Unlocking Data to Tell the Story of Education in Africa: Webinar Summary & Synthesis - Adam, Taskeen; Agyapong, Samuel; Asare, Samuel; Heady, Lucy; Wacharia, Wairimu; Mjomba, Renaldah; Mugo, John; Mukiria, Faith; Munday, Gemma (ESSA, Zizi Afrique, EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4279156 2129771:XYEJSVYW 2405685:S9MFQ8KB 2339240:HZTGKNN9
Keywords: Author:OpenDevEd; _EdTechHub_Output; _GS:not_indexed; _r:CopiedFromEvLib; _r:ImportedToMyEducationEvidence; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

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

Addressing Injustices through MOOCs: A study among peri-urban marginalised South African youth (Unpublished doctoral thesis) - Adam, Taskeen (University of Cambridge, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:2DSBNUPY
Keywords: Author:OpenDevEd

Approaches to Designing Justice-oriented MOOCs. Presentation to Centre for Innovation in Learning and Teaching (CILT), University of Cape Town - Adam, Taskeen (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
ZenodoArchiveID: 8392550 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1017 ZenodoArchiveConcept: 8392549
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

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

Between Social Justice and Decolonisation: Exploring South African MOOC designers’ conceptualisations and approaches to addressing injustices [presentation, O-143] - Adam, Taskeen (OER20, 2020)
As social justice and decolonisation discussions fill the physical and virtual corridors of university spaces in South Africa, educators, and in this case, MOOC designers, are inevitably influenced by them. They are prompted to reflect on such topics, whether in agreement or with scepticism. Provoked by one interviewee’s comment that ‘you could decolonise and still have an enormous amount of injustice’, this paper investigates how South African MOOC designers conceptualise justices, and how they attempt to address these injustices in and through their MOOCs. As terminology from these discourses at times misconstrued MOOC designers’ opinions, an analytical framework was created to shift focus to addressing injustices, namely: material injustices, cultural-epistemic injustices, and political/geopolitical injustices. These Dimensions of Human Injustice were used to analyse semi-structured interviews with 27 MOOC South African designers. It was found that they formed opinions based on the aforementioned discourses, which impacted their engagement with injustice in their designs. Those who stressed cultural-epistemic injustices, focused on relevance, inclusive processes and the geopolitics of knowledge production. Those who stressed material injustices, focused on socio-economic disparities, infrastructural inequalities and the need to tackle these systemic problems at a societal level. Through highlighting MOOC designers’ attempts at addressing injustices, it is envisioned this will lead to more multi-dimensional, justice-oriented approaches to MOOC design that better enable learners. Additionally, efforts by South African MOOC designers, highlighted in this paper, can be seen as a guide for the MOOC space in general to take greater strides in creating MOOCs in more justice-oriented ways.
KerkoCite.ItemAlsoKnownAs: 2129771:NW9VFE68
Keywords: Author:OpenDevEd

Digital Literacy Needs for Online Learning Among Peri-Urban, Marginalised Youth in South Africa - Adam, Taskeen (International Journal of Mobile and Blended Learning (IJMBL), 2022)
As online learning modes become more common, this can exacerbate educational inequalities for learners who do not have the ability to utilise these modes effectively. This has been seen in the COVID-19 crisis where there has been a shift to remote and distance learning modalities despite the limited...
KerkoCite.ItemAlsoKnownAs: 10.4018/IJMBL.310940 2129771:5KY339P2 2129771:KIULXTH7 2486141:VQDPU9L2 4804264:6G69PX6V
Keywords: Author:OpenDevEd; Final_citation; cited; existing

Open educational practices of MOOC designers: embodiment and epistemic location - Adam, Taskeen (Distance Education, 2020)
This article reports the lack of epistemic diversity in producers of massive open online courses (MOOCs) through examining whose knowledges and what knowledges are forefronted in MOOCs. Through analysis of 27 semi-structured interviews, the study explored the relationship between South African MOOC designers and their open educational practices (OEP), questioning in what ways MOOC designers enact openness in their design, based on their own reasoning of what openness means. The study illustrates that MOOC designers create MOOCs that strongly link to who they are, what they value, and how they understand the world, highlighting the crucial need to have epistemically diverse MOOC designers from different cultures, value systems, and epistemologies, that critically reflect on their positionalities and subjectivities. From this, the study asserts a new way of looking at OEP where MOOC designers go beyond implementing OEP, to being someone who is open. I termed this the embodiment of openness.
Publisher: Routledge _eprint: https://doi.org/10.1080/01587919.2020.1757405 KerkoCite.ItemAlsoKnownAs: 10.1080/01587919.2020.1757405 4804264:93QCDBDG
Keywords: Final_citation; MOOC designer; OEP; cited; critical consciousness; embodiment; epistemic location; existing; positionality

Open educational practices of MOOC designers: embodiment and epistemic location - Adam, Taskeen (Distance Education, 2020)
This article reports the lack of epistemic diversity in producers of massive open online courses (MOOCs) through examining whose knowledges and what knowledges are forefronted in MOOCs. Through analysis of 27 semi-structured interviews, the study explored the relationship between South African MOOC designers and their open educational practices (OEP), questioning in what ways MOOC designers enact openness in their design, based on their own reasoning of what openness means. The study illustrates that MOOC designers create MOOCs that strongly link to who they are, what they value, and how they understand the world, highlighting the crucial need to have epistemically diverse MOOC designers from different cultures, value systems, and epistemologies, that critically reflect on their positionalities and subjectivities. From this, the study asserts a new way of looking at OEP where MOOC designers go beyond implementing OEP, to being someone who is open. I termed this the embodiment of openness.
Publisher: Routledge _eprint: https://doi.org/10.1080/01587919.2020.1757405 KerkoCite.ItemAlsoKnownAs: 10.1080/01587919.2020.1757405 2129771:32FCTZAV 2129771:XAGDW5SL
Keywords: Author:OpenDevEd; MOOC designer; OEP; __C:filed:1; critical consciousness; embodiment; epistemic location; positionality

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

The privilege of #pivotonline: A South African perspective - Adam, Taskeen (Open Development & Education, 2020)
Taskeen Adam, https://opendeved.net/2020/04/22/the-privilege-of-#pivotonline/, 2020-04-22, 10.5281/zenodo.3760383 As the global number of COVID-19 cases increase, lockdowns continue across the world. Reports from UNESCO highlight that nationwide closures are impacting over 91% of the world’s student population who can no longer attend school. With schools closed, there has been a mass shift to online education — from primary …
EdTechHub.Source: <this> EdTechHub.Source: 2129771:YIULJYN8 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3760383 2129771:XBIPY9PU 2129771:YIULJYN8 2405685:BE8K7HXB
Keywords: Author:OpenDevEd; __C:filed:1; _r:ImportedToMyEducationEvidence; docs.opendeved.net

SFL praxis in U.S. teacher education: a critical literature review - Accurso, Kathryn; Gebhard, Meg (Language and Education, 2021)
This literature review analyzes the influences of systemic functional linguistics (SFL) in U.S. teacher education from 2000 to 2019. First, we describe how SFL has been contextualized in United States in response to changing demographics, new technologies, policies, and the impacts of globalization. Second, we outline our methodology, which yielded 136 publications from the fields of literacy research, teacher education, and applied linguistics. Third, we present four findings: (1) the main vehicles for introducing U.S. teachers to SFL theory and practice are grant-funded university-school partnerships, courses in colleges of education, and self-contained professional development workshops; (2) most interventions focused on introducing teachers to functional metalanguage and text analysis, with fewer focusing on multimodality; (3) SFL interventions positively influenced teachers’ level of semiotic awareness and ability to design focused disciplinary literacy instruction. Teachers’ critical awareness and confidence for literacy instruction were influenced to a lesser extent; and (4) more sustained investments in teacher professional development led to greater gains in teacher learning as well as a critical awareness of the relationship between disciplinary literacy practices and ideologies at work in K-12 schools. Based on these findings, we conclude with three recommendations for the future of critical SFL praxis in teacher education.
Publisher: Routledge _eprint: https://doi.org/10.1080/09500782.2020.1781880
Keywords: Systemic functional linguistics; critical language awareness; disciplinary literacies; pedagogical knowledge; teacher professional development

The effects of ABRACADABRA on reading outcomes: An updated meta-analysis and landscape review of applied field research - Abrami, Philip C.; Lysenko, Larysa; Borokhovski, Eugene (Journal of Computer Assisted Learning, 2020)
ABRACADABRA (ABRA) is an evidence-based suite of interactive multimedia that engages learners in the development of core reading skills. This meta-analysis presents an update of the research evidence about the effectiveness of ABRA for elementary students. It reports 91 effect sizes in six reading-related outcomes for a sample of 7,388 students. Regardless of context and measurement type, the studies yielded positive effects of ABRA, ranging in magnitude from g+ = 0.080 for Vocabulary Knowledge to g+ = 0.378 for Phonemic Awareness and reaching statistical significance in four outcome categories. This meta-analysis adds to our understanding of the effectiveness of ABRA-based reading instruction by exploring factors of research design, ABRA design and implementation contexts, and various student characteristics and offers implications for instructional practice.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcal.12417 KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12417 2129771:RCUA82IE 2486141:Q45PML4B
Keywords: early reading instruction; elementary education; interactive software for learning; meta-analysis; reading outcomes

PER6. The SABER-ICT policy framework in brief [Arabic] - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4495759 2129771:4EF7UEUF
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; language:Arabic

PER6. The SABER-ICT policy framework in brief [Arabic/English] - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4495755 2129771:5H9PZXCG
Keywords: Author:Haßler; Author:OpenDevED; _r:ImportedToMyEducationEvidence; language:Arabic; language:English

PER6. The SABER-ICT policy framework in brief [English] - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4494983 2129771:LYABC83R
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; language:English

Sprint 6 report - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3638937 2129771:AVQ3ZMRZ
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 6 report - Arabic - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4533053 2129771:J8VJDW9U
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 7 report - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4529684 2129771:ZIFHA2QK
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 7 report - Arabic - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4533057 2129771:FFQHNWD4
Keywords: Author:Haßler; Author:OpenDevED; _r:ImportedToMyEducationEvidence

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

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

Sprint 9 report - Abed, Reema; Alawamleh, Nour; Khalayleh, Abdullah; Metni, Eliane; Haßler, Björn (Activating EdTech, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4529688 2129771:4Y59Y5AC
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 9 report - Arabic - Abed, Reema; Alawamleh, Nour; Khalayleh, Abdullah; Metni, Eliane; Haßler, Björn (Activating EdTech, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4533061 2129771:PGGEA5FQ
Keywords: Author:Haßler; Author:OpenDevED; _r:ImportedToMyEducationEvidence

ChatGPT: Fundamentals, applications and social impacts - Abdullah, Malak; Madain, Alia; Jararweh, Yaser (2022 Ninth International Conference on Social Networks Analysis, Management and Security (SNAMS), 2022)
KerkoCite.ItemAlsoKnownAs: 10.1109/SNAMS58071.2022.10062688 4804264:QU9KCAEF
Keywords: Final_citation

Leadership, Task Load And Job Satisfaction: A Review Of Special Education Teachers Perspective - Abdullah, Ahmad Shakani bin; Rahim, Iklima Husna Binti Abdul; Jeinie, Mohammad Halim bin; Zulkafli, Muhammad Shakir Bin; Nordin, Mohd Norazmi bin (Turkish Journal of Computer and Mathematics Education (TURCOMAT), 2021)
There are studies that prove that, leadership affects every thing in an organization. There are even opinions stating that leadership is a mirror to the organization it leads. In determining the success or failure of an organization, leadership is also one of the key factors. So it is undeniable that, leadership is also what determines the workload and also the job satisfaction of a staff in the organization. Discussions on leadership do not stop in a large organization, but are also widely discussed within the scope of a school. Previous studies have shown that the influence of leadership is very large in determining the climate of a school. There are also studies that lead to a more focused part of the school that is special education. This survey was conducted to examine the influence between the leadership of head teachers, workload and job satisfaction of special education teachers. The findings of this study are expected to provide a more focused picture of special education.
Number: 11
Keywords: C:Malaysia; _C:Malaysia MYS; _genre:LR-literature_review; ⛔ No DOI found

Integrating GIS Accessibility and Location-Allocation Models with Multicriteria Decision Analysis for Evaluating Quality of Life in Buraidah City, KSA - Abd El Karim, Ashraf; Awawdeh, Mohsen M. (Sustainability, 2020)
The present study was aimed at evaluating the quality of life in the districts of Buraidah city in the Kingdom of Saudi Arabia as part of the Kingdom’s Vision 2030, based on provided services in terms of distance and time parameters. This was achieved by integrating Geographic Information System (GIS)-based network analysis and multicriteria decision analysis (MCDA) techniques. The service area analysis technique of the GIS Network Analysis tools was applied to the available services in the districts of Buraidah city. Twelve services were investigated with regard to their coverage within 5, 10, and 15 minutes of travel time: universities, high schools, middle schools, elementary schools, hospitals, health centers, ambulance facilities, government services, religious services, security services, sports services, and recreational services. GIS-based multicriteria decision analysis (GIS-MCDA) was implemented in the study to obtain a spatial suitability map of the standard of living quality in the various districts in Buraidah city. The analytic hierarchy process (AHP) technique was used to determine the criteria weights. The location-allocation model was used in the study as well for suggestions of new service locations to improve the spatial distribution of services and enhance the quality of life in the districts. The results of the final suitability map to determine districts with the best standard of living according to the provided services show that the living standards in the city are very good, with very high and high levels in around 51 districts, representing 72.9% (449,235 people), and about 19 districts with moderate, low, and very low levels, representing 27.1% (56,765 people). Narrowing the quality of life gap and improving spatial planning requires correcting the current deficiency in services, which is estimated in this study to be 16 services: one high school, one elementary school, one middle school, two universities, one sports service, two security services, two courts, two hospitals, one health center, one park, and two ambulance facilities.
Number: 4 Publisher: Multidisciplinary Digital Publishing Institute
Keywords: AHP; KSA vision 2030; MCDA; network analysis; quality of life; service accessibility; spatial suitability

Validation of Designbuilder Simulation Accuracy Using Field Measured Data of Indoor Air Temperature in a Classroom Building - Abba, Habu Yusuf; Majid, Roshida Abdul; Ahmed, Muhammad Hamdan; Gbenga, Olutobi (Management, 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:4UHQEB9X 4682641:55AFYSVG
Keywords: BE:RELEVANT; ⛔ No DOI found

Influence of Different Roof Design Parameters on Classrooms’ Thermal Performance in Tropical Savannah Climate of Nigeria - Abba, Habu Yusuf; Bint Abdul-Majid, Roshida; Ahmed, Muhammad Hamdan; Said, El-Nafaty Abbas (Journal of Xi'an University of Architecture & Technology, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:C26A8GBA 4682641:29MGH7TW
Keywords: BE:LMIC; BE:RELEVANT; ⛔ No DOI found

Perplexity AI: Review, Advantages & Guide (2023) - Aayush (Elegant Themes Blog, 2023)
AI assistants are changing how we interact with technology, helping us with tasks like answering questions and creating content. Google and Bing have already added AI like Bard and Bing Chat to their platforms. However, there’s a new player in the market: Perplexity AI. In this post, we will look at Perplexity AI and its […]
KerkoCite.ItemAlsoKnownAs: 2129771:JJCWIY7C 2405685:YMCJBWYJ 2486141:7S6I2AFZ

Pedagogies of embodiment in physical education – a literature review - Aartun, Iselin; Walseth, Kristin; Standal, Øyvind Førland; Kirk, David (Sport, Education and Society, 2022)
Physical education puts the body center stage. Embodiment has emerged as a concept that broadens the focus on the body beyond the dualistic natural scientific point of view. Research into embodied learning and embodiment has had various focuses, including the sociological aspects of embodiment and the embodied experiences of students. This article is a literature review of peer-reviewed empirical studies aiming to explore empirical research on pedagogies of embodiment in physical education. We ask what characterizes the empirical research literature on pedagogies of embodiment in physical education, and what implications for teaching and learning we can find in this literature. Forty-two studies met the criteria and were included in the review. Based on a thematic analysis of the studies, two main themes emerged. The first theme, ‘enabling critical reflection’, highlights that physical education can contribute to the development of critical thinking skills among pupils and provide them with safe spaces to discuss ‘taken for granted’ understandings of gender, health, and body ideals within physical education. The second main theme, ‘Exploring (new) movements’, shows how pupils’ exploration of (new) movements can contribute to the development of body awareness and meaningful experiences. Physical education taught after principles of pedagogies of embodiment involves pupil-centered approaches and inductive approaches to teaching. These approaches give pupils the opportunity to be involved in choosing activities and creating content. Pedagogies of embodiment place focus on the importance of reflection before, during, and after activities in physical education, and expand the repertory of activities that physical education may include. In this way, pedagogies of embodiment may facilitate embodied learning, empowerment, and positive experiences of being in movement. Future research should investigate further the possibilities pedagogies of embodiment gives for teachers and learners, and how the potential to challenge traditional pedagogy can be developed.
Publisher: Routledge _eprint: https://doi.org/10.1080/13573322.2020.1821182
Keywords: critical reflection; embodiment; experience; movement exploration; pedagogies; physical education

Meaningful Connectivity — unlocking the full power of internet access - A4AI (Alliance for Affordable Internet, 2022)
Meaningful Connectivity — unlocking the full power of internet access 4G-like speed Our internet speeds make or break our online experience. We all know
KerkoCite.ItemAlsoKnownAs: 4804264:S3MTAHJV
Keywords: Final_citation; cited; existing

a2i: Innovate for All - a2i (2020)
EdTechHub.ItemAlsoKnownAs: 2129771:ZRG2DF5Z

abc - a, b (2020)
something
KerkoCite.ItemAlsoKnownAs: 2129771:I9X8F88Q

A typology and framework for professional learning communities (PLCs) in LMICs (R&E Search for Evidence, 2020)
Professional learning communities (PLCs) are an alternative approach to teacher professional development, especially in low-and-middle income countries (LMICs). Existing conceptualizations of PLCs in Western literature, however, don’t recognize that PLCs in LMICs may operate differently to reflect local contexts. In fact, much of the literature considers PLCs only school-based, organic initiatives and doesn’t acknowledge that PLCs in LMICs are often purposeful and part of broad educational reforms. A previous post describes this lack of evidence. In order to address this lack of evidence, we realized we first needed a conceptual understanding of PLCs, grounded in the realities of LMICs. So we conducted a study in Equatorial Guinea, Ghana and Nigeria to create a typology of PLCs in sub-Saharan Africa. We then combined our typology with existing conceptualizations to inform the design of a PLC framework. Our framework establishes conceptual foundations for future research and equips practitioners with guidance for designing and promoting PLCs. We describe our findings and the integrated conceptual framework we created in this post.
Section: Uncategorized

Activating EdTech Jordan: Sprint 6 – Open Development & Education (2020)
Library Catalog: opendeved.net EdTechHub.ItemAlsoKnownAs: 2129771:XBVL7W2N
Keywords: _r:ImportedToMyEducationEvidence

Application of Multitemporal Landsat Data in Mapping of Saline Soils in Kano River Irrigation Scheme (KRIS (FUDMA Journal of Sciences (FJS) ISSN online: 2616-1370 ISSN print, 2023)
Publisher: February

ASSESS TOOLS (Schools2030, 2021)
Tools
KerkoCite.ItemAlsoKnownAs: 2129771:NNZE2NHL

Berufsbildungsgesetz (BBiG) (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:Y4F5GQ4Y
Keywords: __C:filed:1

"Beyond Free Textbooks" - Jasmine Roberts live from University of Illinois Urbana-Champaign Library (2020)
Jasmine Roberts [Ohio State University] presents "Beyond Free Textbooks: How OER Addresses Access, Inclusion, and Academic Excellence" in a talk given in Main Library 220 at the University of Illinois Urbana-Champaign
KerkoCite.ItemAlsoKnownAs: 2129771:FQFE3VX3

Brazil : The SOL-ution for Smart Community Procurement (World Bank, 2022)
KerkoCite.ItemAlsoKnownAs: 10.1596/37687 4804264:47T8S2JH
Keywords: Final_citation

Burkina Faso: Why some West African architects are choosing mud over concrete (National Geographic) (Barza Wire, 2021)
A group of architects in West Africa are pushing to use mud over concrete to build houses. In countries such as Burkina Faso, as people have become wealthier, they have transitioned to using …
KerkoCite.ItemAlsoKnownAs: 2129771:I2X77XHN

Causal loop diagram (Wikipedia, 2023)
A causal loop diagram (CLD) is a causal diagram that aids in visualizing how different variables in a system are causally interrelated. The diagram consists of a set of words and arrows. Causal loop diagrams are accompanied by a narrative which describes the causally closed situation the CLD describes. Closed loops, or causal feedback loops, in the diagram are very important features of CLDs. The words with arrows coming in and out represent variables, or quantities whose value changes over time and the links represent a causal relationship between the two variables (i.e., they do not represent a material flow). A link marked + indicates a positive relation where an increase in the causal variable leads, all else equal, to an increase in the effect variable, or a decrease in the causal variable leads, all else equal, to a decrease in the effect variable. A link marked - indicates a negative relation where an increase in the causal variable leads, all else equal, to a decrease in the effect variable, or a decrease in the causal variable leads, all else equal, to an increase in the effect variable. A positive causal link can be said to lead to a change in the same direction, and an opposite link can be said to lead to change in the opposite direction, i.e. if the variable in which the link starts increases, the other variable decreases and vice versa. The words without arrows are loop labels. As with the links, feedback loops have either positive (i.e., reinforcing) or negative (i.e., balancing) polarity. CLDs contain labels for these processes, often using numbering (e.g., B1 for the first balancing loop being described in a narrative, B2 for the second one, etc.), and phrases that describe the function of the loop (i.e., "haste makes waste"). A reinforcing loop is a cycle in which the effect of a variation in any variable propagates through the loop and returns to reinforce the initial deviation (i.e. if a variable increases in a reinforcing loop the effect through the cycle will return an increase to the same variable and vice versa). A balancing loop is the cycle in which the effect of a variation in any variable propagates through the loop and returns to the variable a deviation opposite to the initial one (i.e. if a variable increases in a balancing loop the effect through the cycle will return a decrease to the same variable and vice versa). Balancing loops are typically goal-seeking, or error-sensitive, processes and are presented with the variable indicating the goal of the loop. Reinforcing loops are typically vicious or virtuous cycles. Example of positive reinforcing loop: The amount of the Bank Balance will affect the amount of the Earned Interest, as represented by the top blue arrow, pointing from Bank Balance to Earned Interest. Since an increase in Bank balance results in an increase in Earned Interest, this link is positive, which is denoted with a "+". The Earned interest gets added to the Bank balance, also a positive link, represented by the bottom blue arrow. The causal effect between these variables forms a positive reinforcing loop, represented by the green arrow, which is denoted with an "R".
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Deep-diving robots checking for climate collapse in our oceans (BBC News, 2023)
Scientists in Scotland are monitoring the North Atlantic for signs of weakening warm water currents.

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

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

End the killing of children in armed conflict, UN committee urges (2023)
GENEVA (20 November 2023) – With one out of every five children worldwide living within armed conflict zones, the UN Committee on the Rights of the Child marks World Children’s Day in a sombre mood and calls for ceasefires and a return to basics of humanitarian law to safeguard all children. The Committee today issued the following statement:
KerkoCite.ItemAlsoKnownAs: 4804264:CI5JW367 4804264:LQYHTR5N
Keywords: Final_citation; anystyle; existing

Engaging the private sector for stronger, more dynamic education - Creative (Creative -, 2020)
Engaging and working in coordination with the private sector on education delivery can strengthen education systems and better serve students, writes Creative's Semere Solomon.
Section: Africa KerkoCite.ItemAlsoKnownAs: 4804264:FLG9SI4X 4804264:SHZKHMKD
Keywords: Final_citation; anystyle; existing; ⛔ No DOI found

Enough of the ‘lost generation’. Instead, let’s reimagine school for our children | Peter Hyman (the Guardian, 2021)
The return to class is a chance to put young people’s wellbeing at the heart of education
Section: Opinion

Evaluation Toolkit: Post Evaluation Action Plans (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:X77W7WEG

Evidence (Teaching at the Right Level, 2020)
Rigorous evidence shows that, when effectively implemented, TaRL improves learning outcomes. Through a series of randomised evaluations, researchers...
Library Catalog: www.teachingattherightlevel.org KerkoCite.ItemAlsoKnownAs: 2129771:II9BUYSQ

Evidence-based policy and other myths. What researchers need to know to influence government. (Impact of Social Sciences, 2020)
Research has an important role to play in the creation of good policy. However, academics often struggle to communicate their research in a language that politicians understand. Naomi Eisenstadt CB…
KerkoCite.ItemAlsoKnownAs: 2129771:9K6BIQRX 2129771:F9TWRXJ4 4502395:YE8QRXNA

Evidence collection (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:E6IEA3AF
Keywords: ___duplicate_item

Evidence Collection 2 (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:M8Z336I7

Evidence Collection 4 (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:QFSTKK7G

Future of Testing in Education: Artificial Intelligence (Center for American Progress, 2021)
Technology and artificial intelligence can vastly improve the types of assessments teachers use to guide students in their learning.
KerkoCite.ItemAlsoKnownAs: 2486141:NMMPJJBP

Gerrymandering (Wikipedia, 2021)
Gerrymandering () is a practice intended to establish an unfair political advantage for a particular party or group by manipulating district boundaries, which is most commonly used in first-past-the-post electoral systems. Two principal tactics are used in gerrymandering: "cracking" (i.e. diluting the voting power of the opposing party's supporters across many districts) and "packing" (concentrating the opposing party's voting power in one district to reduce their voting power in other districts). The top-left diagram in the graphic is a form of cracking where the majority party uses its superior numbers to guarantee the minority party never attains a majority in any district. In addition to its use achieving desired electoral results for a particular party, gerrymandering may be used to help or hinder a particular demographic, such as a political, ethnic, racial, linguistic, religious, or class group, such as in Northern Ireland where boundaries were constructed to guarantee Protestant Unionist majorities. Gerrymandering can also be used to protect incumbents. Wayne Dawkins describes it as politicians picking their voters instead of voters picking their politicians; Thomas Hofeller, the Redistricting Chair of the Republican National Committee, stated "Redistricting is like an election in reverse. It's a great event. Usually the voters get to pick the politicians. In redistricting, the politicians get to pick the voters." in reference to the 2000 Census.The term gerrymandering is named after American politician Elbridge Gerry (pronounced with a hard "g"; "Gherry", Vice President of the United States at the time of his death, who, as Governor of Massachusetts in 1812, signed a bill that created a partisan district in the Boston area that was compared to the shape of a mythological salamander. The term has negative connotations and gerrymandering is almost always considered a corruption of the democratic process. The resulting district is known as a gerrymander (). The word is also a verb for the process.
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Getting all children into school: The Sierra Leone story (ArcGIS StoryMaps, 2021)
Harness the power of maps to tell stories that matter. ArcGIS StoryMaps has everything you need to create remarkable stories that give your maps meaning.
Keywords: _C:Sierra Leone SLE

Government spending €500m for TVET projects (2020)
The government is investing over 500 million Euros to promote Technical and Vocational Education and Training (TVET) in the country.
KerkoCite.ItemAlsoKnownAs: 2129771:7N4WBFYB

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

How-To Note: Addressing the Principles for Digital Development in Project and Activity Design | Document | USAID (U.S. Agency for International Development, 2022)
The How-to Note: Addressing the Principles for Digital Development in Project and Activity Design is a brief, user-friendly guide that helps program design teams understand and prioritize the Digital Principles most relevant to their work.

HP Cambridge Partnership for Education EdTech Fellowship - Open Development & Education (2023)
Educational technology has the potential to significantly improve the effectiveness, sustainability, and equity of education worldwide, including in low- and middle-income countries. But to achieve these benefits while avoiding its risks and potential pitfalls, strong leadership is required in leading the incorporation of EdTech into education systems.

Impact Network eSchool 360 Model (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.

Impact of Coronavirus Pandemic on Education (Journal of Education and Practice, 2020)
Coronavirus Disease (COVID-19) outbreak poses serious concerns to global education systems. Efforts to contain COVID-19 prompted unscheduled closure of schools in more than 100 countries worldwide. COVID-19 school closures left over one billion learners out of school. The study investigates the impact of COVID-19 on education. Data were collected through structured questionnaires administered to 200 respondents that consist of teachers, students, parents, and policy makers selected from different countries. The collected data were analyzed using STATA/Regression. The results show that COVID-19 has adverse effects on education including, learning disruptions, and decreased access to education and research facilities, Job losses and increased student debts. The findings also show that many educators and students relied on technology to ensure continued learning online during the Coronavirus pandemic. However, online education was hindered by poor infrastructures including, network, power, inaccessibility and unavailability issues and poor digital skills. The study underscores the damaging effects of COVID-19 on education sector and the need for all educational institutions, educators, and learners to adopt technology, and improve their digital skills in line with the emerging global trends and realities in education.
KerkoCite.ItemAlsoKnownAs: 10.7176/JEP/11-13-12 2129771:DN6493L6
Keywords: __C:filed:1

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

Implications of COVID-19 for Educational Research (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:L599VHGS

Improving Results In Secondary Education (IRISE) - Open Development & Education (2022)
The IRISE project aims is to assist the Government of Liberia to improve the senior secondary education through “innovative approaches”.

Jahresgutachten 2020 (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:AC89PU3G 2486141:NYDTC2DQ

Lockdown Learning: BBC puts school materials on TV, iPlayer and online (BBC News, 2021)
As schools closed amid the UK lockdowns, lessons from BBC Bitesize move on to BBC Two and CBBC.
KerkoCite.ItemAlsoKnownAs: 2129771:AQH9RGI5

National Digital Literacy Framework (National Information Technology Development Agency, 2023)
KerkoCite.ItemAlsoKnownAs: 2129771:UQP4CVV8 5242966:Q6ZU5C3F

(obsolete) (Open Development & Education, 2023)
ZenodoArchiveID: 10356283 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1061 ZenodoArchiveConcept: 10356282
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

[obsolete] (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10697631 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1073 ZenodoArchiveConcept: 10697630
Keywords: Internal; _Obsolete; _forthcoming; _r:AddedByMyEducationEvidence; coming soon

[obsolete] (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10697635 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1074 ZenodoArchiveConcept: 10697634
Keywords: Internal; _Obsolete; _forthcoming; _r:AddedByMyEducationEvidence; coming soon

OECD Directorate for Education and Skills (2023)
KerkoCite.ItemAlsoKnownAs: 4804264:YLNR2H4K
Keywords: Final_citation; anystyle; existing

OpenDevEd/OpenAlex-SDK (Open Development & Education, 2024)
original-date: 2024-02-02T19:43:08Z

paperdigest (AI-Powered Research Platform) (Paper Digest, 2023)
Based in New York, we serve users from thousands of universities & companies on search, review, text rewriting and more.
KerkoCite.ItemAlsoKnownAs: 2129771:8A9IMWID 2405685:W9ZJSRE6 2486141:P4Y6JGVW

Perspectives on the pedagogical use of technology - Open Development & Education (2023)
ARM is a leading semiconductor company, which supports other producers (such as Apple and Samsung) as an original equipment manufacturer in developing devices like phones and tablets. Additionally, they support manufacturers in exploring new business areas, including education.

Poor diet: Children 20cm shorter as a result, analysis says (BBC News, 2020)
A global analysis suggests that on average the world's tallest teenagers live in the Netherlands.
KerkoCite.ItemAlsoKnownAs: 2129771:3ZL2KRN3

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

Principles for Digital Development (Principles for Digital Development, 2022)
Resources & Expertise for the Digital Principles
KerkoCite.ItemAlsoKnownAs: 2129771:QXJLPD5V 4426965:Q2QYNWMP

Project: Extending design thinking with emerging digital technologies (Exten.D.T.2) (Lnu.se, 2022)
The core ideas of the project rest on the assumption that design thinking combined with emerging technologies such as artificial intelligence, augmented reality, and educational robotics provide new and innovative ways to address the challenges and opportunities for learning and education in the age of digital transformations – from current to future practices.
KerkoCite.ItemAlsoKnownAs: 2129771:IFRBXIC4

Rapid Evidence Review: Girls' Education and EdTech (EdTech Hub, 2020)
Full PDF Download Key Findings Access to technology has shown to be often disproportionately more empowering for girls relative to boys, with wider benefits which expand beyond formal education. Most studies suggest there is a significant existing gender digital divide: cultural bias and gendered assumptions about girls’ competence and enjoyment of technology, and the benefits […]
Library Catalog: edtechhub.org KerkoCite.ItemAlsoKnownAs: 2405685:WS22AEWL
Keywords: _EdTechHub_Output; _zenodoETH

Rayyan - AI Powered Tool for Systematic Literature Reviews (2021)
Rayyan is an intelligent research collaboration platform that saves you time completing literature reviews and systematic reviews. Intuitive, scalable, fast.
KerkoCite.ItemAlsoKnownAs: 2129771:664NA7S6 2405685:DFTNNFWJ 2486141:3P8XGBYL
Keywords: _Added-ailr-2024

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

Realizing the promise: How can education technology improve learning for all? (Brookings, 2020)
This research is intended as an evidence-based tool for ministries of education to adopt and more successfully invest in education technology.

References from: Cobb, C. D. (2020). (2020)

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

Research (Schools2030, 2022)
Through the generous support of the Jacobs Foundation, Schools2030 is working with independent research partners to increase our understanding of how holistic
KerkoCite.ItemAlsoKnownAs: 2129771:IAPAS3CX

Research proposal (2023)

runnio (Open Development & Education, 2023)
API access to runn.io
original-date: 2023-08-24T10:24:42Z

Sierra Leone TCPD Sandbox Report (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7217149 ZenodoArchiveConcept: 7217148 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7217149 2129771:3KQCZEP4 2405685:9NR4RZ98
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

Some interesting papers on SEND (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:873M9YX7
Keywords: _r:ImportedToMyEducationEvidence

South Sudan announces schools closure as heatwave deepens (Sudan Tribune, 2024)
March 16, 2024 (JUBA) – South Sudan on Saturday announced an indefinite closure of all schools due to heatwaves characterized by very high temperatures in recent days. The Health minister, Yolanda Awel Deng said the heatwave could last for two weeks, with temperatures ranging between 41 degrees and 45 degrees Celsius. “The government has decided to take the following measures, one, close down all schools with effect from March 18, two, during the closure of the schools, parents are advised to stop their children from playing outdoors for prolonged periods and they should also monitor children, especially the young ones, for signs of heat exhaustion and heatstroke,” Awel told reporters in the capital, Juba. Heatwaves, the minister said, can acutely impact large populations for short periods, often trigger public health emergencies, and result in excess mortality and cascading socioeconomic impacts like loss of work capacity and labor productivity and can also cause loss of health service delivery capacity. Awel said the disease surveillance department at the national Health ministry has put a system in place meant to detect and respond to cases, adding there are already cases of death related to excessive heat being reported in South Sudan. The Undersecretary in the Ministry of Environment, Joseph Africano Bartel said climate change is becoming a global phenomenon in which South Sudan will experience a lot of temperature fluctuations. Africano advised the public to take precaution against rising heatwaves in the country. He urged developed countries to cut emissions, saying South Sudan will soon experience climate change impact, including heavy rains, floods and droughts. A circular from the Environment and Forestry ministry warns of likely illness and deaths among adult and children should they be exposed to the high heatwaves. According to the World Meteorological Organization (WMO), a heatwave can be defined as a period where local excess heat accumulates over a sequence of unusually hot days and nights. As such, heatwaves amplify many risks, such as health-related or economic risks, including increased human mortality, drought and water quality, wildlife and smoke, power shortages and agricultural losses.
KerkoCite.ItemAlsoKnownAs: 2129771:XG4BC8Z7 5072953:VHMEVJNH
Keywords: _z:class:countries

Stakeholder Participation Planning Tool (for Evaluation) (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:BM5AD4MA

Statement: DFID merged into FCO – ODI Response (ODI, 2020)
ODI’s Chief Executive, Sara Pantuliano, reacts to today’s announcement of the merger between the Department for International Development and the FCO.
Library Catalog: www.odi.org KerkoCite.ItemAlsoKnownAs: 2129771:S65236HP

States and regions of Somalia (Wikipedia, 2021)
Somalia is a federal republic consisting of five federal states as well as the claimed territory of Somaliland. Somalia is further subdivided into thirteen administrative regions (gobollada, singular gobol), and five claimed regions which are in turn subdivided into districts.
Page Version ID: 1008328885

Study on the Use of Ict in Education and Remote Learning During Crises and the Required Investment for Digital Transformation for African Countries (Association for the Development of Education in Africa, 2022)

Teacher Monitoring Pilot (Teacher Service Commission (Sierra Leone), 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:M4TVVUBH 2486141:758M8KFE

Teacher-student relationship as an enabler of holistic learning for SEND students - Open Development & Education (2023)
The programme aims to understanding the effect of teacher-student relationships (TSRs) on the perception of self-efficacy of SEND students in Ugandan primary schools

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

The State of Digital Accessibility 2020 (G3ict, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:5RDKDWQ4

The State of Global Learning Poverty: 2022 Update (2022)
KerkoCite.ItemAlsoKnownAs: 4804264:FEBQEHL5
Keywords: Final_citation

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

Understanding the pricing of the ChatGPT API - API (OpenAI Developer Forum, 2024)
Greetings, if our institution opts for the Tier 3 plan for the ChatGPT API, allowing students to utilize our API, and the usage either surpasses or falls below the predefined limits of Tier 3, how does it influence the monthly pricing? To clarify, if usage exceeds the Tier 3 limits, will our monthly payment remain fixed at $1000, or will the pricing be adapted according to our actual usage? You can refer to the link provided for details on the tier plans: https://platform.openai.com/docs/guides/...
Section: API KerkoCite.ItemAlsoKnownAs: 2129771:PW9W7DD7 2405685:WK8YCRCC 2486141:YJVMBKUH

UNICEF: 100 million children vulnerable to climate change impacts in Nigeria (TheCable, 2023)
The United Nations Children’s Fund (UNICEF) says 100 million children are vulnerable to the impacts of climate change in Nigeria.

VolkswagenStiftung (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:M5WJ23TY

Weather tracker: Ethiopia hit by severe drought amid east Africa floods (The Guardian, 2023)
More than 50 people dead in Tigray and Amhara regions while UN warns of ‘crisis-level hunger or worse’ in Somalia
Keywords: Africa; Drought; Environment; Ethiopia; Extreme weather; Somalia; Turkey; World news

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

What we learned at the Manage Agile Conference (AI Insider, 2021)
Thinking of agility as a competitive advantage? Consider a handful of the insights AI Insider offered up during the Manage Agile Conference.

Windcatcher (Wikipedia, 2022)
A windcatcher (wind tower, wind scoop) (Persian: بادگیر, Arabic: برجيل) is a traditional architectural element used to create cross ventilation and passive cooling in buildings. Windcatchers come in various designs: unidirectional, bidirectional, and multidirectional. Windcatchers are widely used in North Africa and in the West Asian countries around the Persian Gulf, and have been for the past three thousand years.Neglected by modern architects in the latter half of the 20th century, the early 21st century saw them used again, to increase ventilation and cut power demand for air-conditioning. Generally, the cost of construction for a windcatcher-ventilated building is less than that of a similar building with conventional heating, ventilation, and air conditioning (HVAC) systems. The maintenance costs are also lower. Unlike powered air-conditioning and fans, windcatchers are silent and continue to function when the electrical grid power fails (a particular concern in places where grid power is unreliable and expensive).Windcatchers rely on local weather and microclimate conditions, and not all techniques will work everywhere; local factors must be taken into account in design.
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