learning more effectively and appropriately. This book's diverse research precedents will help these and other stakeholders meet the challenges and opportunities of our complex, increasingly connected world and work with greater cultural and ethical sensitivity at the intersection of education, research, and technology.
OCLC: 1197812174

Critical knowledge, skills and qualifications for accelerated and sustainable development in Africa - Ndoye, M; Walther, R (2012)
The major challenge of the 2012 ADEA Triennale will be to help African countries design and develop suitable and effective education and training systems that can help move the continent away from the struggle for subsistence and the spiral of poverty towards a process of sustainable transformation that reconciles economic growth with the pursuit of equity and the conservation of natural resources. In short, the aim is to enable Africa to “run while others walk”, while avoiding causing the same damage others caused when they were running. To achieve such a goal, the Synthesis Report recommends that a number of prerequisites should be met before the required reforms can be possible. They will succeed only if they look back at Africa’s past identity in order to take greater control over future choices, if they are based on a common vision of the future determined with all concerned stakeholders, and if they make education, training and employment central to current and future policies. The report then discusses the unprecedented efforts of public and private, African and international officials and stakeholders in order to formulate appropriate, concrete responses to the challenge of the Triennale, which is to “promote critical knowledge, skills and qualifications for Africa’s sustainable development”. These responses, categorized by sub-theme, may be summed up as follows. Sub-theme 1: building a common core of skills for all The education system should give people of all ages access to a common core of basic skills (cognitive, communication and learning-to-learn skills, personal and social development skills, etc.) to enable them to control their human, social and economic environment and develop responsible and active African citizenship. Sub-theme 2: mass development of technical and vocational skills Massive investment to raise training and qualification levels is urgently required in order to wage an effective war against unemployment and massive underemployment of youth and the low productivity of a largely informal economy. It is also necessary to invest in high-level qualifications in order to support and, if possible, anticipate changes and technological innovation and promote the badly-needed industrialization of the African economy. Sub-theme 3: building knowledge and innovation-based economies and societies in Africa R&D, knowledge and innovation have become the key drivers of output, economic competitiveness and development generally. Africa needs to catch up in this respect and, to this end, it must build its scientific development on indigenous African knowledge, use science and technology to strengthen education and exploit the current surge in information and communication technology as a driver of development. All this will be possible only if all African countries work towards the adoption of a continental pact for sustainable development.
KerkoCite.ItemAlsoKnownAs: 2129771:UD7XFDU6 2317526:NBSBQZMH
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; A:Africa; A:Central Africa; C:Burkina Faso; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:qualification; Q:lifelong learning; T:Ausbildung; T:Lehrlingsausbildung; T:TVET; T:journeyman; T:vocational skills; publicImportV1; ⛔ No DOI found

Critical Hours and Important Environments: Relationships between Afterschool Physical Activity and the Physical Environment Using GPS, GIS and Accelerometers in 10–12-Year-Old Children - Remmers, Teun; Thijs, Carel; Ettema, Dick; de Vries, Sanne; Slingerland, Menno; Kremers, Stef (International Journal of Environmental Research and Public Health, 2019)
Introduction: The objective of this study was to assess relationships between children’s physical environment and afterschool leisure time physical activity (PA) and active transport. Methods: Children aged 10–12 years participated in a 7-day accelerometer and Global Positioning Systems (GPS) protocol. Afterschool leisure time PA and active transport were identified based on location- and speed-algorithms based on accelerometer, GPS and Geospatial Information Systems (GIS) data. We operationalized children’s exposure to the environment by combining home, school and the daily transport environment in individualized daily activity-spaces. Results: In total, 255 children from 20 Dutch primary schools from suburban areas provided valid data. This study showed that greenspaces and smaller distances from the children’s home to school were associated with afterschool leisure time PA and walking. Greater distances between home and school, as well as pedestrian infrastructure were associated with increased cycling. Conclusion: We demonstrated associations between environments and afterschool PA within several behavioral contexts. Future studies are encouraged to target specific behavioral domains and to develop natural experiments based on interactions between several types of the environment, child characteristics and potential socio-cognitive processes.
Number: 17 Publisher: Multidisciplinary Digital Publishing Institute
Keywords: GPS; accelerometer; children; context-specific; physical activity; spatial behavior

Critical Digital Pedagogy: a Definition - Stommel, Jesse (Hybrid Pedagogy, 2014)
We are better users of technology when we are thinking critically about the nature and effects of that technology. What we must do is work to encourage students and ourselves to think critically about new tools (and, more importantly, the tools we already use).
KerkoCite.ItemAlsoKnownAs: 2129771:3QHFMD2Y 2486141:CJVXDLLV

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)

"Creo en la tecnología en la escuela pero hemos de poner las necesidades del alumno por delante de los dispositivos" - Santodomingo, Rodrigo (El Diario de la Educación, 2021)
Es una de las voces más autorizadas a nivel global sobre la integración de las TIC en la escuela. Autor de un largo listado de estudios, Björn Hassler muestra especial interés por el aprendizaje con dispositivos móviles. Últimamente, sobre todo, en el África sub-sahariana. Entusiasmo y crítica se funden en su visión sobre la fiebre …
Section: Nuevas tecnologías KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4486389 2129771:XLP9Q4F7

Credibility versus fake news in digital newspapers on tablets in primary education/Credibilidad versus falsedad de las noticias de periódicos digitales sobre la tableta en la Educación Primaria - Ricoy, María-Carmen; Sánchez-Martínez, Cristina; Feliz-Murias, Tiberio (Cultura y Educación, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1080/11356405.2019.1603891 10/gf62gg 2129771:3QT3V9MJ 2129771:7KWBFACX 2129771:I65W9BH2 2129771:QQW8KRHV
Keywords: __C:filed:1

Creation of bibliometric tools for evaluation based on data from Google Scholar - Martín-Martín, Alberto (2019)
(This is a thesis by compilation of studies. Article co-authors are listed at the beginning of each article) Google Scholar (GS) is a freely-accessible academic search engine that indexes academic literature from a wide range of disciplines, document types, and languages. Unlike Web of Science (WoS) and Scopus, which have a selective approach to document indexing (they only index documents published in certain venues), GS follows an inclusive approach. Apart from being the most frequently used tool by researchers to find scholarly information, what made GS stand out was that it builds its own citation graph by processing the references at the end of each document and matching them to documents already identified in their index. These citation counts are now widely consulted by researchers, because up to the point when GS was launched (2004), the main citation index (WoS) was only accessible via subscription. In subsequent years, GS launched several services based on data from its document base: Google Scholar Citations (an author profile service), Google Scholar Metrics (a journal ranking service), and GSCP (a short-lived service that listed highly-cited documents). Despite its opacity (not much information on the coverage is available officially) and lack of native data exporting capabilities, many studies have tried to analyse the main characteristics of GS, and compare it to WoS and Scopus. These studies show that GS has a much more comprehensive coverage, especially in Arts, Humanities, and Social Sciences (AHSS), although GS also presents errors and limitations that other citation indexes do not have. The general goal of this thesis was to explore whether it is feasible and sustainable to re-use data available in GS to generate data products or tools of a bibliometric nature that provide functionalities that GS does not provide. In order to do this, we followed two approaches that have ran side by side. In our first approach, we endeavored to carry out studies that analysed the general characteristics of Google Scholar as a source of data: its strengths and weaknesses related to size, coverage, errors, bibliometric indicators. In order to do this, we analysed the characteristics of various of samples of GS data (the largest samples of GS data analysed to date), in some cases benchmarking it against the data available in WoS or Scopus. The studies that resulted from this first approach show that GS has an extensive coverage of academic documents. Its coverage includes most of the documents covered in the multidisciplinary citation databases WoS and Scopus, as well as theses, dissertations, books, conference papers, and other unpublished materials (preprints, reports). Spearman correlation coefficients of citation counts between GS and WoS, or between GS and Scopus are generally very high. Thus, if GS is used for research evaluations then its data would be unlikely to produce large changes in the results, despite the additional citations found. It is also shown that, despite the limitations to control which documents are returned for a query, it is possible to identify in GS the most highly-cited documents in a given discipline, given how GS generally presents documents with high citation counts first. Even when considering only highly-cited documents, GS appears to have a more extensive coverage than GS or Scopus, especially in the areas of AHSS. In our second approach, we tested the knowledge obtained in the previous studies in practical real-life situations. These projects took the form of tailored web applications built for a variety of purposes, and open to everyone. The applications display data extracted from Google Scholar (and sometimes also other services) in ways that the native GS, GSC and GSM interfaces do not, thus expanding the range of ways in which users can interact with this information. Three different types of prototype applications were developed and are presented here. The first application presents journal-level bibliometric indicators for a large collection of journals in the Arts, Humanities, and Social Sciences (AHSS): Journal Scholar Metrics (http://www.journal-scholar-metrics.infoec3.es). The second application presents data from a specific academic community at various levels of aggregation (author-, document-, journal-, and publisher-level), combining data not only from GS but from other sources: Scholar Mirrors (http://www.scholar-mirrors.infoec3.es). In the third application, a large sample of data from GS is used to analyse Open Access levels by country, subject category, journal, and publication year. Lastly, we describe the work carried out so far for a fourth, more ambitious application capable of displaying information about all researchers working in Spain with a public GS profile. For the second approach, a new methodology was developed which allowed us to combine information from several scholarly sources: the MADAP method (Multifaceted Analysis of Disciplines through Academic Profiles). The data extracted using this method allowed us to compare a large number of author-level bibliometric indicators from various sources. Author-level indicators in GS (all based on citations) correlated well with other production and citation-based indicators from ResearchGate and ResearcherID, and also with Mendeley’s “Reader” indicator. On the other hand, GS indicators did not correlate well with conectivity-based metrics (followers). The results of this thesis consistently find that GS data, and especially its citation data, can be useful for bibliometric analyses. Nevertheless, throughout all the analyses that have been performed, it has also become clear that there are important limitations that have to be considered when deciding whether to use data from GS for these purposes. Many of these limitations arise from the desire to use this tool for a purpose that falls outside the original scope intended by its creators. errors derived from completely automated processing of documents from a great variety of sources and in a great variety of formats.
Keywords: Google Scholar; Scopus; Web of Science; academic search engines; bibliometrics; citation analysis; coverage; errors; open access; web applications

Creation and evaluation of a pretertiary artificial intelligence (AI) curriculum - Chiu, Thomas KF; Meng, Helen; Chai, Ching-Sing; King, Irwin; Wong, Savio; Yam, Yeung (IEEE Transactions on Education, 2021)
Publisher: IEEE

Creating the golden triangle of evidence-informed education technology with EDUCATE - Cukurova, Mutlu; Luckin, Rosemary; Clark-Wilson, Alison (British Journal of Educational Technology, 2019)
EDUCATE is a London-based programme that supports the development of research-informed educational technology (EdTech), allowing entrepreneurs and start-ups to create their products and services, and simultaneously grow their companies in a more evidence-informed manner. The programme partners businesses with researchers who mentor, guide and support this research journey, a key aspect of which is the evaluation of the company’s EdTech product or service. However, conducting impact evaluations of technology in education is challenging, particularly for early stage technologies, as rapid cycles of innovation and change are part of their essence. Here, we present the pragmatic approach to evidence-informed education technology design and impact evaluation, as developed and adopted by the EDUCATE programme. The research process is shaped by the core principles of evidence-informed decision making detailed in the paper. The contributions of the paper are threefold. First, it defines and details an academia-industry-education collaboration model centred on a research training programme. Second, it presents emerging impact results of the programme. Third, it provides clear reflections on the challenges encountered during the implementation of the model in the EdTech ecosystem of London, which should be addressed if we are to move towards evidence-informed EdTech globally.
KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12727 2129771:CBFTW55I 4426965:S3ZGGWI5
Keywords: Stefanie

Creating Spaces for Filling the Gender Gap in university leadership and management: The case for Zambian Women Professors - Njobvu, T.; Yang, Y. X. (International Journal of Education and Research Vol. 2 No. 12 December 2014, 249, 2014)
Keywords: ⛔ No DOI found

Creating Research Practice Partnerships in Education. - Penuel, William R.; Gallagher, Daniel J. (ERIC, 2017)
KerkoCite.ItemAlsoKnownAs: 4804264:FF4YV6S2
Keywords: Final_citation

Creating new forms of teacher education: Open Educational Resources (OERs) and the Teacher Education in Sub-Saharan Africa (TESSA) programme - Moon, Bob (Teacher education through open and distance learning, 2010)
Publisher: Citeseer KerkoCite.ItemAlsoKnownAs: 2405685:JQZG4SQP 2534378:PCFN73ZM
Keywords: ⛔ No DOI found

Creating learning without limits - Swann (Open University Press, 2012)
"'Creating Learning without Limits' takes on one of the most important issues in education today. In the last decade schools in England have taken a path towards putting all children into boxes, attaching a level to their heads and deciding what they are capable of achieving. This book shows the possibility of a different educational path, one in which all students are encouraged to achieve the greatest they can. Importantly the book also documents ways in which courageous teachers can do this - promoting fair and engaging learning environments for all students. This is a must-read for educators, policy makers and parents alike."Jo Boaler, Professor of Mathematics Education, Stanford University, California. Formerly a teacher and researcher at the Universities of London and Sussex."This will undoubtedly turn out to be amongst the most important educational books of the decade. Our capacity to respond, both individually and collectively, to its key insights and messages will profoundly affect not just the quality of our schools, but of our society for years to come. Engagingly and eloquently written, it exposes the intellectual bankruptcy and human destructiveness of widely held concepts of 'ability' and offers a richly textured, practical account of how one school moved from 'failure' to OfSTED 'outstanding' by committing itself to the practicability of a morally inspiring, educationally convincing alternative.If you want to know why 'the standards agenda' must inevitably fail and what we might do instead, read this book."Professor Michael Fielding, Institute of Education, University of London, UK"This is an inspiring and reviving book. It reminds us why people come into education - to make a difference for children. To make a deep difference we have to organize education differently. It describes a school that vibrates with learning in an atmosphere of deep humanity and care. Its practices are light years away from the measuring, labelling, targeting, and testing structures that have become our recent national norm. The school as a whole community transforms people."Anne Watson, Professor of Mathematics Education, University of Oxford, UK"This book provides a grounded demonstration of the importance of educational principles, the most important of which is the understanding that each child's potential for learning is limitless. The authors describe new school and classroom practices through which learning can be transformed. Their argument has influenced government thinking on the review of the National Curriculum in England. I urge you to let it influence your thinking too!"Professor Andrew Pollard, Institute of Education, University of London, UK"This is a brilliant study of a small and very successful primary school in Hertfordshire where the teachers have rejected ideas of fixed innate ability and believe instead in the limitless potential of all young people. At a time when the Ofsted inspection process employs dubious and limited notions of 'standards' and 'achievement', it would be good to think that there could be many more schools like this one showing the way towards a new and liberating view of human development. The book deserves a really wide readership."Professor Clyde Chitty, Institute of Education, University of London, UK"This book is slim in size but hefty in significance. It tells the story of a school driven by ambition, hope and the self-confidence that comes from a profound faith in the capacity of every child to be a passionate and engaged learner. This in the face of powerful and societally dominant messages that explicitly or more insidiously tell a different and more deterministic tale: that children (and schools) are fit and proper subjects for classification, measurement and management. And there's more - the careful scholarship on which this story is based prevents this book from being merely a description of what happens when a unique constellation of propitious circumstances meets a charismatic leader: this 'other way' is open to all who will take it - but it will demand the laying of solid and value-rich foundations, the exercising of autonomy for staff and pupils, the rethinking of relationships, a focus on learning (letting performance come as a secondary gift), and the taking of collective action. It's become a cliché to say of a book that it 'Should be read by every teacher (or parent, or whoever ...).' This one, and its predecessor 'Learning without Limits' merits that injunction." Barry Hymer, Professor of Psychology in Education, Education Faculty, University of Cumbria, UK"'Creating Learning without Limits' provides a welcome tonic that can help to offset the beleaguering effects of a performativity and standards agenda that reinforces the ability based practices so pervasive in schools today. Building on the compelling pedagogy first presented in 'Learning without Limits', this inspiring book shows how an alternative school improvement agenda can produce high academic attainment and enhanced capacity to learn for everybody. A classic for our time, it should be read by all who seek approaches to teaching and learning that are free from externally imposed views of ability and potential.”Professor Lani Florian, School of Education, University of Aberdeen, UK"If you share the convictions of the authors: 'That human potential is not predictable, that children's futures are unknowable, and that education has the power to enhance the lives of all', read the book! You will however need to proceed with caution; it will make some ofyou reflect on what you do and why you are doing it. This book could be the catalyst for the educational change that we are all praying for."Julie Lilly, Head Teacher, UKThis book tells the story of how one primary school community worked to build a learning environment that is inclusive, humane and enabling for everybody, a place free from the damaging effects of fixed ability thinking and practices. Drawing on compelling accounts of everyday life in the school, it describes how, in just a few years, the school (once in special measures) grew into a thriving community, with distinctive views of learning, curriculum and pedagogy, monitoring and accountability that found expression in every aspect of school life. The work of the school community was guided by the findings of a previous project, 'Learning without Limits' (Hart, Dixon, Drummond and McIntyre 2004), an empirical study of the classroom practice of individual teachers who had rejected the concept of fixed ability. 'Creating Learning without Limits' explores what becomes possible when the same ideas and principles are used creatively to guide and inspire whole school improvement. This book is not simply a celebration of the success of the school; it engages with the struggles and difficulties encountered by the staff as they set about learning to reshape pedagogy and curriculum by reference to their shared values of inclusion, social justice and human educability. It gives a detailed analysis of how the headteacher harnessed the power of collective action. The insights generated by this study have enduring relevance and applicability to people in other contexts - for staff groups craving for more equitable school improvement; for individual teachers wondering how best to foster children's learning capacity; for school leaders and teacher educators who find their values increasingly compromised.

Creating Flexible and Inclusive Learning Paths in Post-Primary Education and Training in Africa: NQFs and Recognition of non-formal and informal learning The Key to Lifelong Learning - Singh, Madhu (2008)
KerkoCite.ItemAlsoKnownAs: 2129771:CUNPEY5G 2317526:DZSFACL5
Keywords: HDR25; ⛔ No DOI found

Creating effective teaching and learning environments: first results from TALIS - OECD (OECD, 2009)
OCLC: 845567686 KerkoCite.ItemAlsoKnownAs: 2129771:AKW2VS6M 2405685:9N4IMAQN
Keywords: C:OECD countries

Creating Effective Teaching and Learning Environments: First Results from TALIS - Organisation for Economic Co-operation and Development [OECD] (OECD, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:YYFAQL5V 261495:52KNGUNZ

Creating Education Systems Coherent for Learning Outcomes: Making the Transition from Schooling to Learning. - Pritchett, Lant (Research on Improving Systems of Education, 2015)
Keywords: ⛔ No DOI found

Creating Education Systems Coherent for Learning Outcomes: Making the Transition from Schooling to Learning - Pritchett, Lant (Rise Programme, 2015)
KerkoCite.ItemAlsoKnownAs: 4804264:M2TDUNIU
Keywords: Final_citation; existing

Creating and sustaining effective professional learning communities - Bolam, Ray; McMahon, Agnes; Stoll, Louise; Thomas, Sally; Wallace, Mike; Greenwood, Angela; Hawkey, Kate; Ingram, Malcolm; Atkinson, Adele; Smith, Michele (Research report, 2005)

COVID's Lessons for Global Higher Education: Coping with the Present While Building a More Equitable Future. - Salmi, Jamil (Lumina foundation, 2020)
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 4804264:MB8M8YIP
Keywords: Final_citation; ⛔ No DOI found

Covid has eroded progress by disadvantaged pupils in England, finds study - Peter Walker (The Guardian, 2021)
Research shows regional disparities, with some children in the north losing twice as much learning
Section: Education

Covid has eroded progress by disadvantaged pupils in England, finds study - Walker, Peter (The Guardian, 2021)
Research shows regional disparities, with some children in the north losing twice as much learning
KerkoCite.ItemAlsoKnownAs: 2129771:NSU7PLCL
Keywords: Coronavirus; Education; Inequality; North of England; Primary schools; Schools; Secondary schools; Teaching; UK news

COVID-19 Weekly Epidemiological Update, 1st Dec 2020 - WHO (WHO, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:WES2EVGP 2486141:XNT6QPVF

COVID-19: Supporting the Government of Sierra Leone with mobility data - Flowminder Foundation (2020)
Keywords: _C:Sierra Leone SLE

COVID-19, Schooling and Learning - Asadullah, Niaz (BRAC, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:32DHU5RL 2129771:DL2YWCN7 2405685:FFYLQH5J 2129771:DL2YWCN7 2486141:2YK7NXY7 2129771:DL2YWCN7
Keywords: _COVID-Continuity-Blogpost-01; _COVID_DEAA-List; ⛔ No DOI found

Covid-19 School Closures in Low- and Middle-income Countries: Emergent Perspectives on the Role of Educational Technology - Jordan, Katy (Journal of Learning for Development, 2020)
The Covid-19 pandemic ushered in school closures at an unprecedented scale and prompted educational systems to find alternative teaching models at short notice. The role for educational technology in low- and middle-income countries (LMICs) has recently become the focus of much discussion. While prompted by the pandemic, the discussions surface latent issues in educational systems, and the perspectives and ambitions of organisations in relation to educational technology and LMICs. The influence of the discussions during this period is likely to extend beyond the initial crisis, and warrants investigation. This paper presents a thematic analysis, using a grounded theory approach, of documents published online between February and April 2020. Five themes emerge, in relation to access, responses, support from carers, teachers and communities, educational quality and the future.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:D9NQ8MBH 2339240:DFHS5PI3 2339240:V7VSHKVT 2405685:J7AK3RMI 2405685:JV429XI7
Keywords: COVID-19; digital divide; education in emergencies. education systems; educational technology; ⛔ No DOI found

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

COVID-19’s Effect on Students: How School Counselors Rise to the Rescue - Pincus, Robert; Hannor-Walker, TeShaunda; Wright, Leonis S; Justice, Judith (NASSP Bulletin, 2020)
The COVID-19 global pandemic has brought about many changes to our society, which will have long-term effects for our youth and adolescents. Due to social isolation and adverse childhood experiences, there are concerns of suicidality, technology addiction, and school safety as schools attempt to transition to a state of normalcy in the months to come. This crisis will require coordinated efforts to assist students in not only getting back on track academically but also in helping students cope with the trauma they have and are continuing to experience. As a result, insights from school counselors can be used to obtain a better understanding of the social and emotional effects of COVID-19 by collaborating with administrators to emphasize using school counselors as a mental health provider in schools. The authors highlight school counselors’ mental health training and their role in combating this issue and provide practical applications that can employed to create a systemic approach for social and emotional prevention and intervention during and after the pandemic.
KerkoCite.ItemAlsoKnownAs: 10.1177/0192636520975866 2129771:477JIWFM 2486141:CIJISDGW

COVID-19 put 1.6 billion children out of school. Here's how to upgrade education post-pandemic - Karboul, Amel (World Economic Forum, 2020)
Outcomes-based education, where funding is dependent on results, could help ensure quality schooling for millions in a post-pandemic world where social budgets are constrained.
KerkoCite.ItemAlsoKnownAs: 2129771:7UAAWWMH 2486141:RSDYIQWI

COVID-19 Preprints and Their Publishing Rate: An Improved Method - Lachapelle, Francois (2020)
Context As the COVID-19 pandemic persists around the world, the scientific community continues to produce and circulate knowledge on the deadly disease at an unprecedented rate. During the early stage of the pandemic, preprints represented nearly 40% of all English-language COVID-19 scientific corpus (6, 000+ preprints | 16, 000+ articles). As of mid-August 2020, that proportion dropped to around 28% (13, 000+ preprints | 49, 000+ articles). Nevertheless, preprint servers remain a key engine in the efficient dissemination of scientific work on this infectious disease. But, giving the ‘uncertified’ nature of the scientific manuscripts curated on preprint repositories, their integration to the global ecosystem of scientific communication is not without creating serious tensions. This is especially the case for biomedical knowledge since the dissemination of bad science can have widespread societal consequences. Scope In this paper, I propose a robust method that allows the repeated monitoring and measuring of COVID-19 preprints’ publication rate. I also introduce a new API called Upload-or-Publish. It is a free micro-API service that enables a client to query a specific preprint manuscript’s publication status and associated meta-data using a unique ID. The beta-version is currently working and deployed. Data I use Covid-19 Open Research Dataset (CORD-19) to calculate COVID-19 preprint corpus’ conversion rate to peer-reviewed articles. CORD-19 dataset includes 10,454 preprints from arXiv, bioRxiv, and medRxiv. Methods I utilize conditional fuzzy logic to link preprints with their published counterparts. My approach is an important departure from previous studies that rely exclusively on bio/medRxiv API to ascertain preprints’ publication status. This is problematic since the level of false negatives in bio/medRxiv non-COVID-19 metadata could be as high as 37%. My analysis suggests bio/medRxiv API accurately captures about only 50% of its published preprints. My improved method clocked an F1-score of 0.96. Findings My analysis reveals that 19.6% (n=2048) of COVID-19 preprint manuscripts in the CORD-19 dataset uploaded on arXiv, bioRxiv, and medRxiv between January and early September 2020 were published in peer-reviewed venues. When compared to the most recent measure available, this represents a two-fold increase in a period of two months. My discussion review and theorize on the potential explanations for COVID-19 preprints’ overall low conversion rate.
Company: Cold Spring Harbor Laboratory Press Distributor: Cold Spring Harbor Laboratory Press Label: Cold Spring Harbor Laboratory Press Type: article

Covid-19 Practice in Primary Schools in Ireland Report: A Two-month Follow-up - Dempsey, Majella; Burke, Jolanta (2020)
This research report looks at leadership and wellbeing in Primary Schools two months after the COVID-19 school closures, in total 939 leaders completed the survey. It follows a previous report on practice in Primary Schools two weeks after school closures (Burke and Dempsey, 2020). It reports on the changes in communication, concerns and wellbeing from week two to month two after the COVID-19 school closure; the wellbeing of school leaders in the middle of the COVID-19 school closure; and, investigates the intricacies in wellbeing between teaching and administrative principals, given that their daily duties differ significantly. Quantitative data was analysed using SPSS, and qualitative data was analysed using MAXQDA. It found that principals are adapting to the impact of the pandemic, both professionally and personally, however there have been significant challenges noted. It was noted that social wellbeing is the biggest challenge for principals, however seven out of 10 principals have taken specific actions to address this challenge during the lockdown. Lack of time was an issue for those principals who have not taken positive action regarding their wellbeing, with some fulfilling multiple professional and personal roles. While there have been challenges associated with the adaptation and implementation of new online practices, and some schools lack technology, there has been a positive move to online learning.
Publisher: Maynooth University KerkoCite.ItemAlsoKnownAs: 2129771:ST8VWXJK

COVID-19: Pathways for the Return to Learning - UNHCR AEWG (UNHCR Accelerated Education Working Group, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:XKVURSAZ 2486141:MCCZW4RB

COVID‐19 pandemic and adolescent health and well‐being in sub‐Saharan Africa: Who cares? - Addae, Evelyn Aboagye (The International Journal of Health Planning and Management, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1002/hpm.3059 2129771:XS6DIH8J

COVID-19 Nonprofit Resources - April 10; email, 2020 jQuery ready{ jQuery on{ e preventDefault; return false; }); }); Share share on twitter share on facebook share on linkedin share on (Hewlett Foundation, 2020)
We are compiling resources that may be helpful to our nonprofit partners during this difficult time. Below are links to a selection of COVID-19 resources and curated sites. We will update this list as new information becomes available.

COVID-19 in Higher Education Literature Database (CHELD V1): An open access systematic literature review database with coding rules - Butler-Henderson, K.; Crawford, J.; Rudolph, J.; Lalani, K.; Sabu, K. M. (Journal of Applied Learning & Teaching, 2020)
The novel coronavirus (COVID-19) pandemic has affected every sectoracross every corner of the world. The higher education sector is notimmune from the pandemic and is facing significant learning and teachingchallenges. The existing literature databases on COVID-19 are focusedon the medical elements of the pandemic. This manuscript documentsthe method for the creation of the first version of the COVID-19 in HigherEducation Literature Database (CHELD). Our aspiration is to provide anopen access resource to support future learning and teaching scholars togain timely access to pre-examined literature on higher education duringCOVID-19. This first version documents 138 manuscripts published oronline-first between 1 January 2020 to 30 June 2020. Using a rigoroussystematic review method, engaging in the PRISMA approach, qualityassessment using the Mixed Method Appraisal Tool (MMAT) and QualityAssessment Tool for Theory and Literature (QATTL), we offer a first glanceat the metadata of articles published on COVID-19 in higher educationduring the first six months of 2020. By providing an open access database,we see the opportunities for future research as boundless.
Number: 2 Place: Singapore Publisher: Kaplan Singapore

COVID-19 employment stress and child vulnerability.pdf - Noble, K.; Hurley, P.; Macklin, S. (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:UKRZ8FUV

COVID-19 Educational Disruption and Response - UNESCO (UNESCO, 2020)
A record number of children and youth are not attending school because of closures mandated by governments in an attempt to slow the spread of COVID-19.
Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2129771:25NADW6X

COVID-19 Education Emergency Response Plan - Ministry of Basic and Senior Secondary Education (Sierra Leone) (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:TK93PBJQ 2405685:XV46GE39

COVID-19, Distance Learning and Educational Inequality in Rural Ethiopia. - Belay, Degwale Gebeyehu (Pedagogical Research, 2020)
Publisher: ERIC

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

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

COVID-19 Could Lead to Permanent Loss in Learning and Trillions of Dollars in Lost Earnings - World Bank (World Bank, 2020)
Library Catalog: www.worldbank.org KerkoCite.ItemAlsoKnownAs: 2129771:38IJ7HNN 2129771:6D2ZZ4U5 2129771:R78ADI92 2486141:DSHB2DPA

COVID-19: Are children able to continue learning during school closures? - UNICEF (UNICEF DATA, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:4YRYKF4R
Keywords: Final_citation; cited; existing

COVID-19: Are children able to continue learning during school closures? - United Nations Children’s Fund (UNICEF, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:4T95SH93 2129771:FLAZXEY2 2339240:62VCB6J3

COVID-19 and the Learning Crisis in Latin America and the Caribbean: How Can We Prevent a Tragedy? - Saavedra, Jaime; Di Gropello, Emanuela (2021)
zotzenLib.CopiedFrom: 2486141:ACM6UHC5 KerkoCite.ItemAlsoKnownAs: 2129771:RHAASP59 2486141:ACM6UHC5

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

COVID-19 and the Digital Transformation of Education: What We Are Learning in South Africa - Mhlanga, David; Moloi, Tankiso (2020)
The study sought to gauge the impact of COVID-19 pandemic in unleashing digital transformation in the education sector in South Africa. In order to gauge the impact, the study tracked the rate at which the 4IR tools were used by various institutions during the COVID-19 lockdown. Data were obtained from secondary sources, mainly newspaper articles, magazines and peer-reviewed journals. 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 learning (online learning). These observations point to the fact 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, there is an opportunity to assess successes and failures of deployed technologies, costs associated with them, and scaling these technologies to improve access.
Publisher: Preprints KerkoCite.ItemAlsoKnownAs: 10.20944/preprints202004.0195.v1 2129771:XL2TPA77
Keywords: __C:filed:1

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

COVID-19 and Technology Enhanced Teaching in Higher Education in sub-Saharan Africa: A Case of the University of Dar es Salaam, Tanzania - Mtebe, Joel S.; Fulgence, Katherine; Gallagher, Michael (Journal of Learning for Development, 2021)
This article aims to share an experience on the process taken by the University of Dar es Salaam to adopt and deliver technology-enhanced teaching and learning during the COVID-19 crisis. The university started by forming a team which conducted an audit to identify existing ICT infrastructure, skills gaps amongst instructors, and information systems that could be quickly adopted to deliver various courses during the COVID-19 crisis. The Moodle system, Zoom video conferencing system, and Postgraduate Information Management System were identified and recommended. After the audit, 340 instructors were trained on identified systems and 369 new courses were developed. Although face-to-face classes resumed a few months after the training and preparations, postgraduate courses continued to be offered via the blended mode with the Zoom and Moodle systems being used. The experience gathered from this study contributes towards knowledge of ICT integration in teaching and learning and can be integrated into teaching during the COVID-19 crisis in resource-constrained universities in sub-Saharan Africa and beyond.
Number: 2 KerkoCite.ItemAlsoKnownAs: 2129771:6LN9VHQ4
Keywords: CoVID-19 Pandemic; _genre:PR-primary_research; online learning; technology enhnaced teaching and learning; ⛔ No DOI found

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

COVID-19 and Social Mobility Impact Brief #1: School Shutdown - Cullinane, Carl; Montacute, Rebecca (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:454LJRVE 2129771:HL6JLXRF
Keywords: __C:filed:1; ⛔ No DOI found

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

COVID-19 and education: restructuring after the pandemic - Bellini, Maria Irene; Pengel, Liset; Potena, Luciano; Segantini, Luca; Group, ESOT COVID-19 Working (Transplant International, 2021)
COVID-19 challenges to keep a valuable educational offer with lockdown measures and social distancing are reviewed. Scientific Societies had to think of new alternatives to maintain meetings with conversion to a virtual format and development of online resources, rapidly available and broadly accessible. Other in person activities as face-to-face clinics have been substituted by telemedicine; the same happened with surgical training in theatre, given the suspension of most of the operations. Finally, the need to share and communicate in a continuous evolving scenario, has impacted negatively the integrity of peer review process, not following the normal procedures to ensure scientific integrity and reproducibility in the earliest phases of the pandemic.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/tri.13788 KerkoCite.ItemAlsoKnownAs: 10.1111/tri.13788 2129771:9PEEZPV5 2129771:XYU7E8M5
Keywords: COVID-19; _genre:LR-literature_review; education; pandemic; telemedicine; webinar

Covid-19 and disadvantage gaps in England 2021 - Tuckett, Sam; Hunt, Emily; Robinson, David; Cruikshanks, Robbie (2022)
The Education Policy Institute has published a major report, funded by the Nuffield Foundation, examining disadvantage gaps in England during 2021. The “disadvantage gap” – the gap in grades between disadvantaged students and their peers – is a leading measure…Read more Covid-19 and disadvantage gaps in England 2021 ›
KerkoCite.ItemAlsoKnownAs: 2129771:A9CQ3PEA 2486141:ZFAGRPL6
Keywords: _Not used in LR

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

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

COVIBOOK - Molina Cruz, Manuela (n.p., 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:J7PVQ4TP 2486141:YFHMQ797

Coverage of highly-cited documents in Google Scholar, Web of Science, and Scopus: a multidisciplinary comparison - Martín-Martín, Alberto; Orduna-Malea, Enrique; López-Cózar, Emilio Delgado (Scientometrics, 2018)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s11192-018-2820-9 2129771:3HEMK5TM