Arabic version of Design Thinking for Educators - Khalayleh, Abdullah (2020)
Library Catalog: opendeved.net KerkoCite.ItemAlsoKnownAs: 2129771:72GNTUED
Keywords: _r:ImportedToMyEducationEvidence

EdTech in Jordan: A Rapid Scan - Khalayleh, A.; Taddese, A. (EdTech Hub, 2020)
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries, in this case, in Jordan. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert.
EdTechHub.Source: 2405685:XCMYPX8N KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3911128 10.5281/zenodo.3911128 2129771:2T8DG8CP 2129771:8L3DWY74 2339240:DN2PWAGF 2405685:NB8YWJYP 2405685:XCMYPX8N 2339240:C6U7EP9U
Keywords: C:Jordan; _C:Jordan JOR; _C:Nepal NPL; _C:State of Palestine PSE; _C:Syrian Arab Republic SYR; _C:United States USA; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence; _zenodoETH; docs.opendeved.net; dode_eth-src-eth; dode_eth-trf2-dode

Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures [blog post] - Kerwin, Jason; Thornton, Rebecca (Jason Kerwin, 2020)
Library Catalog: jasonkerwin.com Section: Uncategorized KerkoCite.ItemAlsoKnownAs: 2405685:KZR3PLWL 2447227:9NJPZT93
Keywords: C:Uganda; NULP; interesting

Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures - Kerwin, Jason T.; Thornton, Rebecca L. (The Review of Economics and Statistics, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1162/rest_a_00911 4804264:36ZP5QTD 4804264:7CYCDLGN
Keywords: Final_citation

Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures - Kerwin, Jason T.; Thornton, Rebecca L. (The Review of Economics and Statistics, 2020)
This paper demonstrates the acute sensitivity of education program effectiveness to the choices of inputs and outcome measures, using a randomized evaluation of a mother-tongue literacy program. The program raises reading scores by 0.64SDs and writing scores by 0.45SDs. A reduced-cost version instead yields statistically-insignificant reading gains and some large negative effects (-0.33SDs) on advanced writing. We combine a conceptual model of education production with detailed classroom observations to examine the mechanisms driving the results; we show they could be driven by the program initially lowering productivity before raising it, and potentially by missing complementary inputs in the reduced-cost version.
Publisher: MIT Press shortDOI: 10/gg7spz KerkoCite.ItemAlsoKnownAs: 10.1162/rest_a_00911 10/gg7spz 2339240:VK3937E2 2405685:9UT2Q56S 2405685:EXQV8YBV 2447227:VDYKWJTR
Keywords: NULP; interesting

Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures - Kerwin, Jason T.; Thornton, Rebecca L. (The Review of Economics and Statistics, 2021)
This paper demonstrates the acute sensitivity of education program effectiveness to the choices of inputs and outcome measures, using a randomized evaluation of a mother-tongue literacy program. The program raises reading scores by 0.64 SD and writing scores by 0.45 SD. A reduced-cost version instead yields statistically insignificant reading gains and some large negative effects (−0.33 SDs) on advanced writing. We combine a conceptual model of education production with detailed classroom observations to examine the mechanisms driving the results; we show they could be driven by the program initially lowering productivity before raising it, and potentially by missing complementary inputs in the reduced-cost version.
KerkoCite.ItemAlsoKnownAs: 10.1162/rest_a_00911 2129771:5U6D5BPP 2486141:PAUNZ7M8

Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures - Kerwin, Author Jason (Jason Kerwin, 2020)
I’m very happy to announce that my paper with Rebecca Thornton, “Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures”, has been accepted by the Review of Economics and Statistics. An un-gated copy of the final pre-print is available here. Here’s the abstract of the paper: This paper demonstrates … Continue reading "Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures"
Section: Uncategorized KerkoCite.ItemAlsoKnownAs: 2129771:IJC7NAMS 4869029:CWEVCHVR

Mixed-methods approaches to learning strategies and self-regulation in Physical Education: a literature review - Kermarrec, Gilles; Regaieg, Ghada; Clayton, Rebecca (Physical Education and Sport Pedagogy, 2022)
Introduction Students’ learning strategies and self-regulation processes are considered highly important in academic and Physical Education contexts. Educational researchers have called for mixed-method designs to investigate how students learn and not only what they learn. The aim of this literature review was to analyze the use of mixed-method designs in self-regulated learning research in a physical education setting.Methods The following databases were searched for relevant articles: ERIC, Persee, PsycInfo and Scopus. No date range was specified and keywords for the search included learning strategies, self-regulated learning, Physical Education, mixed-method, qualitative and quantitative analysis. Thirteen articles were selected and classified according to their theoretical framework. The last stage of selection extended the literature review in each theoretical framework.Results The results show that mixed-method design is relevant when researchers need findings on how students learn, and not only on what they learn. The use of mixed methods is well suited to the Information Processing, Self-Regulated Learning and Student Approaches of Learning theoretical traditions.
Publisher: Routledge _eprint: https://doi.org/10.1080/17408989.2021.1999916
Keywords: Learning strategies; mixed-methods; physical education; qualitative and quantitative analysis; self-regulated learning

Professional Development on Digital Literacy and Transformative Teaching in a Low‐Income Country: A Case Study of Rural Kenya - Kerkhoff, Shea; Makubuya, Timothy (2021)
KerkoCite.ItemAlsoKnownAs: 10.1002/rrq.392 2129771:GCRUZUI9 5242966:CD6M3687

5 Challenges of Digital Transformation in the Public Sector - Kelly, Piers (GovNet, 2023)
Discover the hurdles of digital transformation in the public sector: legacy systems, budget constraints, data security, and change resistance.
KerkoCite.ItemAlsoKnownAs: 4804264:CI4SXX2D 4804264:NR3BSQYC
Keywords: Final_citation; anystyle; existing; ⛔ No DOI found

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

Monitoring Distance Education: A Brief to Support Decision-Making in Bangladesh and Other Low- and Lower-Middle Income Countries - Kaye, Tom; Groeneveld, Caspar; Bashir, Amreen (Zenodo, 2020)
On 17 March 2020, Bangladeshi schools were closed to restrict the spread of Covid-19. Overnight, an education system supporting more than 36 million learners pivoted to distance learning (⇡World Bank, no date). The government worked in close collaboration with other stakeholders to deploy print, radio, TV, mobile, and online resources to provide educational continuity. The UK FCDO Bangladesh team requested a topic brief from the EdTech Hub to provide guidance on monitoring distance education in Bangladesh. Specifically, the Hub was requested to provide recommendations, based on lessons learned internationally, on how the government could put in place systems to improve the monitoring of distance learning to support strategic decision-making. The EdTech Hub team conducted a desk review to understand how to best monitor distance education in Bangladesh. Phase one was a rapid review of Bangladesh’s education system. Phase two examined global literature and case studies to identify strategies used to monitor distance education. The review traversed South Asia and other low-income countries globally. This brief focuses solely on monitoring distance learning. It does not attempt to explore modalities for distance education or look at the impact of school closures.
zotzenLib.CopiedFrom: 2486141:ZYQNAMC6 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4140104 2129771:CTZNTV64 2339240:3TNWACL9 2405685:HRT8E6US
Keywords: ___duplicate_item

Monitoring Distance Education: A Brief to Support Decision-Making in Bangladesh and Other Low- and Lower-Middle Income Countries - Kaye, Tom; Groeneveld, Caspar; Bashir, Amreen (2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4140104 10.5281/zenodo.4140104; 2129771:MSFWXSWR 2339240:2K6FG2CF 2405685:DAFBBJ3F 2405685:HRT8E6US 2405685:XUVA9827
Keywords: ___duplicate_item; dode_eth-src-dode; dode_eth-trf2-dode

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

Educational Technology to Improve Capacity – Integrating Adaptive Education Programmes in Public School in Kenya - Kaye, Tom (Trust, Accountability and Capacity in Education System Reform, 2020)

MOOCs for Professional Development of Teachers through E-Learning System: The Indian Scenario - Kayal, Soumen; Kayal, Baisakhi Das (SRELS Journal of Information Management, 2020)
KerkoCite.ItemAlsoKnownAs: 10.17821/srels/2020/v57i2/151966 2129771:3DTBRMRT
Keywords: _C:France FRA; _C:India IND; _C:Kenya KEN; _C:South Africa ZAF; _C:Spain ESP; _C:United States USA; __C:filed:1; __C:scheme:1

Sierra Leone Education Attendance Monitoring System (SLEAMS) Pilot Phase: Inception Report - Kawa, Muniru; Graham, Hannah; Lee, Philip; Murray, Tobias; Malyon, Stephanie (Charlie Goldsmiths Associates, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:YER5RF7X 2339240:EPHMUJLL 2405685:F8XG7GDF
Keywords: _C:Sierra Leone SLE

Qualitative exploration of digital chatbot use in medical education: A pilot study - Kaur, Anjuli; Singh, Sid; Chandan, Joht S.; Robbins, Tim; Patel, Vinod (Digital Health, 2021)
Publisher: SAGE Publications Sage UK: London, England KerkoCite.ItemAlsoKnownAs: 2129771:938ZKFNM 2129771:KY594F3S 2129771:RDW97XGF
Keywords: Artificial intelligence; digital health; education; lifestyle; machine learning; technology

Kaufman's Clinical Neurology for Psychiatrists - E-Book - Kaufman, David Myland; Geyer, Howard L.; Milstein, Mark J.; Rosengard, Jillian (Elsevier Health Sciences, 2022)
The only reference to focus on the must-know aspects of neurology for psychiatrists, Kaufman's Clinical Neurology for Psychiatrists, 9th Edition, brings you up to date with the knowledge you need to excel on the American Board of Psychiatry and Neurology and other examinations. It fully covers the exam topics you’ll encounter, along with new content, high-quality illustrations, and multiple-choice questions. In addition, this book prepares you for clinical work in the 21st century. Discusses timely, clinically-relevant topics such as chronic and acute traumatic brain injury, Alzheimer’s disease, correctible causes of dementia, violence, neurologic illnesses that present with symptoms of autism, illicit drug use, stroke, migraine, Parkinson’s disease, tardive dyskinesia current treatments, and more. Includes nearly 2,000 multiple-choice questions both in print and online—all written to help you succeed on the ABPN certifying exam. Features new content, new and improved clinical illustrations: life-like patient sketches, anatomy line drawings, CTs, MRIs, and EEGs. Explains each condition's neurologic and psychiatric features, easily performed office and bedside examinations, appropriate tests, differential diagnosis, and management options. Correlates neurologic illnesses with the DSM-5.
Google-Books-ID: 0jxZEAAAQBAJ KerkoCite.ItemAlsoKnownAs: 4804264:RJ3U4KK8
Keywords: Final_citation; Medical / Neurology; Medical / Psychiatry / General

A Chatbot for Changing Lifestyle in Education - Kasthuri, E.; Balaji, S. (2021 Third International Conference on Intelligent Communication Technologies and Virtual Mobile Networks (ICICV), 2021)

Reconsidering Access: Using Specific Impact Ranking Metrics to Manage Access in Conventional and Open Higher Education - Kassim, Halima-Sa'adia; Rampersad, David (Journal of Learning for Development, 2022)
This paper considers the widening access and participation agenda, its implications for higher education institutions (HEIs) and contends that it must be underpinned by strategic measurement and monitoring. Access is viewed through of the following lenses: (i) supporting participation, and (ii) facilitating equity. Using mixed methods, the paper draws on data from The University of the West Indies (UWI) and provides examples from key plans and initiatives over 20 years to showcase how the UWI has increased access. Concurrently, the need for more nuanced and complex datasets to assess the extent of equity is highlighted with metrics drawn from the Times Higher Education University Impact Ranking. The authors argue that the strategic use and management of data can promote public accountability associated with access and boost institutional reputation. However, universities will have to be innovative and accelerate measures to survive/thrive in the post-pandemic environment by identifying their institutional scope and “system of interest” in widening access.
Number: 1 KerkoCite.ItemAlsoKnownAs: 2129771:ZVMJ4ZA4
Keywords: Access and participation; Caribbean; Equity; Measurement and monitoring; The University of the West Indies; _genre:PR-primary_research; ⛔ No DOI found

Ascertaining impacts of capacity building in open educational practices - Karunanayaka, Shironica P.; Naidu, Som (Distance Education, 2020)
Interest in the adoption of open educational practices (OEP) is growing, and the strongest arguments in its favor are that the adoption of such practices has the best chances of making education affordable and accessible to all. However, engagement with such practices requires the adoption of a fundamentally different set of beliefs and value systems about the role of education and educational resources in the development of societies. The development of these beliefs and values are achievable through a combination of strategies. These include appropriate policies, as well as capacity building through sustained engagement in carefully designed learning experiences, which involves people reflecting on authentic problems and situations around the adoption of OEP. The impacts of such capacity building are difficult to ascertain because they are an outcome of a combination of factors involving the practitioners themselves, their educational context, as well as their views about intellectual property, its ownership, and role in educational development. This article discusses our approach to shifting the mindsets of practitioners around OEP and ascertaining its impacts on them.
Publisher: Routledge _eprint: https://doi.org/10.1080/01587919.2020.1757406
Keywords: MOOC design; capacity building; impacts; open educational practices; shifting perceptions and perspectives

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

Time to Teach: Teacher attendance and time on task in Eastern and Southern Africa - Karamperidou, Despina; Brossard, Mathieu; Peirolo, Silvia; Richardson, Dominic (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:2X5YIVVB 4556019:46I4AY4L

Impact of lockdown on learning status of undergraduate and postgraduate students during COVID-19 pandemic in West Bengal, India - Kapasia, Nanigopal; Paul, Pintu; Roy, Avijit; Saha, Jay; Zaveri, Ankita; Mallick, Rahul; Barman, Bikash; Das, Prabir; Chouhan, Pradip (Children and Youth Services Review, 2020)
To assess the impact of lockdown amidst COVID-19 on undergraduate and postgraduate learners of various colleges and universities of West Bengal. An online survey was conducted from 1 May to 8 May 2020 to collect the information. A structural questionnaire link using ‘Google form’ was sent to students’ through WhatsApp and E-mail. A total of 232 students provided complete information regarding the survey. The simple percentage distribution was used to assess the learning status of the study participants. During the lockdown period, around 70% of learners were involved in e-learning. Most of the learners were used android mobile for attending e-learning. Students have been facing various problems related to depression anxiety, poor internet connectivity, and unfavorable study environment at home. Students from remote areas and marginalized sections mainly face enormous challenges for the study during this pandemic. This study suggests targeted interventions to create a positive space for study among students from the vulnerable section of society. Strategies are urgently needed to build a resilient education system in the state that will ensure to develop the skill for employability and the productivity of the young minds.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.childyouth.2020.105194 2129771:ZQEYBT8E 2405685:Q7MA9TN9
Keywords: COVID-19; E-learning; Lockdown; Undergraduate and postgraduate learners; West Bengal; _COVID_DEAA-List; __C:filed:1

The Impact of Covid-19 on International Higher Education: New Models for the New Normal - Kanwar, Asha; Carr, Alexis (Journal of Learning for Development, 2020)
COVID-19 has had a major impact on international higher education with border closures, cancelled flights, and a shift to online teaching and learning. As a result, many international students have decided to either abandon or defer their plans to study abroad. If students stay in their home countries, many institutions that rely heavily on foreign students’ fees will suffer, with potential impacts on national economies. Beyond the economic implications, it is also important to consider the personal impact of COVID-19 on international students, who may face delays or obstacles to program completion, employment and/or immigration. Though there are certainly risks and losses in the short term, the demand for international education, and the benefits it offers, are expected to grow. This presents an opportunity for higher education institutions (HEIs) and governments, not just to lessen the impact of COVID-19 on their current business models, but to explore new models and opportunities. HEIs and governments must look at redefining international higher education for the new normal, which will entail a shift in policies and programmes. This paper outlines the implications of the COVID-19 crisis for international higher education and presents potential opportunities for governments and higher education institutions to refresh and redefine their approaches for the new normal.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:K8A9ZZE5
Keywords: Higher Education and Covid-19; International Higher Education; Internationalisation; ⛔ No DOI found

Transformation of Education Policy and Governance in the Digital Era - Kamp-Hartong, S.; Piattoeva, N.; Saari, A.; Savage, G. (2022)
KerkoCite.ItemAlsoKnownAs: 4804264:I6G6EY4M
Keywords: Final_citation; anystyle; existing

Challenges of Teachers on Teaching Practice: A Case Study of Students of Freetown Teachers’ College in Sierra Leone - Kamara, Alhaji Bakar (Asian Journal of Interdisciplinary Research, 2020)
As the Ministry of Education, Science and Technology focuses on the agenda for free and quality education in all stages of teaching and learning in Sierra Leone, It is obvious that Teachers are at the center of all school activities. To ease the challenges of teachers in teaching, it is important to search for the problems of teachers on teaching practices. This study was conducted to find out some of the challenges that teachers on teaching practice experience in schools in Sierra Leone. The result will help to shed light on the aspect of the training exercise that needs to be improved to increase quality in schools. The study investigated the main challenges that teachers on teaching practice from Freetown Teachers College encounter in Social Studies and Business. Even though teaching practice teachers do their best to enrich students with their wealth of experiences, yet still, they got their obstacles that hinder their ability for effective teaching. The study employs qualitative procedures with a case study design where the main actor’s informant interview, observation focus group discussion and documentary review as the main methods of data collection. The respondents covered, 10 teaching practice teachers, 10 heads of schools, 9 college lecturers and 1 teaching practice coordinator of Freetown Teachers Polytechnic. The result revealed some problems in posting of student for teaching practice to various schools, payment of salaries to teaching practice teachers, school support, teaching methods, classroom environment, and language proficiency.
KerkoCite.ItemAlsoKnownAs: 10.34256/ajir2012 2129771:458LFMMX 2486141:SXTZ66DT
Keywords: Training College

View of Challenges of Teachers on Teaching Practice: A Case Study of Students of Freetown Teachers’ College in Sierra Leone | Asian Journal of Interdisciplinary Research - Kamara, Alhaji Bakar (Asian Journal of Interdisciplinary Research, 2020)
KerkoCite.ItemAlsoKnownAs: 10.34256/ajir2012 2129771:2SLNN2ZL 2129771:AZF8GDA2 2486141:ESCK26NT 2601447:3XAPE3JH 4556019:QFWKFLQK
Keywords: _C:Sierra Leone SLE

Gamification in Science Education. A Systematic Review of the Literature - Kalogiannakis, Michail; Papadakis, Stamatios; Zourmpakis, Alkinoos-Ioannis (Education Sciences, 2021)
The implementation of gamification in education has attracted many researchers to increase engagement and achieve learning more effectively. Implementing technology in science curricula has seen a massive influx over the past years to stop the decline in students’ motivation towards science learning and promote scientific thinking. This study’s objective is to present the empirical findings of the state-of-the-art literature on the use of gamification in science education. Therefore, we performed a systematic literature review of 24 empirical research papers published in various electronic databases and the web search engine for scholarly literature and academic resources, Google Scholar, between 2012 and 2020. This review reveals the latest emerging trends of gamification in science education while revealing the literature gap, challenges, impediments, and extending the possibilities for future research directions. It examines the conflicting findings of other studies and provides a framework and insight for future researchers regarding content areas, educational levels, theoretical models, outcomes, methodologies, game elements, and assessment tools.
Number: 1 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/educsci11010022 2129771:Z34JUTII
Keywords: _genre:LR-literature_review; engagement; gamification; motivation; science education; systematic literature review

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

Country-level research review: Sierra Leone - Kallon Kelly, Christiana; Koomar, Saalim; Kreimeia, Adam; McBurnie, Chris; Mitchell, Joel; Myers, Christina (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:8L3PE7WJ
Keywords: _C:Sierra Leone SLE

Country-level research review: Sierra Leone - Kallon Kelly, Christiana; Koomar, Saalim; Kreimeia, Adam; McBurnie, Chris; Mitchell, Joel; Myers, Christina (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:5BLVEY7N 2339240:746WTJF3 2405685:HNVAP5QB
Keywords: _C:Sierra Leone SLE; dode_eth-src-eth

Social annotation enabling collaboration for open learning - Kalir, Jeremiah H. (Distance Education, 2020)
Collaboration is a conceptually ambiguous aspect of open education. Given inconsistent discussion about collaboration in the open education literature, this article suggests collaboration be defined and studied as a distinct open educational practice. A theoretical stance from the discipline of computer-supported collaborative learning helps conceptualize collaboration as processes of intersubjective meaning-making. Social annotation is then presented as a genre of learning technology that can productively enable group collaboration and shared meaning-making. After introducing an open learning project utilizing social annotation for group dialogue, analysis of interview and annotation data details how social annotation enabled three group-level epistemic expressions delineating collaboration as intersubjective meaning-making and as an open educational practice. A summative discussion considers how the social life of documents encourages collaboration, why attention to epistemic expression is a productive means of articulating open learning, and how to extend the study of collaboration as an open educational practice.
Publisher: Routledge _eprint: https://doi.org/10.1080/01587919.2020.1757413
Keywords: annotation; collaboration; computer-supported collaborative learning; open educational practices (OEP); social design experiment

Learning Software Development through Modeling using an Object Oriented Approach with Unified Modeling Language: A Case of an Online Interview System - Kalinga, Ellen Ambakisye (Journal of Learning for Development, 2021)
This paper demonstrates the learning of software engineering through modeling using Object-Oriented Analysis and Design approach with Unified Modeling Language. An online interview management system case project to the whole class was used to develop the software requirement specification. Through modelling, the processes to be considered in software development were also elaborated, where it starts with the identification of major or basic processes of the domain of application, followed by the identification of activities to be performed under each basic process and, finally, transforming the activities highlighted in the functional requirements presentation. Modeling was practised by students through group case projects, and students were active, engaging and focusing on the learning process in such a way that more than 85.9% of students had the courage to attempt design questions during university examinations.
Number: 1
Keywords: Object-Oriented Analysis and Design; Unified Modeling Language; learning through modeling; model-driven approach; software development process.; software engineering; ⛔ No DOI found

Scaling Smallholder Farmer Empowerment: Lessons from the Lifelong Learning Program in Uganda - Kalibwani, Rebecca; Kakuru, Medard; Carr, Alexis; Tenywa, Moses (Journal of Learning for Development, 2021)
An evaluation study of the Lifelong Learning for Farmers (L3F) program was undertaken in two sites; in the central and northern regions of Uganda. Propensity Score Matching (PSM) was used to measure the impact of the program on crop and household income, as well as the empowerment levels of its participants. The two sites had differences not only in geographical location but in historical background and implementation of the program, which may have influenced the livelihood outcomes. Despite these differences, the results of the study confirm the potential of the L3F approach to raise participants’ crop and household income relative to non-L3F counterparts, significantly so for women participants. There is also sufficient evidence to confirm that L3F positively contributes to farmer empowerment, and, subsequently, their livelihood. The paper draws lessons for scaling the empowerment process using the lifelong learning for farmers’ model in Uganda.
Number: 2 KerkoCite.ItemAlsoKnownAs: 2129771:57S95N2P
Keywords: Empowerment; Lifelong learning for farmers; Propensity Score Matching; Uganda; _genre:PR-primary_research; ⛔ No DOI found

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

How much learning may be lost in the long-run from COVID-19 and how can mitigation strategies help? - Kaffenberger, Michelle (Brookings, 2020)
Library Catalog: www.brookings.edu KerkoCite.ItemAlsoKnownAs: 2129771:68DMTZRP

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

Gender & Climate Change: Local Perspectives on Education Indicators in Malawi, Technical meeting on gender, education and indicators: complex conditions and crises, 23-24 June 2021, hosted by Accountability for Gender Equality in Education (AGEE - Kadzamira, Esme (Centre for Education and International Development, Institute of Education, University College London (UCL, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:R6AK5CN5 4752638:KVHKH7SC 4752638:M4LIHFV3
Keywords: _C:Malawi MWI; ⛔ No DOI found

What Happened to Student Participation After Two Rounds of School Closures in Malawi—And How Have Schools Responded - Kadzamira, E.; Mazalale, J.; Meke, E.; Mwale, I. V.; Rossiter, J.; Moscoviz, L. (Center for Global Development, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:BDYMV654 4752638:DKX9ECT5
Keywords: _C:Malawi MWI; ⛔ No DOI found

Barriers to the Quality of Emergency Online Pedagogies in Higher Education during the COVID-19 Pandemic: A Case Study from the University of Namibia: - Kadhila, Ngepathimo; Nyambe, John (Journal of Learning for Development, 2021)
Using the TIPEC framework, this study undertook a critical literature analysis, and student survey to explore challenges experienced by higher education institutions during emergency online pedagogies because of disruptions from the COVID-19 outbreak. The study revealed that most higher education institutions are still grappling with getting technicalities in place such as reliable network connectivity, IT capacity, clear navigation to learning content, timetabling, and session scheduling, and reliable hardware and software required to access online learning platforms to keep teaching and learning afloat. However, little attention is placed on the provision of quality online learning. Therefore, there is a need to move towards enabling epistemological access through the use of online tools in a pedagogically sound and inclusive manner to enable students to develop critical thinking skills. The current quality assurance practices also need to transform to effectively respond to the learning needs of the new normal. Students also need to be equipped with skills that will empower them to effectively use the online system.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:6G97D7PE
Keywords: Africa; COVID-19; Namibia; _genre:PR-primary_research; higher education institutions; online pedagogies; quality assurance; ⛔ No DOI found

Utilizing Open Education Resources to Enhance Students’ Learning Outcomes during the COVID-19 Schools Lockdown: A Case of Kolibri by Selected Government Schools in Uganda - Kabugo, David (Journal of Learning for Development, 2020)
A preview of the international dashboard of trends in education suggests that Open Education Resources (OERs) have and will continue to impact the provision of education during institutional closure owing to the global Covid-19 pandemic. However, the toughest question that is often presented to OERs promoters regards the efficiency (sustainability) and the pedagogical effectiveness of OERs: If education resource users are not cognizant and do not pay for the production, distribution, and utilization of the required resources, then, how can the production, distribution, and utilization of such resources be efficiently and effectively used? Basing on usage-logs and interview data that were collected from 25 teachers in 10 Government-Aided Secondary Schools in Uganda, this report presents a Discourse Analysis of teachers’ use of OERs on Kolibri and draws on such insights gained to propose a potentially transformative model for efficient and effective utilization of OERs to enhance students’ learning outcomes during COVID-19 schools lockdown.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:WFAEAVB7
Keywords: COVID-19; Kolibri; Learning Outcomes; Utilizing Open Education Resources; ⛔ No DOI found

Utilizing Open Education Resources to Enhance Students' Learning Outcomes during the COVID-19 Schools Lockdown: A Case of Using Kolibri by Selected Government Schools in Uganda - Kabugo, David (Journal of Learning for Development, 2020)
A preview of the international dashboard of trends in education suggests that Open Education Resources (OER) have and will continue to impact the provision of education during institutional closure owing to the global COVID-19 pandemic. However, the toughest question that is often presented to OER promoters regards the pedagogical effectiveness of OER: If education resource users are not cognizant and do not pay for the production, distribution and utilization of the required resources, then, how can the production, distribution and utilization of such resources be effectively used? Basing on data obtained from the system (Kolibri) usage-logs and e-interviews (online conversational interviews) on Zoom which were conducted with twenty five (25) purposively selected teachers, and one hundred (100) students invited from 10 Government-Aided Secondary Schools in Uganda, this study presents a Discourse Analysis (DA) of teachers' use of OER on Kolibri and draws on such insights gained to propose a potentially transformative model for efficient and effective utilization of OER to enhance students' learning outcomes during the COVID-19 schools lockdown.
Publisher: Commonwealth of Learning ERIC Number: EJ1280825 KerkoCite.ItemAlsoKnownAs: 10.56059/jl4d.v7i3.465 4804264:EGD5LGRE 4804264:LPAW7QQH
Keywords: Access to Education; COVID-19; Developing Nations; Educational Technology; Final_citation; Foreign Countries; Instructional Effectiveness; Learning Analytics; Open Educational Resources; Outcomes of Education; Pandemics; Public Schools; STEM Education; School Closing; Secondary School Students; Secondary School Teachers; Student Attitudes; Teacher Attitudes; Videoconferencing; cited; existing

Aligning artificial intelligence with climate change mitigation - Kaack, Lynn H.; Donti, Priya L.; Strubell, Emma; Kamiya, George; Creutzig, Felix; Rolnick, David (Nature Climate Change, 2022)
Publisher: Nature Publishing Group UK London

Book Review: Dede & Richards, Eds., The 60-Year Curriculum: New Models for Lifelong Learning in the Digital Economy - Jr, Don Olcott (Journal of Learning for Development, 2022)
Number: 1
Keywords: digital economy; lifelong learning; ⛔ No DOI found

Overview of emerging country-level response to providing educational continuity under COVID-19: What’s working? What isn’t? - Joynes, Chris; Gibbs, Emma; Sims, Kate (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:VEARRJJL 2405685:IPAT355N 2405685:SDTIZDHS 2339240:XRVLW2AX
Keywords: COV:COVID and reopening of schools; LP: English; _DOILIVE; _EdTechHub_Output; _cover:other:ok; _zenodoETH; ⛔ No DOI found

Reports from the Field: Primary School in Brazil Using Finnish Innovation Pedagogy to Create Meaningful Online Education During the COVID-19 Pandemic - Joshi, Marjo; Scheinin, Minna; Miranda, Luis; Piispa, Juliana (Journal of Learning for Development, 2020)
ISO Colegío in Paraiba, Brazil, implemented Finnish innovation pedagogy from Turku University of Applied Sciences (TUAS) as a pedagogical strategy in their new primary school in early 2020. The implementation started in class teaching but due to the pandemic, it was transferred online, still using the new pedagogical approaches. Experiences by teachers and pupils have so far been mostly positive. Management has been satisfied with the overall success and plan to continue with innovation pedagogy as a strategy.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:KWYIB7TT
Keywords: Brazil; Finland; online learning; pedagogy; ⛔ No DOI found

Messaging Apps, SMS, and Social Media: A Rapid Evidence Review - Jordan, Katy; Mitchell, Joel (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:XT7Q5NUB
Keywords: Final_citation; cited; existing

Education during the COVID-19: crisis Opportunities and constraints of using EdTech in low-income countries - Jordan, Katy; David, Raluca; Phillips, Toby; Pellini, Arnaldo (Revista de Educación a Distancia (RED), 2021)
KerkoCite.ItemAlsoKnownAs: 10.6018/red.453621 4804264:L7A85VTN
Keywords: Final_citation

Education during the COVID-19 crisis Opportunities and constraints of using EdTech in low-income countries - Jordan, Katy; David, Raluca; Phillips, Toby; Pellini, Arnaldo (Revista de Educación a Distancia (RED), 2021)
Dates: 13-11-2020 — Actualizado el 09-01-2021 KerkoCite.ItemAlsoKnownAs: 10.6018/red.453621 2405685:IVHRNTQ7 2405685:L7Y5JD68
Keywords: _EdTechHub_Output

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

Open peer-review platform for COVID-19 preprints - Johansson, Michael A.; Saderi, Daniela (Nature, 2020)
Illustration of paper under a magnifying glass
ADS Bibcode: 2020Natur.579...29J KerkoCite.ItemAlsoKnownAs: 10.1038/d41586-020-00613-4 2129771:7WKAK569
Keywords: _genre:PR-primary_research

Tools for mapping multi-scale settlement patterns of building footprints: An introduction to the R package foot - Jochem, Warren C.; Tatem, Andrew J. (PLOS ONE, 2021)
Spatial datasets of building footprint polygons are becoming more widely available and accessible for many areas in the world. These datasets are important inputs for a range of different analyses, such as understanding the development of cities, identifying areas at risk of disasters, and mapping the distribution of populations. The growth of high spatial resolution imagery and computing power is enabling automated procedures to extract and map building footprints for whole countries. These advances are enabling coverage of building footprint datasets for low and middle income countries which might lack other data on urban land uses. While spatially detailed, many building footprints lack information on structure type, local zoning, or land use, limiting their application. However, morphology metrics can be used to describe characteristics of size, shape, spacing, orientation and patterns of the structures and extract additional information which can be correlated with different structure and settlement types or neighbourhoods. We introduce the foot package, a new set of open-source tools in a flexible R package for calculating morphology metrics for building footprints and summarising them in different spatial scales and spatial representations. In particular our tools can create gridded (or raster) representations of morphology summary metrics which have not been widely supported previously. We demonstrate the tools by creating gridded morphology metrics from all building footprints in England, Scotland and Wales, and then use those layers in an unsupervised cluster analysis to derive a pattern-based settlement typology. We compare our mapped settlement types with two existing settlement classifications. The results suggest that building patterns can help distinguish different urban and rural types. However, intra-urban differences were not well-predicted by building morphology alone. More broadly, though, this case study demonstrates the potential of mapping settlement patterns in the absence of a housing census or other urban planning data.
Publisher: Public Library of Science
Keywords: Cities; Open data; Radii; Rural areas; Settlement patterns; Software tools; Urban areas; Urban environments

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

Whatsapp chatbot - Jindal, Gaurang; Upadhyay, Dinesh; Jha, Ashish (EasyChair Preprint, 2020)
Keywords: ⛔ No DOI found

Measuring digital literacy across three age cohorts: Exploring test dimensionality and performance differences - Jin, Kuan-Yu; Reichert, Frank; Cagasan Jr, Louie P.; de La Torre, Jimmy; Law, Nancy (Computers & Education, 2020)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2020.103968 2129771:AGH32P4S

Trustworthiness of Systematic Review Automation-An interview at Coventry University - Jiang, Xiaorui (medRxiv, 2023)
Publisher: Cold Spring Harbor Laboratory Press KerkoCite.ItemAlsoKnownAs: 5440726:TMEQ6RX9
Keywords: ⛔ No DOI found

Recent Advances in Intelligent Textbooks for Better Learning - Jiang, Bo; Gu, Meijun; Du, Ying (AI in Learning: Designing the Future, 2023)
Intelligent textbooks are a new form of digital textbooks that provides students with intelligent learning services, such as automatic question answering, adaptive navigation support, automatic linking, and personalized recommendation. Educators are investing much effort into the conversion of their paper-based textbooks and digital textbooks into intelligent textbooks. This chapter provides a brief introduction to the development of intelligent textbooks and reviews major adaptive technologies and the usage of intelligent textbooks in the past decade. We first summarize the development of intelligent textbooks and the existing authoring platforms. Then, the key intelligent technologies used in the intelligent textbooks are reviewed, including domain modeling, student modeling, and instruction technologies. Moreover, the empirical studies conducted to evaluate intelligent textbooks are summarized. This chapter would promote understanding of the current state of the technology and platform development of intelligent textbooks.
Keywords: Adaptive learning systems; Intelligent textbooks; Intelligent tutoring system

Voluntary participation and natural grouping with smartphones: an effective and practical approach to implement a quasi-experiment - Jia, Jiyou; Chen, Zhenzhen (International Journal of Mobile Learning and Organisation, 2020)
Publisher: Inderscience Publishers (IEL) KerkoCite.ItemAlsoKnownAs: 2129771:D3FCVK63
Keywords: __C:filed:1; ❓ Multiple DOI

A systematic review of conversational AI in language education: focusing on the collaboration with human teachers - Ji, Hyangeun; Han, Insook; Ko, Yujung (Journal of Research on Technology in Education, 2023)
Keywords: _z:no_pdf

The Teacher Educators’ Knowledge of Learner Support Services in Distance Teacher Education Programmes in Selected Public Colleges of Education in Zambia - Jere, Getrude; Mulenga, Innocent Mutale; Manchishi, Peter Chomba (How Africa Has Turned Around, 2021)
Keywords: ⛔ No DOI found

Implementation of learner support services in distance teacher education programmes in selected public colleges of education in Zambia - Jere, Getrude; ManchishI, Peter Chomba; Mulenga, Innocent Mutale (The Zambia Journal of Distance Education (Online ISSN 2789-052X), 2021)
Keywords: ⛔ No DOI found

Leave No Child Behind: Global report on boys' disengagement from education - Jere, Catherine; Eck, Matthias; Zubairi, Asma (UNESCO, 2022)

Analysis of the ICILS 2018 Results by Korean Students' Educational Experience in Computer and Information Literacy and Computational Thinking - Jeon, Seongkyun; Son, Yoonhee; Park, Sangwook (The Journal of Korean association of computer education, 2020)
Publisher: The Korean Association of Computer Education KerkoCite.ItemAlsoKnownAs: 4804264:7H9J7BC3
Keywords: Final_citation; ⛔ No DOI found

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

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

The Mobile Gender Gap Report - Jeffrie, Nadia (GSMA, 2023)
KerkoCite.ItemAlsoKnownAs: 2129771:TRHT486K 5242966:FBUQSR78

Understanding climate change with statistical downscaling and machine learning - Jebeile, Julie; Lam, Vincent; Räz, Tim (Synthese, 2021)

Let’s face facts, the 2020 school year is lost. So what to do? - Jansen, Jonathan; Jansen, Jonathan (Times Select, 2020)
Covid-19 hasn’t caused the schooling crisis, it has just exposed how huge the inequalities in SA education are
Library Catalog: select.timeslive.co.za KerkoCite.ItemAlsoKnownAs: 2129771:6MSI9MPZ 2129771:932GRL9T

Extending the Experience to Sub-Saharan Africa - James, Jeffrey (The Impact of Smart Feature Phones on Development: Internet, Literacy and Digital Skills, 2020)
The two previous chapters have been concerned with various aspects of a revolutionary new technology, that lies somewhere between a basic mobile phone and a relatively expensive smartphone. Before the advent of the new smart feature phone in India, users were required to buy smartphones in order to access the Internet. Now they are able to do so at a much lower cost. This chapter, however, deals with a different issue, namely, of whether and to what extent, the Indian experience can be replicated in other developing regions and Sub-Saharan Africa in particular. On the basis mainly of available data, I argue that the biggest obstacle to replication lies in affordability: in the price of handsets, data and incomes, Sub-Saharan Africa is at a disadvantage and with respect to device costs, a severe disadvantage. Other dimensions of replicability, however, were less clear-cut, partly because of a paucity of data. What is clear, though, is that associations between KaiOS Technologies and MTN and Orange have resulted in a strong African demand for mobile money through smart feature phones.
Keywords: India; Replication; Smart feature phones

The Smart Feature Phone Revolution in Developing Countries: Bringing the Internet to the Bottom of the Pyramid - James, Jeffrey (The Impact of Smart Feature Phones on Development: Internet, Literacy and Digital Skills, 2020)
Until recently, the only way for the population of developing countries to access the Internet was through expensive smartphones, designed in and for developed countries. In the past few years, however, a major new innovation has emerged, the smart feature phone with Internet connectivity, which was specifically designed for those with low incomes in developing countries. This chapter explains the development process for the smart feature phone, how this has influenced the nature and extent of adoption, and its use by low-income groups, including their demonstrated preference for uses related to entertainment rather than more traditional ‘work-related’ goals. The focus is on the case of India, where the JioPhone has already reached millions of people with low incomes.
Keywords: India; JioPhone; Mobile phone; Poverty; The Internet

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

Why Is India So Dominant in the Demand for New Smart Feature Phones That Are Internet Connected? - James, Jeffrey (New Perspectives on Current Development Policy: Covid-19, the Digital Divide, and State Internet Regulation, 2021)
In recent years, an innovation called the smart feature phone has brought the Internet to millions of poor people who would not otherwise have been able to go online. The purpose of this chapter is to show and explain why the new phones have spread most widely in India.
Keywords: Affordability; India; KaiOS technology; Multi-sequential model; Smart feature phones

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

Treatment Effects and the Measurement of Skills in a Prototypical Home Visiting Program. - James Heckman; Bei Liu; Mai Lu; Jin Zhou (Working Paper No. 13346, 2020)

Big Sisters - Jakiela, Pamela; Ozier, Owen; Fernald,, Lia; Knauer, Heather (2020)
We model household investments in young children when parents and older siblings share caregiving responsibilities and when investments by older siblings contribute to young children’s human capital accumulation. To test the predictions of our model, we estimate the impact of having one older sister (as opposed to one older brother) on early childhood development in a sample of rural Kenyan households with otherwise similar family structures. Older sibling gender is not related to household structure, subsequent birth spacing, or other observable characteristics, so we treat the presence of an older girl (as opposed to an older boy) as plausibly exogenous. Having an older sister rather than an older brother improves younger siblings’ vocabulary and fine motor skills by more than 0.1 standard deviations. Viewed through the lens of our model, the empirical pattern we observe suggests that: (i) older siblings’ investments in young children contribute to their human capital accumulation, and (ii) households perceive lower returns to investing in older girls than in older boys.
KerkoCite.ItemAlsoKnownAs: 2129771:B4BZQUY4

Inclusion and Independence: The impact of Mobile Technology on the Lives of Persons with Disabilities in Kenya and Bangladesh - Jahan, Nusrat; Barbareschi, Giulia; Jan, Clara Aranda; Mutuku, Charles Musungu; Rahman, Naemur; Austin, Victoria; Holloway, Catherine (2020 IEEE Global Humanitarian Technology Conference (GHTC), 2020)
Globally, mobile technology plays a significant role connecting and supporting people with disabilities. However, there has been limited research focused on understanding the impact of mobile technology in the lives of persons with disabilities in low or middle- income countries. This paper presents the findings of a participatory photovoice study looking at the role that mobile phones play in the daily lives of 16 persons with disabilities in Kenya and Bangladesh. Participants used a combination of pictures and voice recordings to capture their own stories and illustrate the impact that mobile phone use has on their lives. Through thematic analysis, we categorized the benefits of mobile phones captured by participants as 1) Improved social connection; 2) Increased independence and 3) Access to opportunities. While mobile phones are ubiquitously used for communication, for persons with disabilities they become essential assistive technologies that bridge barriers to opportunities which are not accessible otherwise. Our paper adds evidence to the need for mobile phones for persons with disabilities to enable communication and connectivity in support of development.
KerkoCite.ItemAlsoKnownAs: 10.1109/GHTC46280.2020.9342934 2129771:II9GQAQR 5242966:ZXL6HN5K

Transactional sex in the wake of COVID-19: sexual and reproductive health and rights of the forcibly displaced - Jacobson, Lauren; Regan, Alexandra; Heidari, Shirin; Onyango, Monica Adhiambo (Sexual and Reproductive Health Matters, 2020)
Publisher: Taylor & Francis _eprint: https://doi.org/10.1080/26410397.2020.1822493 KerkoCite.ItemAlsoKnownAs: 10.1080/26410397.2020.1822493 2129771:W9JTW9E7
Keywords: COVID-19; forcibly displaced people; sexual and reproductive health; transactional sex

Developing mobile digital skills in low- and middle-income countries - Jacobs, Lani (GSMA, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:LFPRESKB 5242966:PMPBAACD

A review of anatomy education during and after the COVID-19 pandemic: Revisiting traditional and modern methods to achieve future innovation - Iwanaga, Joe; Loukas, Marios; Dumont, Aaron S.; Tubbs, R. Shane (Clinical Anatomy, 2021)
The coronavirus disease 2019 (COVID-19) pandemic has had enormous effects on anatomy education. During the pandemic, students have had no access to cadavers, which has been the principal way to learn anatomy since the 17th century. As it is difficult to predict future access to cadavers for students or in-person classes, anatomy educators are encouraged to revisit all possible teaching methods in order to develop innovations. Here, we review anatomy education methods to apply to current and future education.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/ca.23655 KerkoCite.ItemAlsoKnownAs: 10.1002/ca.23655 2129771:ZATQSSF2
Keywords: COVID-19; SARS-CoV-2; _genre:LR-literature_review; anatomy education; cadaver; dissection; medical education; novel coronavirus; teaching; technology; virtual

Child Online Protection | ITU COP Guidelines - ITU (2020)
KerkoCite.ItemAlsoKnownAs: 4804264:R73XJMC9 4804264:YL9U7U9X
Keywords: Final_citation; anystyle; existing

Ministerial Roundtable - “Digitalizing daily life: government services and content driving digital transformation” – Part 1 - ITU Telecom World - ITU (2021)
KerkoCite.ItemAlsoKnownAs: 4804264:7K3R6H8E
Keywords: Final_citation

Integration of Technology in Education for Marginalised Children in an Urban Slum of Dhaka City During the Covid-19 Pandemic - Islam, Touhidul; Hussain, Maria; Shimul, Shafiun Nahin; Rupok, Rifat Islam; Orthy, S. R. Khan (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:UPXDN5K7 4804264:266QPMP3
Keywords: Final_citation; cited; existing

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

Attitude towards One-to-One Technology among Student Academic Achievement in Ninth Grade STEM Classes - Ishmael, Brenda Patterson (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:NU2YQGJU
Keywords: _C:Austria AUT; _C:Greece GRC; _C:India IND; _C:Korea; Republic KOR; _C:Netherlands NLD; _C:Peru PER; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

A Map of Mkushi District Health Centres - Iseje, Fatuma (2023)
This map is an accurate map of the Health Centres coming under the Ministry of Health, Mkushi District. The health centre locations were collected an validated over a period of approximately two years (2022-23).
ZenodoArchiveID: 10850926 ZenodoArchiveConcept: 10850925 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1118 2129771:5S8X4MGW
Keywords: _r:AddedByMyEducationEvidence

Perspectives on Curriculum Design: Comparing the Spiral and the Network Models - Ireland, Jo; Mouthaan, Melissa (Research Matters, 2020)
Does one approach fit all when it comes to curriculum design? In debates on curriculum design, educators have argued that a curriculum model should take into account the differing knowledge structures of different subjects. Subjects such as maths and science are generally defined as well-structured knowledge domains, characterised by a linearity in learning objectives, and well-defined and predictable learning outcomes. Less structured subjects such as the arts and humanities could, however, benefit from models that encompass a different approach to learning. Two competing perspectives on curriculum design have emerged: the spiral model developed by Bruner in 1960, and non-linear models based on processes of learning in different knowledge domains. Research on curriculum design has tended to focus on the needs of science, technology, engineering and maths (STEM) subjects. Many alternative models to the spiral have come from arts-based disciplines, in particular visual arts. This article contributes to the ongoing debate about curriculum design in different subjects. It details the key characteristics of Bruner's spiral model, and presents the main arguments made in favour of adopting flexible and non-linear curriculum models in specific subjects. We discuss a number of alternatives to the spiral model and analyse the relative strengths and weaknesses of these different approaches. The conclusion offers a discussion of implications of our findings for further research in curriculum design.
Publisher: University of Cambridge Local Examinations Syndicate (Cambridge Assessment) KerkoCite.ItemAlsoKnownAs: 2129771:VGEIKMYB
Keywords: Curriculum Design; Mathematics Education; Medical Education; Models; Music Education; Networks; Science Education; Sequential Approach; Spiral Curriculum; ⛔ No DOI found

Reimagining our futures together: a new social contract for education - International Commission on the Futures of Education (UNESCO, 2021)
KerkoCite.ItemAlsoKnownAs: 10.54675/ASRB4722 4804264:8TJT58D9
Keywords: Final_citation

IPCC-Climate-Trends-Fact-Sheet-for-Africa - Intergovernmental Panel on Climate Change (2023)
KerkoCite.ItemAlsoKnownAs: 2129771:ACPG3L3V

Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans – TCPS 2 (2022) - Interagency Advisory Panel on Research Ethics Government of Canada (2023)
Last Modified: 2023-01-11

Promising Practices in Teacher Professional Development - Inter-Agency Network for Education in Emergencies (2022)
KerkoCite.ItemAlsoKnownAs: 4804264:37FYLWZE
Keywords: Final_citation; cited; existing

ODL Embedded with Innovative Communication and Digital Media to Empower All Levels of Farm Sectors to be Smart Farmers - Intaratat, Kamolrat (Journal of Learning for Development, 2022)
This research shows how innovative communication and digital media could help empower any level of farm sector in Thailand and be embedded into ODL to serve their most effective demands. Qualitative research was used via case-based studies among eight key farm leaders from four success farms with data mapping and an interview form. Content analysis was also used. Tangible results of how ODL embedded with innovative communication and digital media can empower all levels of farm sectors under “SDGs” is described. The main findings are “ODL embedded with Innovative communication and digital media must be: 1) undertaken for the right reasons; 2) sensitive to real demands and problems; 3) fit with the existing context such as existing infrastructure, i.e., farms and ICT; 4) best engaged among all stakeholders with all kinds of participatory processes; and 5) an appropriate design to fit with all farmers’ contexts, i.e., friendly relationships, pedagogical, administrative, and all kinds of participatory channels and opportunities.
Number: 1
Keywords: Innovative Communication & Digital Media; ODL; Smart Farmer Thailand; ⛔ No DOI found

Ghana RECOVR Survey Analysis - Innovations for Poverty Action (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:A8IY7D4K 2339240:MW6JRU38

Infrapedia App - Infrapedia (Infrapedia, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:9ZP8KKAM 2486141:G6YBIQQ2

Gamification of student peer review in education: A systematic literature review - Indriasari, Theresia Devi; Luxton-Reilly, Andrew; Denny, Paul (Education and Information Technologies, 2020)
We present the first systematic review of the use of gamification in educational peer review activities. The goal of this work is to understand how gamification has been used to engage students in peer review activities and to summarize the empirical evidence for its effectiveness. Our main contribution is the presentation of a general model of the peer review process that captures the students’ activities and an examination of the specific actions within this model that have been gamified in the current literature. We also summarize the commonly used game mechanics and the context and year level of courses in which prior research has been conducted, along with the reported effects on student behavior. We find that artifact assessment and artifact creation are the two most commonly gamified actions with respect to our peer review model and that the quantity and quality of both the artifacts and the generated feedback are the most popular reward criteria. In addition, Science, Technology, Engineering and Mathematics (STEM) are the discipline areas in which gamified peer review activities are most often reported. In general, while the existing peer review literature reports mostly positive effects of gamification on student engagement, the range of student actions which have been incentivized remains narrow. Key activities, such as student reflection on the feedback received, have been largely unexplored with respect to gamification and thus present useful avenues for future work.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-020-10228-x 2129771:QFY2VZ28
Keywords: _genre:LR-literature_review

Teacher Deployment Algorithm - Inc, Fab; Hub, EdTech (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10458692 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1066 ZenodoArchiveConcept: 10458691
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Teacher Deployment Algorithm Training Presentation - Inc, Fab; Hub, EdTech (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10458679 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1065 ZenodoArchiveConcept: 10458678
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Building Educational Foundations through Innovation & Technology (BEFIT) Malawi Scale-Up Program Overview - Imagine WorldWide, Hon Agnes (2022)
KerkoCite.ItemAlsoKnownAs: 4804264:HYWUSGYP
Keywords: Final_citation; cited; existing

12. Profiling - ICO (UK) (2022)
Publisher: ICO KerkoCite.ItemAlsoKnownAs: 4804264:AY7FYV6R
Keywords: Final_citation; existing

Perception, performance, and detectability of conversational artificial intelligence across 32 university courses - Ibrahim, Hazem; Liu, Fengyuan; Asim, Rohail; Battu, Balaraju; Benabderrahmane, Sidahmed; Alhafni, Bashar; Adnan, Wifag; Alhanai, Tuka; AlShebli, Bedoor; Baghdadi, Riyadh (Scientific Reports, 2023)
Publisher: Nature Publishing Group UK London
Keywords: ❓ Multiple DOI

Teaching and Learning Experiences in Medical Education During the COVID-19 Pandemic: The Case of Kilimanjaro Christian Medical University College (KCMUCo), Tanzania - Ibrahim, Glory; Luzinge, Heavenlight; Kapanda, Gibson (Journal of Learning for Development, 2020)
Objective The purpose of this paper was to share teaching and learning experiences during the COVID-19 pandemic and mandated university closure. Methods A cross-sectional study was conducted among all eligible students and faculty members using voluntary anonymous questionnaires. To capture the attitudes and perceptions of respondents, five-point Likert scale questions were used. Results A total of 865 (58%) students and 57 (51%) faculty members participated in the survey. Uptake of e-learning platforms increased by 15.4% for students, 43.0% for faculty and by 22.3% in courses. The overall students’ strength of consensus measure of perception on accessibility of platforms was 65% and support entities 79%. About 70% of students owned a smartphone as a learning device. More than 67% of the students highlighted the cost of Internet bundles as a major challenge. Conclusion Shifting from blended learning to online learning during the lockdown was feasible given the pre-planned e-learning practices.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:8TKI6DKB
Keywords: COVID-19; blended learning; online learning; students and faculty experiences; ⛔ No DOI found

Bouncing forward: a resilience approach to dealing with COVID-19 and future systemic shocks - Hynes, William; Trump, Benjamin; Love, Patrick; Linkov, Igor (Environment Systems and Decisions, 2020)
Policy questions are often framed in popular discussion as situations where pulling the right levers will get the economy and society back on track after shocks and crises. This approach ignores how systems interact and how their systemic properties shape socioeconomic outcomes, leading to an over-emphasis on a limited set of characteristics, notably efficiency. We argue that this emphasis on efficiency in the operation, management and outcomes of various economic and social systems is not a conscious collective choice, but rather the response of the whole system to the incentives that individual components face. This has brought much of the world to rely upon complex, nested, and interconnected systems to deliver goods and services around the globe. While this approach has many benefits, the Covid-19 crisis shows how it has also reduced the resilience of key systems to shocks, and allowed failures to cascade from one system to others. This paper reviews the impact of COVID-19 on socioeconomic systems, discusses the notion of resilience, and provides specific recommendations on both integrating resilience analytics for recovery from the current crisis as well as on building resilient infrastructure to address future systemic challenges.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10669-020-09776-x 2129771:2AE8KJYB
Keywords: __C:filed:1

A review of opportunities and challenges of chatbots in education - Hwang, Gwo-Jen; Chang, Ching-Yi (Interactive Learning Environments, 2021)
This study explores the trends of chatbots in education studies by conducting a literature review to analyze relevant papers published in the Social Science Citation Index (SSCI) journals by searching the Web of Science (WoS) database. From the analysis results, it was found that the United States, Taiwan and Hong Kong are the top three contributing countries or regions. In addition, most studies adopted quantitative methods in their research design, such as ANOVA (Analysis of variance), descriptive statistics, t test, and correlation analysis. ANCOVA (Analysis of covariance) was the most frequently adopted approach for comparing the performances or perceptions of different groups of students. From the analysis results, the greatest proportion of studies adopted guided learning, followed by no learning activities. It was determined that the studies related to chatbots in education are still in an early stage since there are few empirical studies investigating the use of effective learning designs or learning strategies with chatbots. This implies much room for conducting relevant research to drive innovative teaching in terms of improving the learning process and learning outcomes. Finally, we highlight the research gaps and suggest several directions for future research based on the findings in the present study.
Publisher: Routledge _eprint: https://doi.org/10.1080/10494820.2021.1952615
Keywords: Chatbot; artificial intelligence; chatbot in education; systematic review; trend analysis

Teacherinabox–outside the box - Huth, Katherine (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:6MKVNURY
Keywords: __C:filed:1; ⛔ No DOI found

SPATIAL ANALYSIS OF SCHOOL USING GEOGRAPHIC INFORMATION SYSTEM (GIS) CASE STUDY AL-JIHAD SCOTER - Hussein, Aseel Mezher; Mohameed, Asifa Jasim (2020)
Geographical Information System (GIS) is one of the most important tools in urban planning for analyzing the distribution of educational services. In this study based on assessing the spatial distribution of schools (elementary and junior high) using spatial analysis, these analyzes started from collecting quantitative and spatial data through field survey using GPS, these data were processed using ArcGIS and through six analytical methods. The study found that primary and middle schools in the Jihad neighborhood have no equity in spatial distribution, and if schools are distributed regularly, then they do not need additional schools.
Keywords: ⛔ No DOI found

Can children benefit from early internet exposure? Short- and long-term links between internet use, digital skill, and academic performance - Hurwitz, Lisa B.; Schmitt, Kelly L. (Computers & Education, 2020)
Educational policymakers are optimistic that providing young children access to technology can catalyze academic achievement and eventual positive labor market outcomes. However, possessing digital skill – or the ability to use technology effectively – might be necessary for young children to realize measurable benefits from the Internet. In the present longitudinal study, we explored whether Internet use and digital skill in early childhood predicted academic performance in middle childhood. We surveyed 101 US parents when their children were roughly 5 years and 11 years, collecting data on children's Internet use, digital skill, and academic performance. Structural equation modeling revealed that children's time online in early childhood was a marginally significant negative predictor of middle childhood academic performance, but digital skill in early childhood was a marginally significant positive predictor (ps < .1). Moreover, digital skill in early childhood indirectly influenced middle childhood academic performance via middle childhood digital skill. Early childhood digital skill significantly predicted middle childhood digital skill, which was significantly and positively associated with school performance. These findings suggest that allowing young children to engage with digital technologies for some amount of can be beneficial, provided that children use that time fruitfully to acquire digital skill.
Keywords: 21st century abilities; Early years education; Elementary education

Impact Network eSchool 360 Model - Hundred.org (2021)
Even though more children are attending school, learning outcomes are not drastically improving. The eSchool 360, is a holistic education program centered on empowering teachers with tablets, activity-based lessons, support and weekly coaching. And it’s working! From an RCT, after one year in our program, students showed impressive results in math & literacy.
Section: innovation KerkoCite.ItemAlsoKnownAs: 2129771:8NPDRZNG

Dialoguing teaching for visual impairment from the perspective of inclusive special education - Hulten, Thomas Peter; Junger, Alex Paubel; de Oliveira, Victor Inacio; Lui, Márcio de La Cruz; Fernandes, Vera Maria Jarcovis; Pinto, Marcelo Vianello (Revista de Gestão e Secretariado, 2023)

Automated Knowledge Extraction from IS Research Articles Combining Sentence Classification and Ontological Annotation - Huettemann, Sebastian (2023)
KerkoCite.ItemAlsoKnownAs: 2129771:LYCK8PXB 2405685:APEG3W9C 2486141:M878DKL8
Keywords: _Added-ailr-2024; ⛔ No DOI found

Low Carbon Education: A Review and Bibliometric Analysis - Hudha, Muhammad Nur; Hamidah, Ida; Permanasari, Anna; Abdullah, Ade Gafar; Rachman, Indriyani; Matsumoto, Toru (European Journal of Educational Research, 2020)
The concept of low carbon education is one solution to provide knowledge to students related to low carbon behavior. The purpose of this paper is providing an extensive bibliometric literature review on 'low carbon education'. Articles found by Publishing or Perish (PoP) software with the Google Scholar database. There were 55 out of 97 articles found from Google Scholar data base ranging from 2014 to 2019 analyzed in this study. The chosen references were then managed using a referencing manager software namely Zotero. After managing the database, this study classified and visualized it using VOSviewer software. Overall, this review provides an appropriate reference point for further research on 'low carbon education'.
Publisher: Eurasian Society of Educational Research Association
Keywords: Climate; Developing Nations; Ecology; Educational Research; Energy Conservation; Environmental Education; Foreign Countries; Pollution; Sustainable Development; Urban Areas

Application of Machine Learning and Artificial Intelligence Technology in Mobile Communication Network - Huang, Shutong (2023 International Conference on Network, Multimedia and Information Technology (NMITCON), 2023)
KerkoCite.ItemAlsoKnownAs: 5440726:N86WVH4Z

Distance learning solutions - https://plus.google.com/+UNESCO (UNESCO, 2020)
Below is a list of educational applications and platforms to help parents, teachers, schools and school systems facilitate student learning and provide social caring and interaction during periods of school closure. While these solutions do not carry UNESCO’s explicit endorsement, they tend to have wide reach, a strong user-base and evidence of impact. Most of the solutions
Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2129771:TVJHNUTE

Symbiosis: The Curriculum and the Classroom - Howard, Kat; Hill, Claire (John Catt, 2020)
When the teaching profession places the curriculum at the heart of what it does, transformative change can take place. Curriculum reform is now at the forefront of every school agenda; in spite of this, there is a danger that its message may become lost in translation. When curricular change is poorly implemented, teachers experience a complete detachment from their sense of purpose, autonomy, and capacity to become curriculum designers of the future. Employing an astute blend of theory and practice, Claire Hill and Kat Howard offer a methodical approach to designing and delivering a curriculum, to ensure that all feel part of a collective curricular journey. At a time when work on the curriculum can be politicised, monetised and overcomplicated, Symbiosis: The Curriculum and the Classroom provides a series of practical strategies for curriculum designers at every level, in order to not only keep and develop the skilled and professional teachers desperately needed in schools, but also to provide a world-class curriculum to students.

Digital divides in education. An analysis of the Romanian public discourse on distance and online education during the COVID-19 pandemic - Hosszu, Alexandra; Rughiniș, Cosima (Sociologie Românească, 2020)

Motor emissions could have fallen by over 30% without SUV trend, report says - Horton, Helena; reporter, Helena Horton Environment (The Guardian, 2023)
Global fall averaged 4.2% between 2010 and 2022 but would have been far more if vehicle sizes stayed same
Keywords: Automotive emissions; Automotive industry; Business; Carbon footprints; Environment; Greenhouse gas emissions; Motoring; Pollution; World news

Impact of e-Learning Technology and Activity-Based Learning on Learning Outcomes: Experimental Evidence from Community Schools in Rural Zambia - Hoop, Thomas; Ring, Hannah; Siwach, Garima; Dias, Paula; Tembo, Gelson; Rothbard, Victoria; Toungui, Anaïs (2020)
We present experimental evidence on the impact of a multi-faceted program that integrates technology into education, provides ongoing teacher training and professional development, includes community ownership, and offers free primary education. Our setting is three districts in relatively impoverished areas of rural Zambia, where we randomly assigned the program across 30 treatment and 33 control schools. We compared all children who were eligible to enroll in first grade living near the 30 treatment schools with eligible children who lived near the 33 control schools 14 months after the program start. The results show that the program, on average, increased early grade reading scores with 0.40 standard deviations or 3.5 percentage points, early grade math scores with 0.22 standard deviations or 4.9 percentage points, the Zambian achievement test scores with 0.16 standard deviations or 3.1 percentage points, and oral vocabulary scores with 0.25 standard deviations or 6.0 percentage points for all children who were eligible to enroll in first grade during the baseline survey. Treatment Effects on the Treated showed substantially larger impacts on test scores of students who enrolled in Grade 1 (ranging from 0.26 to 0.68 standard deviations) and students who regularly attended the schools in Grade 1 (ranging from 0.32 to 0.83 standard deviations). Mixed-methods evidence suggested the positive effects were primarily driven by increase in school enrolment, improvements in the quality of education, increases in school attendance for both teachers and children, and strong fidelity of program implementation. Our results indicate that well-designed multi-faceted technology-aided instruction programs can improve learning outcomes even in the poorest areas of rural sub-Saharan Africa.
KerkoCite.ItemAlsoKnownAs: 2129771:KYR9XH8I

Impact of Technology-Aided Activity-Based Learning Approaches on Learning Outcomes: Experimental Evidence from Community Schools in Rural Zambia - Hoop, Thomas; Ring, Hannah; Siwach, Garima; Dias, Paula; Tembo, Gelson; Rothbard, Victoria; Toungui, Anaïs (Journal of Research on Educational Effectiveness, 2023)

(untitled) - Holon IQ (2022)
KerkoCite.ItemAlsoKnownAs: 2129771:ZE7ASGBJ 4426965:CG7WZWJA

State of the art and practice in AI in education - Holmes, Wayne; Tuomi, Ilkka (European Journal of Education, 2022)
Recent developments in Artificial Intelligence (AI) have generated great expectations for the future impact of AI in education and learning (AIED). Often these expectations have been based on misunderstanding current technical possibilities, lack of knowledge about state-of-the-art AI in education, and exceedingly narrow views on the functions of education in society. In this article, we provide a review of existing AI systems in education and their pedagogic and educational assumptions. We develop a typology of AIED systems and describe different ways of using AI in education and learning, show how these are grounded in different interpretations of what AI and education is or could be, and discuss some potential roadblocks on the AIED highway.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/ejed.12533 KerkoCite.ItemAlsoKnownAs: 10.1111/ejed.12533 4804264:NING5825 4804264:VVNH9AMG
Keywords: Final_citation; anystyle; existing

Ethics of AI in Education: Towards a Community-Wide Framework - Holmes, Wayne; Porayska-Pomsta, Kaska; Holstein, Ken; Sutherland, Emma; Baker, Toby; Shum, Simon Buckingham; Santos, Olga C.; Rodrigo, Mercedes T.; Cukurova, Mutlu; Bittencourt, Ig Ibert; Koedinger, Kenneth R. (International Journal of Artificial Intelligence in Education, 2022)
While Artificial Intelligence in Education (AIED) research has at its core the desire to support student learning, experience from other AI domains suggest that such ethical intentions are not by themselves sufficient. There is also the need to consider explicitly issues such as fairness, accountability, transparency, bias, autonomy, agency, and inclusion. At a more general level, there is also a need to differentiate between doing ethical things and doing things ethically, to understand and to make pedagogical choices that are ethical, and to account for the ever-present possibility of unintended consequences. However, addressing these and related questions is far from trivial. As a first step towards addressing this critical gap, we invited 60 of the AIED community’s leading researchers to respond to a survey of questions about ethics and the application of AI in educational contexts. In this paper, we first introduce issues around the ethics of AI in education. Next, we summarise the contributions of the 17 respondents, and discuss the complex issues that they raised. Specific outcomes include the recognition that most AIED researchers are not trained to tackle the emerging ethical questions. A well-designed framework for engaging with ethics of AIED that combined a multidisciplinary approach and a set of robust guidelines seems vital in this context.
KerkoCite.ItemAlsoKnownAs: 10.1007/s40593-021-00239-1 4804264:4WF2NSZT 4804264:NLVK84DR
Keywords: Final_citation; anystyle; existing

Artificial intelligence and education: a critical view through the lens of human rights, democracy and the rule of law - Holmes, Wayne; Persson, Jen; Chounta, Irene-Angelica; Wasson, Barbara; Dimitrova, Vania (Council of Europe, 2022)
The aim of this book is to provide a holistic view to ensure that AI empowers educators and learners, not over-empowers them, and that future developments and practices are truly for the common good. Artificial intelligence (Al) is increasingly having an impact on education, bringing opportunities as well as numerous challenges. These observations were noted by the Council of Europe’s Committee of Ministers in 2019 and led to the commissioning of this report, which sets out to examine the connections between Al and education (AI&ED). In particular, the report presents an overview of AI&ED seen through the lens of the Council of Europe values of human rights, democracy and the rule of law; and it provides a critical analysis of the academic evidence and the myths and hype. The Covid-19 pandemic school shutdowns triggered a rushed adoption of educational technology, which increasingly includes AI-assisted classrooms tools (AIED). This AIED, which by definition is designed to influence child development, also impacts on critical issues such as privacy, agency and human dignity – all of which are yet to be fully explored and addressed. But AI&ED is not only about teaching and learning with AI, but also teaching and learning about AI (AI literacy), addressing both the technological dimension and the often-forgotten human dimension of AI. The report concludes with a provisional needs analysis – the aim being to stimulate further critical debate by the Council of Europe’s member states and other stakeholders and to ensure that education systems respond both proactively and effectively to the numerous opportunities and challenges introduced by AI&ED
KerkoCite.ItemAlsoKnownAs: 2486141:9VK9E98Q

Introducing the 2023 Post Growth Fellows - Holmes, Natalie (Post Growth Perspectives, 2023)
Influential researchers, thought leaders, activists, artists, and entrepreneurs from a range of backgrounds, fields, and cultures.

Engaging Teachers in Dialogic Teaching as a Way to Promote Cultural Literacy Learning: A Reflection on Teacher Professional Development - Hofmann, Riikka; Vrikki, Maria; Evagorou, Maria (Dialogue for Intercultural Understanding, 2021)
Abstract Effective teacher professional development (PD) is an important part of successfully implementing educational innovations. However, research has shown that not all PD is effective, largely because it has not been developed based on theoretical understandings around teacher professional learning, such as reflective practice, teacher collaboration and teacher agency and inquiry. This chapter concerns the PD program developed as part of the DIALLS project. The chapter places particular emphasis on the ways in which the PD program was informed by the literature on teacher professional learning and effective features of PD, as well as the literature on promoting dialogic pedagogy.

Training Compute-Optimal Large Language Models - Hoffmann, Jordan; Borgeaud, Sebastian; Mensch, Arthur; Buchatskaya, Elena; Cai, Trevor; Rutherford, Eliza; Casas, Diego de Las; Hendricks, Lisa Anne; Welbl, Johannes; Clark, Aidan; Hennigan, Tom; Noland, Eric; et al. (arXiv, 2022)
We investigate the optimal model size and number of tokens for training a transformer language model under a given compute budget. We find that current large language models are significantly undertrained, a consequence of the recent focus on scaling language models whilst keeping the amount of training data constant. By training over 400 language models ranging from 70 million to over 16 billion parameters on 5 to 500 billion tokens, we find that for compute-optimal training, the model size and the number of training tokens should be scaled equally: for every doubling of model size the number of training tokens should also be doubled. We test this hypothesis by training a predicted compute-optimal model, Chinchilla, that uses the same compute budget as Gopher but with 70B parameters and 4$\times$ more more data. Chinchilla uniformly and significantly outperforms Gopher (280B), GPT-3 (175B), Jurassic-1 (178B), and Megatron-Turing NLG (530B) on a large range of downstream evaluation tasks. This also means that Chinchilla uses substantially less compute for fine-tuning and inference, greatly facilitating downstream usage. As a highlight, Chinchilla reaches a state-of-the-art average accuracy of 67.5% on the MMLU benchmark, greater than a 7% improvement over Gopher.
arXiv:2203.15556 [cs]
Keywords: Computer Science - Computation and Language; Computer Science - Machine Learning

Voices and Evidence from End-Users of the GLTV and GLRRP Remote Learning Programme in Ghana: Insights for inclusive policy and programming - Hodor, Raymond; Owusu, Ernest Adu; Ofori-Davis, Lucy; Afram, Alexander; Sefa-Nyarko, Clement (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:D4MRXU2L 4804264:KZ3RKJ3P
Keywords: Final_citation; cited; existing

The difference between emergency remote teaching and online learning - Hodges, Charles B.; Moore, Stephanie; Lockee, Barbara B.; Trust, Torrey; Bond, Mark Aaron (2020)
Publisher: Educause KerkoCite.ItemAlsoKnownAs: 4804264:7LCX2A5E
Keywords: Final_citation; ⛔ No DOI found

Overcoming the challenges of using automated technologies for public health evidence synthesis - Hocking, Lucy; Parkinson, Sarah; Adams, Avery; Molding Nielsen, Emmanuel; Ang, Cecilia; De Carvalho Gomes, Helena (Eurosurveillance, 2023)
Many organisations struggle to keep pace with public health evidence due to the volume of published literature and length of time it takes to conduct literature reviews. New technologies that help automate parts of the evidence synthesis process can help conduct reviews more quickly and efficiently to better provide up-to-date evidence for public health decision making. To date, automated approaches have seldom been used in public health due to significant barriers to their adoption. In this Perspective, we reflect on the findings of a study exploring experiences of adopting automated technologies to conduct evidence reviews within the public health sector. The study, funded by the European Centre for Disease Prevention and Control, consisted of a literature review and qualitative data collection from public health organisations and researchers in the field. We specifically focus on outlining the challenges associated with the adoption of automated approaches and potential solutions and actions that can be taken to mitigate these. We explore these in relation to actions that can be taken by tool developers (e.g. improving tool performance and transparency), public health organisations (e.g. developing staff skills, encouraging collaboration) and funding bodies/the wider research system (e.g. researchers, funding bodies, academic publishers and scholarly journals).
KerkoCite.ItemAlsoKnownAs: 10.2807/1560-7917.ES.2023.28.45.2300183 5440726:Z8RXHUKM

Stand der Gleichstellung von Frauen und Männern in Deutschland - Hobler, Dietmar; Lott, Yvonne; Pfahl, Svenja; Buschoff, Karin (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:EWIPMNQL 2317526:QX6X8SY3

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

Chapter 10: Analysing data and undertaking meta-analyses - Deeks, JJ; Higgins, JPT; Altman, DG (Cochrane Handbook for Systematic Reviews of Interventions, 2023)

Cochrane Handbook for Systematic Reviews of Interventions - Higgins, Julian; Thomas, James (Cochrane Training, 2023)

Doing Research: A New Researcher’s Guide - Hiebert, James; Cai, Jinfa; Hwang, Stephen; Morris, Anne K; Hohensee, Charles (Springer International Publishing, 2023)
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-031-19078-0 2129771:VZSLQ78P

Developing chatbot for academic record monitoring in higher education institution - Heryandi, A. (IOP Conference Series: Materials Science and Engineering, 2020)
Monitoring academic records at a higher education institution is highly needed by both students and parents of students. Although the system is usually already available in the form of a web site, but it is still considered too complicated because it must involve a troublesome authentication process, especially for parents. Nowadays, chat applications have been very widely used by the community both young people and even the elderly. There are many chat applications that are widely used including WhatsApp, LINE, Telegram, and Facebook Messenger. The chat application provides an Application Programming Interface (API) service for sending or receiving messages. Therefore, the API can be used to create applications (chatbot) that will serve users in the form of chat. In this study, chatbot was built using the services of Telegram. This is because sending messages via Telegram is free. The information to be served is information about students' attendance at lectures, grades, and financial records. With this application, a college can provide facilities for students or parents of students to view academic records easily, cheaply, and can be accessed anytime. With this application, a college can provide facilities for students or parents of students to view academic records easily, cheaply, and can be accessed anytime.
Issue: 1 KerkoCite.ItemAlsoKnownAs: 10.1088/1757-899X/879/1/012049 2129771:5ADUMIUQ 2129771:ELPYA4QL 2129771:RDCT2MJ2

A critical view on the suitability of machine learning techniques to downscale climate change projections: Illustration for temperature with a toy experiment - Hernanz, Alfonso; García‐Valero, Juan Andrés; Domínguez, Marta; Rodríguez‐Camino, Ernesto (Atmospheric Science Letters, 2022)
Abstract Machine learning is a growing field of research with many applications. It provides a series of techniques able to solve complex nonlinear problems, and that has promoted their application for statistical downscaling. Intercomparison exercises with other classical methods have so far shown promising results. Nevertheless, many evaluation studies of statistical downscaling methods neglect the analysis of their extrapolation capability. In this study, we aim to make a wakeup call to the community about the potential risks of using machine learning for statistical downscaling of climate change projections. We present a set of three toy experiments, applying three commonly used machine learning algorithms, two different implementations of artificial neural networks and a support vector machine, to downscale daily maximum temperature, and comparing them with the classical multiple linear regression. We have tested the four methods in and out of their calibration range, and have found how the three machine learning techniques can perform poorly under extrapolation. Additionally, we have analysed the impact of this extrapolation issue depending on the degree of overlapping between the training and testing datasets, and we have found very different sensitivities for each method and specific implementation.

Biometric applications in education - Hernandez-de-Menendez, Marcela; Morales-Menendez, Ruben; Escobar, Carlos A.; Arinez, Jorge (International Journal on Interactive Design and Manufacturing (IJIDeM), 2021)
Educational institutions are acquiring novel technologies to help make their processes more efficient and services more attractive for both students and faculty. Biometric technology is one such example that has been implemented in educational institutions with excellent results. In addition to identifying students, access control, and personal data management, it has critical applications to improve the academic domain's teaching/learning processes. Identity management system, class attendance, e-evaluation, security, student motivations, and learning analytics are areas in which biometric technology is most heavily employed. A literature review is performed to present an overview of biometric technology applications for educational purposes, challenges that must overcome to implement biometric technology, and potentially foreshadowing trends effectively. The future seems promising for biometric technology; the biometric technology market is expected to reach a value of USD 94 billion by 2025 at a compound annual growth rate of 36%. New characteristics are under development for commercial applications, such as vascular pattern recognition, ear shape recognition, facial thermography, odor sensing, gait recognition, heartbeat authentication, brain waves, and human body bioacoustics. The biggest challenge this technology must overcome is security and privacy issues, which must be addressed to fully develop the technology to its full potential. It is desirable that this literature review can provide researchers with a sound vision of the potential that biometric technology will have in education.
KerkoCite.ItemAlsoKnownAs: 10.1007/s12008-021-00760-6 4804264:42GLTGBW 4804264:UXCAC6R3
Keywords: Biometrics; Educational innovation; Final_citation; Higher education; State of the art; anystyle; existing

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

How Can Middle-income Countries Improve Their Skills Systems Post- COVID-19? - Herbert, George (2021)
Vocational training systems in middle-income countries are going to face multiple challenges in the post-COVID era, notably, challenges related to (1) automation; (2) the transition to a green economy, and (3) demographic pressures. Of these, automation - linked to the burgeoning ‘fourth industrial revolution’ that is set to transform the global economy - represents the most serious challenge and is the only one of the three challenges discussed in any depth in this paper. Whilst estimates of the likely scale of automation in the coming years and decades vary widely, it appears likely that waves of automation will lead to a dramatic decline in many kinds of jobs that largely involve routine, repetitive tasks. These trends pre-date COVID-19, but the disruption caused by the pandemic provides an opportunity to prepare for these challenges by implementing vocational training system reforms as part of the Build Back Better agenda. Reforms to vocational training systems will be crucial to ensuring middle-income countries respond appropriately to accelerating labour market changes. However, they should only form a limited part of that response and need to be integrated with a wide range of other policy measures. Vocational training reform will need to occur in the context of major reforms to basic education in order to ensure that all workers are equipped with the cross-cutting cognitive and socio-emotional skills they will require to perform hard-to-automate tasks and to be able to learn and adapt rapidly in a changing economy. Middle-income countries will also likely need to progressively expand social protection schemes in order to provide a safety net for workers that struggle to adapt to changing labour market requirements.
Accepted: 2021-05-20T07:54:32Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2021.082 2129771:LM98FBGS 4869029:E7VULX5A

Technology in education in low-income countries: Problem analysis and focus of the Hub's work - Hennessy, Sara; Jordan, Katy; Haßler, Björn; Hollow, David; Brugha, Meaghan; Eberhardt, Molly Jamieson; Sabates, Ricardo (EdTech Hub, 2020)
EdTechHub.Source: 2405685:R88UVQZ7 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3352007 2129771:56GZ7UBP 2129771:9VXUZISD 2129771:ADGISTZU 2129771:GYTVIZJV 2129771:MBZLFNDM 2339240:2387P995 2339240:65KP6SVQ 2339240:6FUA4SDV 2339240:85SBE7SC 2339240:8RA9UD7W 2339240:IXIRDBKK 2339240:STPRNPV3 2405685:BBQI3VSA 2405685:CMRISZHV 2405685:F6UAIKKN 2405685:QJTH2UXC 2405685:R88UVQZ7 503888:7EH7BANW 503888:PI9FLM7C
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; __C:filed:1; _r:ImportedToMyEducationEvidence

Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: A systematic review - Hennessy, Sara; D'Angelo, Sophia; McIntyre, Nora; Koomar, Saalim; Kreimeia, Adam; Cao, Lydia; Brugha, Meaghan; Zubairi, Asma (Computers and Education Open, 2022)
Pre-service education and in-service teacher professional development (collectively termed teacher professional development or TPD here) can play a pivotal role in raising teaching quality and, therefore, learning outcomes for children and young people in low- and middle-income countries (LMICs). However, TPD opportunities in LMICs are limited, unsustained, and often not informed by recent research evidence, and outcomes are mixed. Educational technologies offer potential to enhance formally provided programmes and informal peer-learning forms of TPD. We present the first systematic review of the literature pertaining to technology-mediated TPD for educators of school-aged learners in LMICs, aiming to characterise appropriate and effective uses of technology along with specific constraints operating in those contexts. An in-depth synthesis of 170 studies was undertaken, considering macro-, meso- and micro-level factors during TPD design and implementation in the 40 LMICs represented. Volume of publications increased dramatically over the review period (2008–2020), indicating that the field is rapidly developing. Results largely showed benefits for teachers, but evidence for sustainability, cost-effectiveness or tangible impacts on classroom practice and student outcomes was thin. Promising, locally-contextualised forms of technology-mediated TPD included virtual coaching, social messaging, blended learning, video-stimulated reflection, and use of subject-specific software/applications. We report on the variable effectiveness of programmes and limited attention to marginalised groups. To maximise effectiveness of technology-enhanced TPD, the role of facilitators or expert peers is paramount – yet often glossed over – and the interpersonal dimension of teacher learning must be maintained. Recommendations are made for researchers, policymakers, teachers and teacher educators.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.caeo.2022.100080 10.5281/zenodo.4733147 2129771:AQSTZII8 2129771:RT5YCTNI 2129771:XLTBLBZA 2339240:5GVQGQC4 2405685:E5J2KHF2 2405685:RKQI4W3A 2405685:T5QVE96Z 2534378:DZ4AXQJ2 4426965:RRTYWK3S
Keywords: ICT; Teacher professional development; _EdTechHub_Output; _MELA_knowledge_product; _MELA_seen; _genre:LR-literature_review; e-learning; low- and middle-income countries (LMICs); pedagogy; peer learning; teacher training; technology

Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: A systematic review - Hennessy, Sara; D'Angelo, Sophia; McIntyre, Nora; Koomar, Saalim; Kreimeia, Adam; Cao, Lydia; Brugha, Meaghan; Zubairi, Asma (Computers and Education Open, 2022)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.caeo.2022.100080 10.5281/zenodo.4733147 2339240:5GVQGQC4 2339240:LPFYJHUF 2405685:E5J2KHF2 2405685:KXGE9JIR 2405685:RKQI4W3A 2405685:T5QVE96Z 2534378:5CCARHUH 2534378:DZ4AXQJ2 4804264:4QCM8LRH
Keywords: Disability; Final_citation; Read; Referenced; Teacher education and training; What works evidence; _EdTechHub_Output; _MELA_knowledge_product; _MELA_seen; cited; existing

Technology use for teacher education and professional development: Insights from a systematic review [preprint] - Hennessy, Sara; D'Angelo, Sophia; McIntyre, Nora; Brugha, Meaghan; Zubairi, Asma (2022)
Keywords: ⛔ No DOI found

Technology use in teacher preparation and professional development in low- and middle-income countries - Hennessy, Sara; D'Angelo, Sophia; Koomar, Saalim; Adam, Taskeen; Cao, Lydia; Haßler, Björn (Global Education Monitoring Report, 2023)
KerkoCite.ItemAlsoKnownAs: 4804264:GC4PFLTW
Keywords: Final_citation; cited; existing

Technology use in teacher preparation and professional development in low- and middle-income countries: 2023 GEM Report – Evidence review - Hennessy, S.; D'Angelo, Sophia; Koomar, Saalim; Kreimeia, Adam; Adam, Taskeen; Cao, Lydia; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6958583 10.53832/edtechhub.0104 2405685:8SKNCIXH
Keywords: _r:AddedByZotZen

Examining overlap of included studies in meta-reviews: Guidance for using the corrected covered area index - Hennessy, Emily A.; Johnson, Blair T. (Research Synthesis Methods, 2020)
Overlap in meta-reviews results from the use of multiple identical primary studies in similar reviews. It is an important area for research synthesists because overlap indicates the degree to which reviews address the same or different literatures of primary research. Current guidelines to address overlap suggest that assessing and documenting the degree of overlap in primary studies, calculated via the corrected covered area (CCA) is a promising method. Yet, the CCA is a simple percentage of overlap and current guidelines do not detail ways that reviewers can use the CCA as a diagnostic tool while also comprehensively incorporating these findings into their conclusions. Furthermore, we maintain that meta-review teams must address non-independence via overlap more thoroughly than by simply estimating and reporting the CCA. Instead, we recommend and elaborate five steps to take when examining overlap, illustrating these steps through the use of an empirical example of primary study overlap in a recently conducted meta-review. This work helps to show that overlap of primary studies included in a meta-review is not necessarily a bias but often can be a benefit. We also highlight further areas of caution in this task and potential for the development of new tools to address non-independence issues.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/jrsm.1390 KerkoCite.ItemAlsoKnownAs: 10.1002/jrsm.1390 2129771:ZQXX6IN3
Keywords: citation matrix; corrected covered area; meta-review; overlap; overview

IPadien opetuskäytön yhteys kolmannen luokan oppilaiden motivaatioon ja itseohjautuvuuteen käsityön opetuskokeilussa - Hemminki, Anni; Lummelahti, Miina (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:6U4HDHRN
Keywords: _C:Finland FIN; _C:Malaysia MYS; _C:Oman OMN; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Math acceleration in elementary school: Access and effects on student outcomes - Hemelt, S.W.; Lenard, M.A. (Economics of Education Review, 2020)
This paper examines curricular acceleration in mathematics during elementary school using administrative data from a large, diverse school district that recently implemented a targeted, test-based acceleration policy. We first characterize access to advanced math and then estimate effects of acceleration in math on measures of short-run academic achievement as well as non-test-score measures of grit, engagement with schoolwork, future plans, and continued participation in the accelerated track. Experiences and effects of math acceleration differ markedly for girls and boys. Girls are less likely to be nominated for math acceleration and perform worse on the qualifying test, relative to boys with equivalent baseline performance. We find negative effects of acceleration on short-run retention of math knowledge for girls, but no such performance decay for boys. After initial exposure to accelerated math, girls are less likely than boys to appear in the accelerated track during late elementary school and at the start of middle school. © 2019 Elsevier Ltd
Publisher: Elsevier Ltd KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2019.101921 10/gg26g3 2129771:7MPSL3A4 2339240:74NZL3V7 2486141:YKA3XDS5
Keywords: Curricular acceleration; Elementary school; Gifted; I21; I24; I28; Mathematics; _AcademicRecoveryOECS; academic performance; content; curriculum; education policy; educational development; mathematics; primary education; student

Assembling iPads and mobility in two classroom settings - Hembre, Oda J.; Warth, Line Lundvoll (Technology, Knowledge and Learning, 2020)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s10758-019-09405-w 2129771:UD95G4SM
Keywords: _C:Australia AUS; _C:Norway NOR; _C:Poland POL; _C:Singapore SGP; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

Factors affecting the women's empowerment in disaster risk governance structure in Sri Lanka - Hemachandra, Kinkini; Amaratunga, Dilanthi; Haigh, Richard (International Journal of Disaster Risk Reduction, 2020)
Women have been disproportionately affected by natural hazards due to many reasons. Minimum representation of women in disaster decision-making has been identified as such reasons for their high vulnerabilities in disasters. Hence, women's empowerment in disaster decision-making has been proposed by researchers and many international frameworks as a strategy to address vulnerabilities. Because women's empowerment in disaster risk governance is expected to reduce their vulnerabilities and strengthen overall societal resilience to future hazards. However, limited evidence is available on how to achieve women's empowerment in disaster risk governance. Hence, this chapter aims to explore the challenges that prevent their empowerment in disaster risk governance structure as input for policy makers of Sri Lanka. Sri Lanka was selected due to its increasing risks for disasters and the status of women's empowerment within the risk governance structure. Using a semi-structured interview guideline, which was developed based on the literature review, nine semi-structured interviews were conducted with the experts in the field of the study. Interview data were analysed qualitatively to identify the challenges that limit women's empowerment in disaster risk governance structure in Sri Lanka. The identified challenges are presented in this paper with the suggestions made by experts as inputs for the policymaking process. Accordingly, twenty challenges were identified within five broad themes as legal, institutional, individual, social & cultural and nature of the job. Accordingly, three suggestions were presented to overcome the identified challenges to enhance women's empowerment in disaster risk governance structure in Sri Lanka.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijdrr.2020.101779 2129771:UJD4GMHQ 5072953:45SMR5WE 5072953:LGTBIVQK 5072953:ZGYQ5PZP
Keywords: Disaster risk governance; Disasters; Governance; Sri Lanka; Women's empowerment; _z:class:countries

The potential and prerequisites of effective tablet integration in rural Kenya - Heinrich, Carolyn J.; Darling-Aduana, Jennifer; Martin, Caroline (British Journal of Educational Technology, 2020)
Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12870 2129771:ATNXRVR5
Keywords: __C:filed:1

The United Nations Office on Drugs and Crime’s Efforts to Strengthen a Culture of Prevention in Low- and Middle-Income Countries - Heikkilä, Hanna; Maalouf, Wadih; Campello, Giovanna (Prevention Science, 2021)
Abstract This article discusses how decision-makers can be supported to strengthen a culture of prevention. This article presents an example of the United Nations Office on Drugs and Crime’s (UNODC) work to engage with decision-makers to create readiness, demand, and capacity for evidence-based prevention programming among them, particularly in low- and middle-income countries. First, we utilized two of the UNODC’s data sources to describe the context where the UNODC’s prevention efforts take place. Analysis of the first dataset on prevention activities implemented globally revealed a gap in translating evidence into practice on a global scale. The second dataset consisted of UNODC policy documents mandating and guiding global action to address substance use. The analysis showed that at the level of political frameworks, prevention is gradually gaining more attention but is still frequently left in the shadow of health- and law enforcement-related issues. In addition, these guiding documents did not reflect fully the current scientific understanding of what constitutes an effective prevention response. Against this background, the feasibility of the UNODC’s efforts to bridge the science–practice gap in the field of prevention was discussed by presenting the results from the UNODC’s regional capacity-building seminars focused on the role of monitoring and evaluation in prevention programming. The results showed potential of this capacity building to affect the attitudes and knowledge of targeted decision-makers. Such efforts to increase decision-makers’ readiness and ultimately their endorsement, adoption, and ongoing support of evidence-based preventive interventions should be continued and intensified.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11121-020-01088-5 4804264:ZWBMP88Q
Keywords: Final_citation

ICT4D 3.0? Part 1—The components of an emerging “digital‐for‐development” paradigm - Heeks, Richard (The Electronic Journal of Information Systems in Developing Countries, 2020)
What has changed in the decade or so since the ideas of a new “ICT4D 2.0” phase were first mooted? This paper reviews those changes, based on a new framework model. At a foundational level, it looks at recent and current trends in digital technologies, data, processes and the implications these have for the user demographics and network structures that underpin the role of digital ICTs in international development. It then summarises some of the new building blocks of development: digital roles, digital products and digital business models. We could call what is emerging “ICT4D 3.0.” However, this paper argues that the changes are such that we could talk of a paradigmatic shift and suggests that the elements could be collated as a new “digital-for-development” paradigm. Part 2 of this paper explores the patterns of change in the economy and in politics that may be associated with this paradigm.
KerkoCite.ItemAlsoKnownAs: 10.1002/isd2.12124 2129771:W7CAGF8H

Synchronous distance education vs traditional education for health science students: A systematic review and meta-analysis - He, Liyun; Yang, Na; Xu, Lingling; Ping, Fan; Li, Wei; Sun, Qi; Li, Yuxiu; Zhu, Huijuan; Zhang, Huabing (Medical Education, 2021)
Context Synchronous distance education (SDE) has been widely used for health science students in recent years. This study examined the effectiveness and acceptance of SDE compared with traditional education for health science students and explored the potential moderators that could impact the pooled results. Methods A systematic review and meta-analysis was conducted of randomised controlled trials (RCTs) from January 2000 to March 2020 searched on nine electronic databases, including Web of Science, PubMed, Cochrane Library, Scopus, EMBASE, CINAHL, ERIC, PsycINFO, and ProQuest Dissertations and Theses. The outcomes measured were knowledge, skills with objective assessments and overall satisfaction with subjective evaluations. The pooled results were calculated using random-model effects, and moderators were explored through meta-regression. Results A total of seven RCTs with 594 participants were included. At the post-test level, the pooled effect size of knowledge acquisitions (SMD 0.12, 95% CI −0.07-0.32) showed insignificant difference between the SDE and traditional education groups (P = .207), with low heterogeneity (I2 = 17.6%). Subgroup analyses observed no factors that significantly impacted the pooled results of knowledge acquisition at the post-test levels (P for interaction > 0.05). Knowledge gains from pretest to post-test in SDE groups also did not differ significantly between groups (SMD 0.15, 95% CI −0.22-0.53; P = .428). The pooled effect size of skills (SMD 0.02, 95% CI −0.24-0.28; P = .735) was similarly insignificant. The pooled effect size of overall satisfaction (SMD 0.60, 95% CI 0.38-0.83; P < .001) significantly favoured SDE over traditional education. Incorporating two-group studies without randomisations did not significantly change the overall results of knowledge acquisition at the post-test level (SMD −0.002, 95% CI −0.11-0.10; P = .994), with moderate heterogeneity (I2 = 61.9%). Conclusions Synchronous distance education was not significantly different from traditional education in effectiveness and had higher satisfaction ratings. Our findings might provide indications for adoptions of online remote education in health science education centres.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/medu.14364 KerkoCite.ItemAlsoKnownAs: 10.1111/medu.14364 2129771:9HBD6YC4
Keywords: _genre:LR-literature_review; health science students; meta-analysis; synchronous distance education; the COVID-19 pandemic; traditional education

“Conversing” with Qualitative Data: Enhancing Qualitative Sociological Research through Large Language Models (LLMs) - Hayes, Adam S. (SocArXiv, 2023)
KerkoCite.ItemAlsoKnownAs: 2129771:52SRW69N 2129771:GLMWKKTF

Leadership team coaching: Developing collective transformational leadership - Hawkins, Peter (Kogan Page Publishers, 2021)
KerkoCite.ItemAlsoKnownAs: 4804264:WUBRDLE7
Keywords: Final_citation

ILCE: Trialling environmental sensors in Tanzanian Schools – First pilot - Hassler, Bjoern; Villavicencio Peralta, Xuzel; Toyinbo, Oluyemi (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
ZenodoArchiveID: 8402851 ZenodoArchiveConcept: 8402850 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1019 2129771:IT8RD5H2
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

ILCE: Trialling environmental sensors in Tanzanian Schools – First pilot - Hassler, Bjoern; Villavicencio Peralta, Xuzel; Toyinbo, Oluyemi (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
ZenodoArchiveID: 8402855 ZenodoArchiveConcept: 8402854 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1020 2129771:HHH8MWN3
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Guidelines, recommendations and tool for non-formal learning methods - Hassinen, Sirje (Quaderni di Comunità: persone, educazione e welfare nella società 5.0: 1, 2023, 2023)
Publisher: Eurilink KerkoCite.ItemAlsoKnownAs: 4804264:46X6H7PL
Keywords: Final_citation; ⛔ No DOI found

Seeking out clear and unique Information Systems Concepts: a natural language processing approach - Hassan, N.R.; Prester, J; Wagner, G. (Proceedings of the European conference on information systems (eds MLF Rowe and R El Amrani, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:GVRZZNN6 2486141:LLMN8KCG
Keywords: ⛔ No DOI found

Education and Management Engineering - Hassan, Malik; Mirza, Tabasum; Hussain, Mirza (International Journal of Education and Management Engineering, 2020)
The world has witnessed a sudden change in the teaching-learning processes due to the ongoing pandemic of COVID-19. The worldwide compulsive lockdown for ensuring the preventive measures to stop the spread of this infection has equally affected education sector as other business sectors. As all of us know that quality education is the only long-term rescue for all the challenges and therefore, the need to find out the alternative solution to the traditional classroom teaching-learning is the concern of all stakeholders and the only option found is online mode of teaching-learning, which was somehow already available and had attracted an intense attention during this period. The aim of the paper is to study the teacher's perspective in India about this mode of learning, challenges and issues faced by them in migration to online platform, experience about online tools/platforms used for instructional delivery and their suggestions to improve the process for effective teaching. This study will help in gaining insight towards the possible improvements in the ongoing mode of online teaching and in future situations also. The results obtained based on sample collection through web based questionnaire clearly gives some information, which could be an eye opener for enhancing the implementation of the online teaching-learning among the learners especially teachers, who can further help in implementation of the large. Although, the online mode was already in place and was utilized in blended form to a substantial level in the developed countries, but in developing countries like India, where teachers are not familiar with online platforms/tools, lack of knowledge and skills to handle the online ICT infrastructure in a challenging situation. The results also give an impression about the need of professional development with special focus on digital literacy skills and awareness among the teacher community about the merits of online platforms for the teaching-learning process.

EdTech Fellowship – Course Syllabus - Haßler, Björn; Walker, Hannah; Moustafa, Nariman; Macharia, Grace; Adam, Taskeen; Lurvink, Anne-Fleur; McBurnie, Chris (Open Development & Education, 2023)
This resource is an output of the Open Development & Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/.
ZenodoArchiveID: 7844700 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0288 ZenodoArchiveConcept: 7844699
Keywords: _comingsoon; _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

EdTech, Learning and Equity: The EdTech Hub Research Portfolio - Haßler, Björn; Wagner, Dan; Outhwaite, Laura (EdTechHub, 2023)
ZenodoArchiveID: 10079721 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1000 ZenodoArchiveConcept: 10079720
Keywords: _internal; _r:AddedByMyEducationEvidence

ILCE: Conducting surveys in Tanzanian Schools – Second pilot - Haßler, Björn; Villavicencio Peralta, Xuzel; Toyinbo, Oluyemi (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
ZenodoArchiveID: 8402861 ZenodoArchiveConcept: 8402860 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1021 2129771:EASK7UAW
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Improving Learning Through Classroom Experience in East Africa: Temperature, Lighting, and Sound Quality – Inception report - Haßler, Björn; Villavicencio Peralta, Xuzel Ana; Macharia, Grace; Toyinbo, Oluyemi; Nambatya, Mauricia; Mtebe, Joel; Schaffer, Jens; Wargocki, Pawel; Adam, Taskeen (Open Development & Education, 2022)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0286 2129771:44YQ4VEG 2129771:GSFGV6IU
Keywords: Author:OpenDevEd; _publish; _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

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

Caribbean Learning Recovery Programme - Leadership for Learning - Haßler, Björn; Regis, Callista; Khalayleh, Abdullah; McBurnie, Chris; Megha-Bongnkar, Ghislaine; Blower, Tom (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:N54P836G 2129771:Q3KUVTUV
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _yl:o1a; _zenodo:submitted; _zenodoETH:submitted

Planning Tool - Haßler, Björn; Regis, Callista; Khalayleh, Abdullah; McBurnie, Chris; Megha-Bongnkar, Ghislaine; Blower, Tom (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:59HCS6F9
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _yl:r1; _zenodo:submitted; _zenodoETH:submitted

ILCE: Trialling environmental sensors in Tanzanian Schools – First pilot - Open Development & Education - Haßler, Björn; Peralta, Xuzel Villavicencio; Toyinbo, Oluyemi; Toyinbo, Xuzel Villavicencio Peralta and Oluyemi Toyinbo, Björn Haßler, Xuzel Villavicencio Peralta and Oluyemi, Björn Haßler (2023)
Funded by the UK Foreign, Commonwealth and Development Office, the Improving Learning Through Classroom Experience (ILCE) programme focuses on investigating whether modification of the built environment (temperature, light intensity, and acoustics) can positively impact the classroom experience to improve learning. This blog post is about the first pilot, where we tested the sensors in preparation
KerkoCite.ItemAlsoKnownAs: 2129771:4LNSAIW8 2486141:ZY9ZRWMD

Reaching SDG4 by 2030: Characteristics of Interventions That Can Accelerate Progress in the Lowest-Income Countries - Haßler, Björn; Open Development & Education (OpenDevEd, 2022)
ZenodoArchiveID: 6543423 ZenodoArchiveConcept: 6543422 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.275 10.53832/opendeved.276 2129771:8RSB5NPN
Keywords: Author:OpenDevEd; _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

Reaching SDG4 by 2030: Options for Interventions That Can Accelerate Progress in the Lowest-Income Countries - Haßler, Björn; Open Development & Education (OpenDevEd, 2022)
ZenodoArchiveID: 6543430 ZenodoArchiveConcept: 6543429 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.277 2129771:2U7PR3EE
Keywords: Author:OpenDevEd; _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

EdTech and COVID-19 response [EdTech Hub Report] - Haßler, Björn; Nicolai, Susan; McBurnie, Chris; Jordan, Katy; Wilson, Sam; Kreimeia, Adam (EdTech Hub, 2020)
This document is background paper 3 for the #SaveOurFuture campaign as an EdTech Hub report. The full paper and other working group papers are available here: https://saveourfuture.world/white-paper/. The evidence library entry for the background paper in original format is https://docs.edtechhub.org/lib/SXDQAPB6.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4118177 2129771:NXT72X66 2129771:RZZI4WU9 2129771:XY56AEY8 2339240:BGZYE7EH 2339240:Q3INH4WN 2339240:V2JUHPPN 2405685:GI3IBRKA 2405685:IA9PL99D 2405685:P84UGFG8 2405685:SXDQAPB6
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _EdTechHub_Output; _r:ImportedToMyEducationEvidence; _yl:j; _yl:k; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

EdTech and COVID-19 response [Save Our Future] - Haßler, Björn; Nicolai, Susan; McBurnie, Chris; Jordan, Katy; Wilson, Sam; Kreimeia, Adam (Education Commission, 2020)
This document is background paper 3 for the #SaveOurFuture campaign. The full paper and other working group papers are available here: https://saveourfuture.world/white-paper/. This document is also available as an EdTech Hub report, see https://docs.edtechhub.org/lib/IA9PL99D
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3983877 2129771:FX7Z5KQZ 2129771:K9ZCWVMZ 2129771:NXT72X66 2129771:RZZI4WU9 2129771:XY56AEY8 2339240:BGZYE7EH 2339240:Q3INH4WN 2339240:V2JUHPPN 2405685:GI3IBRKA 2405685:IA9PL99D 2405685:P84UGFG8 2405685:SXDQAPB6
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _EdTechHub_Output; _cover:v2; _r:ImportedToMyEducationEvidence; _yl:j; _yl:k; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Teacher professional development and coaching in low-income countries: An evidence-informed conversation - Haßler, Björn; Moss, Caitlin (EdTech Hub, 2020)
EdTechHub.Source: 2405685:SC5NHA65 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3631745 2129771:EHFUXJQC 2129771:YHNWVMB3 2339240:94ZP3EK4 2339240:FIDI5TC2 2405685:39DIRNE9 2405685:HH3QKBIF 2405685:I3BV48CX 2405685:ITL9PIC3 2405685:K8BSWYFM 2405685:KF9F48ID 2405685:N68MMAPR 2405685:P5Y5GMFN 2405685:SC5NHA65 2486141:TAY7LNB6
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _C:Ghana GHA; _C:India IND; _C:Jordan JOR; _C:Kenya KEN; _C:Liberia LBR; _C:South Africa ZAF; _C:United Kingdom GBR; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence; _yl:m

Academic Recovery Programme - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4726112 2129771:RVEE6LU6
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _yl:fb

An Academic Recovery Programme for the OECS Member States - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. previousDOI: 10.5281/zenodo.4555952 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555952 10.5281/zenodo.4780102 2129771:QM6J57C9 2129771:X3PR76VM
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _C:Dominica DMA; _C:Grenada GRD; _C:Saint Lucia LCA; _C:Saint Vincent and the Grenadines VCT; _DOILIVE; _r:ImportedToMyEducationEvidence; _yl:d; _zenodo:submitted; _zenodoETH:submitted

An Academic Recovery Programme for the OECS Member States: Pitch Deck - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. previousDOI: 10.5281/zenodo.4555962 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555962 10.5281/zenodo.4780107 2129771:XQCXWE7I
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _DOILIVE; _r:ImportedToMyEducationEvidence; _yl:e; _zenodo:submitted; _zenodoETH:submitted

Concept Note for the Implementation of the Academic Recovery Programme - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. previousDOI: 10.5281/zenodo.4779101 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4726106 10.5281/zenodo.4780110 2129771:FMVT2NIB
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _DOILIVE; _r:ImportedToMyEducationEvidence; _yl:f; _zenodo:submitted; _zenodoETH:submitted

Final Report and Recommendations - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 4804264:8Z9KY58A
Keywords: Final_citation; cited; existing

Final Report and Recommendations - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4603101 2129771:CVSJXA3I 2129771:TD6VRUSA previousDOI: 10.5281/zenodo.4780111
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _DOILIVE; _r:ImportedToMyEducationEvidence; _yl:g; _zenodo:submitted; _zenodoETH:submitted

Implementation Guidance: Slide Deck for Teacher Professional Development - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:7URGGP44
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; ___duplicate_item; _yl:o4b

Implementation Guidance: Slide Deck for Teacher Professional Development - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4603116 2129771:3TJE6CMI Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; ___duplicate_item; _r:ImportedToMyEducationEvidence; _yl:j

Implementation Guidance: Teacher Professional Development [Facilitators Version] - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:3MRBXTPD
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; ___duplicate_item; _yl:o4a

Implementation Guidance: Teacher Professional Development [Facilitators Version] - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555958 2129771:M9WXRHE7 2129771:TR2PTQAY
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; ___duplicate_item; _r:ImportedToMyEducationEvidence; _yl:h

Implementation Guidance: Teacher Professional Development [Teachers Version] - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555960 2129771:P2D5IJBC Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence; _yl:i

Implementation Planning: Parental Support for the Academic Recovery Programme - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:YR6P5KA7
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; ___duplicate_item; _yl:o8a; _zenodoETH:submitted

Implementation Planning: Parental Support for the Academic Recovery Programme - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555966 2129771:VK5QH5Q7
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _DOILIVE; ___duplicate_item; _r:ImportedToMyEducationEvidence; _yl:fb; _zenodoETH:submitted

Implementation Planning: SPED Internal Referral Form - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:996H993E
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; ___duplicate_item; _yl:o6b; _zenodoETH:submitted

Implementation Planning: SPED Internal Referral Form - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4743615 2129771:TEACS38K
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _DOILIVE; ___duplicate_item; _r:ImportedToMyEducationEvidence; _yl:fd; _zenodoETH:submitted

Implementation Planning: SPED Referral Flowchart - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:69CMFWEU
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; ___duplicate_item; _yl:o6a; _zenodoETH:submitted

Implementation Planning: SPED Referral Flowchart - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4743613 2129771:TJZEP4QS
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _DOILIVE; ___duplicate_item; _r:ImportedToMyEducationEvidence; _yl:fc; _zenodoETH:submitted

Implementation Planning: SPED Support Plan Template - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:9XKXEUN2
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; ___duplicate_item; _yl:o6c; _zenodoETH:submitted

Implementation Planning: SPED Support Plan Template - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4743617 2129771:D3BT2TVI
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _DOILIVE; ___duplicate_item; _r:ImportedToMyEducationEvidence; _yl:fe; _zenodoETH:submitted

Implementation Planning Tool - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
previousDOI: 10.5281/zenodo.4726114 Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. previousDOI: 10.5281/zenodo.4779883 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4726114 10.5281/zenodo.4779907 2129771:EM6IJ327
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _DOILIVE; _r:ImportedToMyEducationEvidence; _yl:fa; _zenodo:submitted; _zenodoETH:submitted

OECS Academic Recovery Programme - Outputs Register - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4743541 2129771:IVJXYC3E 2129771:S8XPYA4I
Keywords: Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence; _yl:o

Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape [ZIP Archive] (VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany, 2020)
This is a zip archive of the InDesign Files for Haßler, B., Haseloff, G., Adam, T., Akoojee, S., Allier-Gagneur, Z., Ayika, S., Bahloul, K., Kigwilu, P. C., Costa, D. D., Damani, K., Gordon, R., Idris, A., Iseje, F., Jjuuko, R., Kagambèga, A., Khalayleh, A., Konayuma, G., Kunwufine, D., Langat, K., … Winkler, E. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape. VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. DOI: 10.5281/zenodo.4264612. Available from https://docs.opendeved.net/lib/ZEDIHF57
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4343614 2129771:E79M555M
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _yl:ac

A scoping review of technology in education in LMICs - descriptive statistics and sample search results - Haßler, Björn; McIntyre, Nora; Jordan, Katy; Mitchell, Joel; Brugha, Meaghan; Martin, Kevin; Nourie, Kristi; Damani, Kalifa (EdTech Hub, 2020)
EdTechHub.Source: 2405685:CMRISZHV KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3631588 2129771:56GZ7UBP 2129771:9VXUZISD 2129771:ADGISTZU 2129771:GYTVIZJV 2129771:MBZLFNDM 2339240:2387P995 2339240:65KP6SVQ 2339240:6FUA4SDV 2339240:85SBE7SC 2339240:8RA9UD7W 2339240:IXIRDBKK 2339240:STPRNPV3 2405685:BBQI3VSA 2405685:CMRISZHV 2405685:F6UAIKKN 2405685:QJTH2UXC 2405685:R88UVQZ7 503888:7EH7BANW 503888:PI9FLM7C
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; __C:filed:1; _r:ImportedToMyEducationEvidence; _yl:v

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

Protocol for a systematic review with meta-analysis: Understanding quality characteristics of EdTech interventions and implementation for disadvantaged pupils - Haßler, Björn; McBurnie, Chris; Walker, Hannah; Klune, Christopher; Bhutoria, Aditi (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10697652 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1077 ZenodoArchiveConcept: 10697651
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

Coding tool for a systematic review with meta-analysis: Understanding quality characteristics of EdTech interventions and implementation for disadvantaged pupils - Haßler, Björn; McBurnie, Chris; Walker, Hannah; Klune, Christopher (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10780358 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1115 ZenodoArchiveConcept: 10780357
Keywords: Coming soon; Internal; _forthcoming; _r:AddedByMyEducationEvidence

Keyword Inventory for Systematic Literature Review: Understanding Quality Characteristics of EdTech Interventions and Implementation for Disadvantaged Pupils - Haßler, Björn; McBurnie, Chris; Walker, Hannah; Klune, Christopher (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10697638 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1075 ZenodoArchiveConcept: 10697637
Keywords: Internal; _forthcoming; _r:AddedByMyEducationEvidence; coming soon