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

1. Introduction to interactive teaching and the use of ICT - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10721898 ZenodoArchiveConcept: 10721897 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1082 2129771:5AER6D62
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

1.1.A. What is interactive teaching? - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10721771 ZenodoArchiveConcept: 10721770 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1080 2129771:WMPVAPMX
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

1.1.B. What is interactive teaching? - Part B - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10721860 ZenodoArchiveConcept: 10721859 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1081 2129771:QRC9F3GI
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

1.2.A. Introduction to interactive teaching with ICT - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10721902 ZenodoArchiveConcept: 10721901 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1083 2129771:EC5R3DZ6
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

1.2.B. Introduction to interactive teaching with ICT - Part B - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10721929 ZenodoArchiveConcept: 10721928 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1084 2129771:2E8CR3HM
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

1.3.A. Activity planning and reflection - Part A - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10721965 ZenodoArchiveConcept: 10721964 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1085 2129771:4EJG3AMP
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

1.3.B. Activity Planning - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10721987 ZenodoArchiveConcept: 10721986 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1086 2129771:ICXE636H
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

1.4.A. ICTs in interactive teaching - Part A - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722137 ZenodoArchiveConcept: 10722136 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1087 2129771:XA72SREV
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

1.4.B. ICTs in interactive teaching - Part B - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722143 ZenodoArchiveConcept: 10722142 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1088 2129771:INPQZED4
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

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

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

18. GLOBAL LEARNING ECOLOGIES: LEVERAGING TECHNOLOGIES FOR EQUITY - Barron, Brigid (Education, 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:JUAZ49ET

2. Whole class dialogue and effective questioning - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722150 ZenodoArchiveConcept: 10722149 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1089 2129771:IKCBTMZQ
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

2.1.A. Introduction to dialogue and effective questioning - Part A - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722178 ZenodoArchiveConcept: 10722177 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1090 2129771:EX33UASR
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

2.1.B. Mid-morning - final day - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722186 ZenodoArchiveConcept: 10722185 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1091 2129771:8Z6ZUQMD
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

2.2.A. Questioning I - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722191 ZenodoArchiveConcept: 10722190 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1092 2129771:7AZRTNJV
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

2.3.A. More on questioning - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722199 ZenodoArchiveConcept: 10722198 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1093 2129771:HB65MV59
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

2.3.B. More on Question - Aligning OER - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722206 ZenodoArchiveConcept: 10722205 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1095 2129771:X8V8H6JA
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

2.4.A. Concept mapping - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722208 ZenodoArchiveConcept: 10722207 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1096 2129771:T47NX2AQ
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

2.4.B. Concept mapping - Aligning OER II - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722224 ZenodoArchiveConcept: 10722223 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1097 2129771:A4J2RQAC
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

2.5.A. Engaging the community - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722229 ZenodoArchiveConcept: 10722228 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1098 2129771:G6IKVQBU
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

2.5.B. Engaging the community - Using applications - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722234 ZenodoArchiveConcept: 10722233 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1099 2129771:VDV45KW4
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

2020/21 Education Statistical Yearbook - Ministry of Education (Rwanda) (2022)

2020 Annual School Census Report - Ministry of Basic and Senior Secondary Education (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:B2LSMY5K 2486141:GIGZMEHQ

2020 Draft Framework for Curriculum Recovery Post COVID-19 - Department of Basic Education (Department of Basic Education, South Africa, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:3HJJ94KB

2020 Remote Teaching Guide (Web-linked) - CILT (Centre for Innovation in Learning and Teaching, 2020)
Please note: This is a live doc and will change from time to time. You can access this document from http://bit.ly/cilt-remote-teaching UCT Remote Teaching - Quick Guide Lecturers and academic support staff should prepare for remote teaching. Undertaking remote teaching and learning activit...
KerkoCite.ItemAlsoKnownAs: 2129771:7CEWZJAJ

21st century learning in Zambia - Open Development & Education - Open Development & Education (2023)
A school-based teacher professional development programme initiated in Zambia around 2010 and later expanded to other countries such as Zambia, Kenya, Rwanda, and Sierra Leone.

3. Group work - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722239 ZenodoArchiveConcept: 10722238 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1100 2129771:RM723GSR
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

3.1.A. Group work: Same task and different tasks group work - OER in Education - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722271 ZenodoArchiveConcept: 10722270 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1101 2129771:2QU4CXQC
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

3.2.A. When to use group work and how to manage it - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722275 ZenodoArchiveConcept: 10722274 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1102 2129771:J28AW983
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

3.3.A. Mixed pace group work with and without ICT - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722279 ZenodoArchiveConcept: 10722278 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1103 2129771:8RQD5DCX
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

3.4.A. Talking points and effective group work - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722285 ZenodoArchiveConcept: 10722284 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1104 2129771:2RHUCKBQ
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

3.5.A. Review of group work - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722293 ZenodoArchiveConcept: 10722292 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1105 2129771:QME7CZBK
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

3.6.A. Designing interactive lesson plans - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722301 ZenodoArchiveConcept: 10722300 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1106 2129771:WS3RSN5K
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

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

3D printed case for pico datalogger (rev1.00) - Haßler, Björn (Open Development & Education, 2023)
original-date: 2023-05-22T21:47:38Z
Keywords: _r:ImportedToMyEducationEvidence

4. Assessment for learning and lesson pacing - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722321 ZenodoArchiveConcept: 10722320 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1107 2129771:W7VWDFQX
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

4.1.A. Introduction to Assessment for Learning - OER in Education - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722338 ZenodoArchiveConcept: 10722337 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1108 2129771:8SJPX5R5
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

4.1.B. Introduction to Assessment for Learning - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722347 ZenodoArchiveConcept: 10722346 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1109 2129771:WPP5H275
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

4.2.A. Learning objectives and success criteria - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722349 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1110 ZenodoArchiveConcept: 10722348
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

4.3.A. Formative feedback - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722355 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1111 ZenodoArchiveConcept: 10722354
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

4.4.A. Peer and self-assessment - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722359 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1112 ZenodoArchiveConcept: 10722358
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

4.5.A. Review of AfL and lesson pacing - Zimbabwe, OER4Schools (Open Development & Education, 2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722373 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1113 ZenodoArchiveConcept: 10722372
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

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

6 Social choice and research capacity strengthening in Nigeria - Watts, Michael; Waziri, Nafisa; Akogun, Oladele (Social Choice, Agency, Inclusiveness and Capabilities, 2024)
Publisher: Cambridge University Press

8 common problems with literature reviews and how to fix them - Moodie, Gavin (Impact of Social Sciences, 2020)
Literature reviews are an integral part of the process and communication of scientific research. Whilst systematic reviews have become regarded as the highest standard of evidence synthesis, many l…
KerkoCite.ItemAlsoKnownAs: 2129771:P3WJCRZL

A Blueprint for Education Data: Realising Children’s Best Interests in Digitised Education - Commission, Digital Futures (2023)
KerkoCite.ItemAlsoKnownAs: 4804264:MBTNIID8
Keywords: Final_citation; anystyle; existing

A Case for a Systems Approach to EdTech - Bapna, Akanksha; Nicolai, Susan; Myers, Christina; Pellini, Arnaldo; Sharma, Namrata; Wilson, Sam (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 4804264:HXYF3HA4
Keywords: Final_citation; cited; existing

A Case for a Systems Approach to EdTech - Bapna, Akanksha; Nicolai, Susan; Myers, Christina; Pellini, Arnaldo; Sharma, Namrata; Wilson, Sam (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 5651995 previousDOI: 10.5281/zenodo.4604769 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4604769 10.5281/zenodo.5651995 2339240:5JZ4FURY 2339240:5MG5JK99 2339240:8CEUGJ7E 2405685:JMP2BJ2E 2405685:M8P5BVVK 2405685:ST8IBIUV 2405685:UR6CQL9K 2534378:PDNLLG9Y
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen; _zenodo:submitted

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)

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

A command line interface for Trello (edtechhub/trello-export) - Haßler, Björn (EdTech Hub, 2020)
original-date: 2020-03-28T20:08:24Z KerkoCite.ItemAlsoKnownAs: 2129771:3UV9WRI3
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence

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

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

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

A Commonwealth Guide to Ocean Climate Finance: A Guidance Document for Policy-Makers and Ocean Advocates - Secretariat, Commonwealth (Commonwealth iLibrary, 2022)
Drawing from a wide range of resources on ocean climate finance, this guide is intended to support practitioners, policy-makers and ocean advocates to understand the ‘seascape’ of ocean climate finance, and empower them to design and develop more successful ocean climate finance applications. It introduces the special characteristics of ocean-based mitigation and adaptation projects, explains the diffferent sources and types of finance available, and equips readers with a practical understanding of the priorities of different funding groups from both the public and private sectors. The global ocean is a critically important component of the Earth’s biosphere and climate system, but it faces tremendous threats from the impacts of climate change, including warming, acidification, pollution and development. While the global landscape of climate finance is growing quickly, funding for ocean-based climate mitigation and adaptation projects remains disproportionately small. In this context, the guide provides a clear and practical guide for project design and development, including best practices for securing finance and a wealth of tools and resources for those seeking funding for ocean-based initiatives. These include decision trees to identify the best funding match for your project; checklists for finance applications; and perhaps most importantly, a long-term, strategic approach to project development that is focused on building communities of practice and partnerships between governments, the private sector, public institutions, civil society organisations and communities. It also includes summaries of funding sources and investment models, as well as case studies and examples of best practice. The guide encourages project proponents to pursue long-term planning for crosscutting projects that deliver multiple integrated goals, both environmental and social. Recognising and addressing the unique features and opportunities of ocean-based projects, and the barriers to them, can contribute to realistic and impactful project design. Furthermore, proactively building partnerships with the private sector allows project proponents to access the largest source of finance in the global economy as well as its associated skills and resources.

A Comparative Analysis of the Perceptions of Primary and Secondary School Teachers of Lesson Observation by Education Standards Officers in Zambia - Muzata, Kenneth Kapalu; Banja, Madalitso Khulupilika; Mulenga, Innocent Mutale; Njobvu, Tommie (Zambia Interdisciplinary Journal of Education (ZIJE) Online-ISSN 2710-0715, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:35PGW85A 2129771:PXEA7M4Y
Keywords: ⛔ No DOI found

A Comparison of Children’s Reading on Paper Versus Screen: A Meta-Analysis - Furenes, May Irene; Kucirkova, Natalia; Bus, Adriana G. (Review of Educational Research, 2021)
This meta-analysis examines the inconsistent findings across experimental studies that compared children’s learning outcomes with digital and paper books. We quantitatively reviewed 39 studies reported in 30 articles (n = 1,812 children) and compared children’s story comprehension and vocabulary learning in relation to medium (reading on paper versus on-screen), design enhancements in digital books, the presence of a dictionary, and adult support for children aged between 1 and 8 years. The comparison of digital versus paper books that only differed by digitization showed lower comprehension scores for digital books. Adults’ mediation during print books’ reading was more effective than the enhancements in digital books read by children independently. However, with story-congruent enhancements, digital books outperformed paper books. An embedded dictionary had no or negative effect on children’s story comprehension but positively affected children’s vocabulary learning. Findings are discussed in relation to the cognitive load theory and practical design implications.
KerkoCite.ItemAlsoKnownAs: 10.3102/0034654321998074 2129771:3ZXEFDFX 2486141:S5MNJUUQ 4820891:5V5LMA9V
Keywords: ECE; Mixed outcomes; Primary; _Import_to_OpenDevEd_EvLib; adult support; ebooks; high quality; reading; vocabulary

A Comprehensive Review of Artificial Intelligence in Prevention and Treatment of COVID-19 Pandemic - Wang, Haishuai; Jia, Shangru; Li, Zhao; Duan, Yucong; Tao, Guangyu; Zhao, Ziping (Frontiers in Genetics, 2022)
The unprecedented outbreak of the Corona Virus Disease 2019 (COVID-19) pandemic has seriously affected numerous countries in the world from various aspects such as education, economy, social security, public health, etc. Most governments have made great efforts to control the spread of COVID-19, e.g., locking down hard-hit cities and advocating masks for the population. However, some countries and regions have relatively poor medical conditions in terms of insufficient medical equipment, hospital capacity overload, personnel shortage, and other problems, resulting in the large-scale spread of the epidemic. With the unique advantages of Artificial Intelligence (AI), it plays an extremely important role in medical imaging, clinical data, drug development, epidemic prediction, and telemedicine. Therefore, AI is a powerful tool that can help humans solve complex problems, especially in the fight against COVID-19. This study aims to analyze past research results and interpret the role of Artificial Intelligence in the prevention and treatment of COVID-19 from five aspects. In this paper, we also discuss the future development directions in different fields and prove the validity of the models through experiments, which will help researchers develop more efficient models to control the spread of COVID-19.
KerkoCite.ItemAlsoKnownAs: 10.3389/fgene.2022.845305 2129771:F4A6M2KF 5404066:XV7Y8VIM

A Comprehensive Review of Educational Technology on Objective Learning Outcomes in Academic Contexts - Yeung, Kam Leung; Carpenter, Shana K.; Corral, Daniel (Educational Psychology Review, 2021)
Rapid advances in technology during the last few decades have provided a multitude of new options for teaching and learning. Although technology is being widely adopted in education, there is a shortage of research on the effects that this technology might have on student learning, and why those effects occur. We conducted a comprehensive review of the literature on various uses of digital technology in educational settings, and the effects of that technology on students’ objective learning outcomes. We interpret these effects within the context of empirical research on effective principles of learning, and the extent to which the affordances of technology permit opportunities for increased engagement with the material, retrieval practice, and spacing. Results revealed that technology is neither beneficial nor harmful for learning when used primarily as a means of presenting information (e.g., information viewed on a computer screen vs. on paper), but can be beneficial when it involves unique affordances that leverage effective learning principles. We discues these findings in light of the ever-increasing availability of technology in education, and the importance of evidence-guided criteria in decisions about adoption and implementation.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10648-020-09592-4 4804264:FHBBRX8L
Keywords: Classroom; Cognitive Science; Effective Learning Principles; Final_citation; Learning; Technology; cited; existing

A Critical Analysis of the What3Words Geocoding Algorithm - Arthur, Rudy (arXiv.org, 2023)
What3Words is a geocoding application that uses triples of words instead of alphanumeric coordinates to identify locations. What3Words has grown rapidly in popularity over the past few years and is used in logistical applications worldwide, including by emergency services. What3Words has also attracted criticism for being less reliable than claimed, in particular that the chance of confusing one address with another is high. This paper investigates these claims and shows that the What3Words algorithm for assigning addresses to grid boxes creates many pairs of confusable addresses, some of which are quite close together. The implications of this for the use of What3Words in critical or emergency situations is discussed.

A critical approach to humanizing pedagogies in online teaching and learning - Mehta, Rohit; Aguilera, Earl (The International Journal of Information and Learning Technology, 2020)
Purpose In this paper, the authors draw on theories of critical pedagogy to interrogate recent trends in online education scholarship, calling for more humanizing pedagogies. By using vignettes from their own teaching experiences, the paper illustrates tensions between autonomous and ideological visions of humanizing approaches, particularly how they apply to issues of inclusion in online teaching and learning. Design/methodology/approach The authors draw on critical theory to interrogate the framings of humanizing online teaching. Sharing three illustrative vignettes from their own reflexive teaching practice, the authors demonstrate how a critically framed approach to humanizing digital pedagogies can promote the design and enactment of more inclusive learning environments across online contexts. Findings Based on the pedagogical cases presented, the authors demonstrate (1) how methods promoted in autonomous models of humanizing pedagogy can present challenges for inclusive design, (2) how participatory media production activities can still intersect with issues of racialization, and (3) how humanizing pedagogical commitments by individual instructors can be constrained by material, structural, and institutional realities. Practical implications While critical framings of pedagogy necessarily resist prescriptive recommendations, the authors conclude the article by underscoring the importance of critically interrogating the ideological dimensions of humanizing pedagogies, the need to grapple with social inequities even as educational contexts are increasingly digitized; the importance of considering structural issues of power and privilege that produce and constrain pedagogical possibilities. Originality/value The authors offer a critical framing of humanizing pedagogies in online education that runs counter to the often-autonomous framings of these approaches, highlighting issues of power, privilege, and ideology that can be overlooked in online educational contexts, especially at the level of institutional, instructional design and support.
KerkoCite.ItemAlsoKnownAs: 10.1108/IJILT-10-2019-0099 2129771:2MGLKIQD 2129771:KTD89SWY

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.

A Decade of MOOCs: A Review of MOOC Stats and Trends in 2021 - Shah, Dawal (The Report by Class Central, 2021)
In 2021, 10 years after it burst on the scene, the MOOC ecosystem has reached 220M learners and 19.4K courses.
KerkoCite.ItemAlsoKnownAs: 4804264:F8ZVAJDU
Keywords: Final_citation; cited; existing

A Design Approach to Mathematics Teacher Educator Development in East Africa - Golding, Jennie; Batiibwe, Marjorie Sarah K. (Journal of Research and Advances in Mathematics Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.23917/jramathedu.v6i1.11898 4804264:T5NE9CCC
Keywords: Final_citation; cited; existing

A district level study on the deployment, allocation and utilisation of teachers between and within Malawi’s primary schools: an accountability and political settlement approach - Zubairi, Asma Tahseen (University of Cambridge, 2021)

A district level study on the deployment, allocation and utilisation of teachers between and within Malawi’s primary schools: an accountability and political settlements approach - Zubairi, Asma (University of Cambridge, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:CSX7CQWJ
Keywords: _C:Australia AUS; _C:Bangladesh BGD; _C:Botswana BWA; _C:Cambodia KHM; _C:Chile CHL; _C:China CHN; _C:Ethiopia ETH; _C:Gambia GMB; _C:Ghana GHA; _C:India IND; _C:Indonesia IDN; _C:Jamaica JAM; _C:Japan JPN; _C:Kenya KEN; _C:Lesotho LSO; _C:Liberia LBR; _C:Malawi MWI; _C:Mauritius MUS; _C:Mexico MEX; _C:Mozambique MOZ; _C:Namibia NAM; _C:Nepal NPL; _C:Niger NER; _C:Nigeria NGA; _C:Norway NOR; _C:Pakistan PAK; _C:Papua New Guinea PNG; _C:Peru PER; _C:Philippines PHL; _C:Rwanda RWA; _C:Senegal SEN; _C:South Africa ZAF; _C:Tanzania TZA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

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

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

A grid-based sample design framework for household surveys - Boo, Gianluca; Darin, Edith; Thomson, Dana R.; Tatem, Andrew J. (Gates Open Research, 2020)
Traditional sample designs for household surveys are contingent upon the availability of a representative primary sampling frame. This is defined using enumeration units and population counts retrieved from decennial national censuses that can become rapidly inaccurate in highly dynamic demographic settings. To tackle the need for representative sampling frames, we propose an original grid-based sample design framework introducing essential concepts of spatial sampling in household surveys. In this framework, the sampling frame is defined based on gridded population estimates and formalized as a bi-dimensional random field, characterized by spatial trends, spatial autocorrelation, and stratification. The sampling design reflects the characteristics of the random field by combining contextual stratification and proportional to population size sampling. A nonparametric estimator is applied to evaluate the sampling design and inform sample size estimation. We demonstrate an application of the proposed framework through a case study developed in two provinces located in the western part of the Democratic Republic of the Congo. We define a sampling frame consisting of settled cells with associated population estimates. We then perform a contextual stratification by applying a principal component analysis (PCA) and k -means clustering to a set of gridded geospatial covariates, and sample settled cells proportionally to population size. Lastly, we evaluate the sampling design by contrasting the empirical cumulative distribution function for the entire population of interest and its weighted counterpart across different sample sizes and identify an adequate sample size using the Kolmogorov-Smirnov distance between the two functions. The results of the case study underscore the strengths and limitations of the proposed grid-based sample design framework and foster further research into the application of spatial sampling concepts in household surveys.

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

A Historic Shock to Parental Engagement in Education: Parent Perspectives in Botswana during COVID-19. Policy Brief - Winthrop, Rebecca; Ershadi, Mahsa; Angrist, Noam; Bortsie, Efua; Matsheng, Moitshepi (Center for Universal Education at The Brookings Institution, 2020)
When schools closed in Botswana on March 23, 2020 due to the COVID-19 pandemic, education administrators, teachers, and ultimately parents were faced with difficult decisions about how to help children continue learning without setting foot inside a classroom. In-person classes returned on June 17, 2020, though a second school closure occurred for two weeks beginning July 30 in greater Gaborone. The COVID-19 pandemic has provided a historic shock to education systems worldwide, necessitating parents to join the frontlines of the teaching-learning process. In this report, the authors share data from recent research on parents in Botswana, seeking to shed light on a range of questions, including: (1) What have been parents' experiences in relation to their children's education? (2) What are parents' beliefs about what makes for a quality education for their child? (3) What informs parents' beliefs about education at this time? and (4) What can the education community learn from the different parent engagement approaches used during COVID-19 that could be relevant long term? While there is much to learn from parents' responses, the report presents three main findings that have implications for education policymakers, administrators, educators, and civil society partners: (1) parents have high but declining levels of satisfaction with their children's education; (2) parents want schools to teach a breadth of academic and non-academic competencies and skills but believe their children's teachers primarily value academic skills; and (3) despite prioritizing non-academic skills, parents rely heavily on academic exams to indicate a good quality education. [This report was co-produced by Young 1ove.]
Publication Title: Center for Universal Education at The Brookings Institution
Keywords: Blended Learning; COVID-19; Course Content; Distance Education; Educational Quality; Electronic Learning; Experience; Foreign Countries; Pandemics; Parent Attitudes; Parent Influence; Parent Role; Parents as Teachers; Satisfaction; School Closing; Skill Development

A journal of the Environmental and Social Sciences - University, Bayero; Savanna, Kano Nigeria; Ali, S.M.; Martinson, D.B.; Al-Maiyah, S. (Savanna, 2022)
Place: Kano, Nigeria. BIMA Publisher: journal of Science and Technology KerkoCite.ItemAlsoKnownAs: 2129771:BSWM39XW 2129771:EWVN4H88 2129771:XISZKN6G
Keywords: ⛔ No DOI found

A journey to BSO: evaluating earlier and more recent ideas of Mario Bunge as a foundation for information and software development - Lukyanenko, R. (Exploring Modeling Methods for Systems Analysis and Development, 2020)
Place: Grenoble, France KerkoCite.ItemAlsoKnownAs: 2129771:YVR2RG9H 2486141:5K2TZXSR
Keywords: ⛔ No DOI found

A Knowledge Development Perspective on Literature Reviews: Validation of a New Typology in the IS Field - Schryen, Guido; Wagner, Gerit; Benlian, Alexander; Paré, Guy (Communications of the AIS, 2020)
Literature reviews (LRs) play an important role in the development of domain knowledge in all fields. Yet, we observe a lack of insights into the activities with which LRs actually develop knowledge. To address this important gap, we (1) derive knowledge building activities from the extant literature on LRs, (2) suggest a knowledge-based typology of LRs that complements existing typologies, and (3) apply the suggested typology in an empirical study that explores how LRs with different goals and methodologies have contributed to knowledge development. The analysis of 240 LRs published in 40 renowned IS journals between 2000 and 2014 allows us to draw a detailed picture of knowledge development achieved by one of the most important genres in the IS field. An overarching contribution of our work is to unify extant conceptualizations of LRs by clarifying and illustrating how LRs apply different methodologies in a range of knowledge building activities to achieve their goals with respect to theory.
KerkoCite.ItemAlsoKnownAs: 2129771:RL878DF9 2129771:Z662SPQU 2405685:2NRF8SJX 2486141:MDDDQ8AI 2486141:QA8SSXX8
Keywords: ⛔ No DOI found

A Landscape Review of ICT for Disability-Inclusive Education - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 4804264:PSCZHG46
Keywords: Final_citation; cited; existing

A Landscape Review of ICT for Disability-inclusive Education - World Bank (World Bank, 2022)
Information and communication technology (ICT) tools can have a catalytic effect in advancing both educational access and learning outcomes for children with disabilities. Despite tremendous potential, a gap exists between technology advancements and their large-scale application in educating children with disabilities in low- and middle-income countries. This landscape review of ICTs for disability inclusive education by the Inclusive Education Initiative seeks to understand the current status and trends in the practice of educational technology (EdTech) and the use of ICT in improving the educational participation and outcomes of children with disabilities. The review explores what factors enable or restrict this improvement within the wider EdTech ecosystem.
Accepted: 2022-03-04T16:17:23Z
Keywords: Access to Education; Access to Learning; Disability Inclusion; Edtech; Education Technology; Inclusive Education

A Learning Design for Deep Learning for a Distance Teacher Education Programme - Bose, Sutapa (Journal of Learning for Development, 2021)
Self-learning materials (SLM) generally lack the mechanisms for ensuring deep learning but help address the learning needs of large number of learners. Hence, it was retained as the key instructional component for a distance in-service teacher education programme offered by the Indira Gandhi National Open University (IGNOU), India. However, for the programme’s personal contact programme, a learning design was developed with the aim of addressing the SLM’s pedagogic limitations. This study aimed to determine how learners were using the SLM for learning while the design was being implemented at multiple units of analysis. It used the case-study method, and the findings suggested that the learning design encouraged deep learning processes that included the use of workplace learning as a context for interrogating the SLM and evaluating their relevance. Findings of qualitative studies are not generally generalisable. Nevertheless, this study will help in making informed decisions favouring ‘learning designs’ instead of instructional designs for IGNOU’s future teacher education programmes.
Number: 2
Keywords: Distance teacher education; deep learning; learning design; pedagogy; self learning material; ⛔ No DOI found

A level and other 16 to 18 results, Academic year 2022/23 - ONS (2023)
In 2022/23 there was a return to pre-pandemic standards for GCSEs, AS and A levels, with protection built into the grading process to recognise the disruption that students have faced. For VTQs that are taken alongside, or instead of, GCSEs and A levels, there was also a return to pre-pandemic standards in 2022/23. More information on qualification grading approaches in 2023 and in 2022 can be found at Exam results 2023: 10 things to know about GCSE, AS and A level grades - The Ofqual blog and Vocational and technical qualifications grading in 2023 - The Ofqual blog and Ofqual’s approach to grading assessments in summer 2022 article. The 16 to 18 performance measures reported in this release for the 2022/23 academic year have been affected by the following factors: The return to pre-pandemic grading in 2022/23, with some protections. 2023 performance measures may include some qualification grades that were awarded in 2021/22 using a different grading approach. Results achieved between January 2020 and August 2021 are not included in the calculations. The ongoing uneven impacts of the pandemic on different schools/colleges and students. Throughout this release, comparisons are made with 2022 and with 2019. The more meaningful comparison is with 2019, which is the last year that summer exams were taken before the pandemic, as 2023 saw a return to pre-pandemic grading, with some protections. In 2022, outcomes broadly reflected a mid-point between 2019 and 2021, to take account of the impact of the pandemic and in line with Ofqual’s approach to grading in 2022. It is expected that performance in 2023 will generally be lower than in 2022. For this reason, users need to exercise extreme caution when considering comparisons over time, as they may not reflect changes in student performance alone.
KerkoCite.ItemAlsoKnownAs: 2129771:EA2GVTDC 2486141:78D2SKYI

A Literature Overview of Accountability and EdTech: Recommendations for Using Technology to Improve Accountability in Educational Systems from Ghana and Other LMICs. - McIntyre, Nora; Sabates, Ricardo; Eberhardt, Molly Jamieson (2021)
[No description available.]
Publisher: Zenodo KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4575561 2129771:XJTFUXWF

A literature review: efficacy of online learning courses for higher education institution using meta-analysis - Castro, Mayleen Dorcas B.; Tumibay, Gilbert M. (Education and Information Technologies, 2021)
The Internet has made online learning possible, and many educators and researchers are interested in online learning courses to enhance and improve the student learning outcomes while battling the shortage in resources, facilities and equipment particularly in higher education institution. Online learning has become popular because of its potential for providing more flexible access to content and instruction at any time, from any place. It is imperative that the researchers consider, and examine the efficacy of online learning in educating students. For this study, the researchers reviewed literature through meta-analysis as the method of research concerning the use of ADDIE (Analysis, Design, Development, Implementation and Evaluation) framework for designing and developing instructional materials that can provide wider access to quality higher education. This framework can be used to list generic processes that instructional designers and training developers use (Morrison et al., 2010). It represents a descriptive guideline for building effective training and performance support tools in five phases, as follows: 1.) Analysis, 2.) Design, 3.) Development, 4.) Implementation, and 5.) Evaluation. The researchers collected papers relating to online learning courses efficacy studies to provide a synthesis of scientifically rigorous knowledge in online learning courses, the researchers searched on ERIC (Education Resources Information Center), ProQuest databases, PubMed, Crossref, Scribd EBSCO, and Scopus. The researchers also conducted a manual search using Google Scholar. Based on the analysis, three main themes developed: 1.) comparison of online learning and traditional face-to-face setting, 2.) identification of important factors of online learning delivery, and 3.) factors of institutional adoption of online learning. Based on the results obtained 50 articles. The researchers examine each paper and found 30 articles that met the efficacy of online learning courses through having well-planned, well-designed courses and programs for higher education institution. Also, it highlights the importance of instructional design and the active role of institutions play in providing support structures for educators and students. Identification of different processes and activities in designing and developing an Online Learning Courses for Higher Education Institution will be the second phase of this study for which the researchers will consider using the theoretical aspect of the ADDIE framework.

A Literature Review of E-Learning and E-Teaching in the Era of Covid-19 Pandemic - Mseleku, Zethembe (2020)
The emergence of Covid-19 pandemic undoubtedly resulted in devastating socio-economic challenges across the world. In attempt to manage the contagion, many countries have implemented restrictive measures to reduce social gatherings and to promote social distancing. This meant the closure of higher learning institutions and a major shift from traditional classroom-based teaching and learning to virtual approach. While higher education may have transformed and moved to online due to Covid-19, it is unknown whether this transformation produces positive teaching and learning outcomes. This literature review is conducted to elicit relevant evidence on E-learning and E-teaching outcomes, challenges and opportunities in the era of Covid-19 pandemic.

A literature review of emotional intelligence and nursing education - Dugué, Manon; Sirost, Olivier; Dosseville, Fabrice (Nurse Education in Practice, 2021)
Aim The purpose of this study is to investigate the current state of knowledge about emotional intelligence (EI) in nursing education Background Human relationships and emotions are an integral part of nursing care and contribute to care quality. This part of the profession must be addressed in nursing education to prepare students and deal with their emotions and the patients’s. Research on emotional intelligence (EI) in nursing has been particularly developed recently. A broad understanding of many benefits of EI is crucial to include EI in this training program. Design Systematic literature review Methods Undertaken using electronic database (Cairn; PubMed; Science Direct; Wiley online library) and specific search terms. This research covered articles published in English and French between 2007 and 2021. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines (PRISMA) directed the systematic review process. Results 57 articles are included in this systematic review. The literature focuses on EI and nursing education. The findings categorized into four themes: EI and performances; EI and Physical and mental health; EI and Social Relationship; and EI program. Conclusions This literature review reveals that EI has many benefits in nursing students. Several training programs aimed at developing this concept have proven to be effective in nursing education. We believe that a synthesis of this knowledge will then allow us to better understand the benefits of EI for a further implementation in nursing education. Perspectives and recommendations will also be formulated to enable the implementation of emotional skill development programs in such training.
Keywords: Emotional intelligence; Health; Nursing education; Performances; Social relationships; Training

A Literature Review of the Impacts of Heat Stress on Human Health across Africa - Ncongwane, Katlego P.; Botai, Joel O.; Sivakumar, Venkataraman; Botai, Christina M. (Sustainability, 2021)
Heat stress-related illness attributed to the changing climate, particularly the more frequent extreme high temperatures, is becoming a theme of public concern, especially in the most vulnerable regions, such as the African continent. Knowledge of the existing research directions and gaps on heat stress and human health is vital for informing future strategic research foci capable of influencing policy development, planning, adaptation, and mitigation efforts. In this regard, a bibliometric analysis was conducted, with an emphasis on Africa, to assess regional research contributions to heat stress impacts on human health. The goals of the study were to review publication growth and patterns of the scientific publications and to identify key players (especially collaborating institutions and countries) and the evolution of research themes on the African continent, while paying attention to global trends and emergent hot topics and methodology of heat stress research. Using the Web of Science (WoS) and Scopus core collection databases, a structured keyword search was undertaken, which yielded 463 and 58 research publications from around the world and Africa, respectively. The retrieved scientific documents, published between 1968 and 2020, were analyzed and visualized using a bibliometric analysis technique and the VOSviewer software tool. The results indicate low statistics and slow scientific growth in publication output, with the highest peak having been reached in 2018, resulting in 13 scientific publications. While global research collaborations are successfully reflected in the literature, there is a considerable gap in understanding heat stress and related collaborations between African countries and international institutions. The review study has identified key opportunities that can benefit Africa through the expansion of the scope of heat stress and human health research on the continent. These opportunities can be achieved by closing the following research gaps: (1) vulnerability assessments within demographic classes, such as the elderly, (2) personal exposure and associated risks, (3) Urban Heat Island (UHI) evaluation for urban environments, and (4) heat adaptation research, which will enable informed and targeted preventive actions that will limit future heat health impacts. The authors opine that the pursuit of such studies will be most impactful if the current knowledge gaps are bridged through transdisciplinary research supported by local, regional, and international collaborators.
Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/su13095312 2129771:CPYLA39E 4682641:B7NBEQHK 5072953:3LDA7CRE
Keywords: BE:LMIC; BE:RELEVANT; type:literature review

A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning - Pokhrel, Sumitra; Chhetri, Roshan (Higher Education for the Future, 2021)
The COVID-19 pandemic has created the largest disruption of education systems in human history, affecting nearly 1.6 billion learners in more than 200 countries. Closures of schools, institutions and other learning spaces have impacted more than 94% of the world’s student population. This has brought far-reaching changes in all aspects of our lives. Social distancing and restrictive movement policies have significantly disturbed traditional educational practices. Reopening of schools after relaxation of restriction is another challenge with many new standard operating procedures put in place., Within a short span of the COVID-19 pandemic, many researchers have shared their works on teaching and learning in different ways. Several schools, colleges and universities have discontinued face-to-face teachings. There is a fear of losing 2020 academic year or even more in the coming future. The need of the hour is to innovate and implement alternative educational system and assessment strategies. The COVID-19 pandemic has provided us with an opportunity to pave the way for introducing digital learning. This article aims to provide a comprehensive report on the impact of the COVID-19 pandemic on online teaching and learning of various papers and indicate the way forward.
Publisher: SAGE Publications India KerkoCite.ItemAlsoKnownAs: 2129771:453NWPFU 2129771:6AZHFYDS
Keywords: Internet Use; Learning; Pedagogy; Teaching (Academic)

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

A Meta-Analysis of the Effect of Parental Involvement on Students’ Academic Achievement - Erdem, Cahit; Kaya, Metin (Journal of Learning for Development, 2020)
This study aims to examine the effect of parental involvement on students’ academic achievement at pre-school, elementary and secondary levels by using the meta-analysis method with respect to home-based and school-based parental involvement strategies. Data consisted of 55 independent research studies in English published between 2010 and 2019, and accessed through ERIC, Academic Search Complete, Science Direct, Wiley Online Library, and PsycNet databases. Findings revealed that the effect of parental involvement on academic achievement was positive but small. Parental expectations had the biggest effect on academic achievement and parental control had a negative and small effect. The mean effect of parental involvement on students’ academic achievement does not differ significantly according to moderator variables of education level, measurement type or measurement area but differs by developmental level of the country. The results are discussed using available related meta-analysis studies in the literature.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:PGZUV9AC
Keywords: academic achievement; developing countries; education level; meta-analysis; parental involvement; ⛔ No DOI found

A Meta-Analysis on Computer Technology Intervention Effects on Mathematics Achievement for Low-Performing Students in K-12 Classrooms - Ran, Hua; Kasli, Murat; Secada, Walter G. (Journal of Educational Computing Research, 2021)
This meta-analysis extended the current literature regarding the effects of computer technology (CT) on mathematics achievement, with a particular focus on low-performing students. A total of 45 independent effect sizes extracted from 31 empirical studies based on a total of 2,044 low-performing students in K-12 classrooms were included in this meta-analysis. Consistent with previous reviews, this study suggested a statistically significant and positive effect of CT ([Formula: see text] = 0.56) on low-performing students’ mathematics achievement. Of four CT types, the largest CT effect was found with problem-solving system ([Formula: see text] = 0.86), followed by tutoring [Formula: see text] = 0.80), game-based intervention ([Formula: see text] = .58), and computerized practice ([Formula: see text] = .23). Furthermore, other moderators were found to explain variation in CT effects on low-performing students’ mathematics achievement. Study findings contributed to clarifying the effect of CT for low-performing students’ mathematics achievement. Implications for instructional design and practices are also discussed.
KerkoCite.ItemAlsoKnownAs: 10.1177/0735633120952063 2129771:RYHW9DRK 2486141:FCAP4WFQ 4820891:DKFAXG5V
Keywords: _Import_to_OpenDevEd_EvLib; computer; conclusive outcomes; high quality; k-12; low-performing; mathematics; primary; secondary

A Meta-Analysis on Computer Technology Intervention Effects on Mathematics Achievement for Low-Performing Students in K-12 Classrooms - Ran, Hua; Kasli, Murat; Secada, Walter G. (Journal of Educational Computing Research, 2021)
KerkoCite.ItemAlsoKnownAs: 10.1177/0735633120952063 4804264:PPN7K52D
Keywords: Final_citation; cited; existing

A Meta-Study of the Evolutionary Transformative Academic Landscape by Artificial Intelligence and Machine Learning - Lainjo, Bongs; Tmouche, Hanan (International Journal of Education, Teaching, and Social Sciences, 2024)
KerkoCite.ItemAlsoKnownAs: 5440726:US5XVSEH

A Methodology for Deploying a Digital Literacy Framework for Diverse Socioeconomic and Sector Contexts - Woo, James David; Law, Nancy Y.W. (ICT and International Learning Ecologies, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:5Y3SQXH7 5242966:939PRBRT

A mixed-methods evidence assessment for emergent fields of knowledge - Haßler, Björn (EdTech Hub, 2021)
previousDOI: 10.5281/zenodo.4698915 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4698915 10.53832/edtechhub.0003 2129771:E3W7NXR9 2405685:PUVVR28E 2486141:LD8YA8SL
Keywords: Author:OpenDevEd; AuthorFirst:Haßler; _bjoern_cv; _yl:m

A Monitoring and Evaluation Framework for Blended Learning: Pakistan - Khalayleh, Abdullah; Baloch, ImdadAli; Dele-Ajayi, Opeyemi; Kaye, Tom (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4633326 2129771:RY2ZTTKX 2405685:XBPZPS3P
Keywords: _r:AddedByZotZen

A multilevel study into the effect of tablet use in Dutch primary schools on reading achievements - Wafelaar, F. D. (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:FH24K3TC
Keywords: _C:Australia AUS; _C:Finland FIN; _C:Netherlands NLD; _C:New Zealand NZL; _C:Norway NOR; _C:Russian Federation RUS; _C:Switzerland CHE; _C:Thailand THA; _C:United States USA; __C:filed:1; __C:scheme:1

A Narrative Literature Review of Natural Language Processing Applied to the Occupational Exposome - Schoene, Annika Marie; Basinas, Ioannis; Tongeren, Martie van; Ananiadou, Sophia (International Journal of Environmental Research and Public Health, 2022)
The evolution of the Exposome concept revolutionised the research in exposure assessment and epidemiology by introducing the need for a more holistic approach on the exploration of the relationship between the environment and disease. At the same time, further and more dramatic changes have also occurred on the working environment, adding to the already existing dynamic nature of it. Natural Language Processing (NLP) refers to a collection of methods for identifying, reading, extracting and untimely transforming large collections of language. In this work, we aim to give an overview of how NLP has successfully been applied thus far in Exposome research.We conduct a literature search on PubMed, Scopus and Web of Science for scientific articles published between 2011 and 2021. We use both quantitative and qualitative methods to screen papers and provide insights into the inclusion and exclusion criteria. We outline our approach for article selection and provide an overview of our findings. This is followed by a more detailed insight into selected articles.Overall, 6420 articles were screened for the suitability of this review, where we review 37 articles in depth. Finally, we discuss future avenues of research and outline challenges in existing work.Our results show that (i) there has been an increase in articles published that focus on applying NLP to exposure and epidemiology research, (ii) most work uses existing NLP tools and (iii) traditional machine learning is the most popular approach.
openalex: W4285495954 KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph19148544 2129771:VVDDYJRJ 5072953:V7ISYJ2U
Keywords: openalex:citedBy; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

A portrait of hope: Experiences of a visually-impaired refugee with education in Lebanon - El-Serafy, Yomna (University of Cambridge, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:863I3UYH
Keywords: Author:OpenDevEd

A Proof-of-Concept Study of Can't Wait to Learn: A Digital Game-Based Learning Program for Out-of-School Children in Lebanon - Turner, Jasmine S.; Taha, Karine; Ibrahim, Nisreen; Neijenhuijs, Koen I.; Hallak, Eyad; Radford, Kate; Stubbé-Alberts, Hester; de Hoop, Thomas; Jordans, Mark J. D.; Brown, Felicity L. (Journal on Education in Emergencies, 2022)
Evaluations of education technology (ed tech) interventions in humanitarian settings are scarce. We present a proof-of-concept study of Can’t Wait to Learn, a digital game-based learning program that combines an experiential, active learning design with meaningful, competency-appropriate, and contextually relevant content. We assessed the feasibility of using this program to address the current education gap in Lebanon by implementing its mathematics component in basic literacy and numeracy classes (n=30) with out-of-school children (N=390) ages 10-14. We estimated changes in numeracy competency and psychosocial wellbeing and conducted focus group discussions (n=16) and key informant interviews (n=19) with children, facilitators, parents, and partner staff members to understand the lived experience, perceived impact, and implementation challenges of the program. Our findings support the feasibility of using ed tech programs to meet the needs of out-of-school children, as we saw significant improvements in numeracy, psychological symptoms, and selfesteem; positive reported experiences with the program; increased motivation among the children; and overall ease of implementation. Our suggested improvements to the game design and implementation model will support ongoing program adaptation and implementation, with the goal of increasing access to quality education for children living in humanitarian settings. Our findings will inform future studies that seek to conclusively determine the program’s effectiveness.

A Quantitative Analysis of Perceptions Among Stakeholders Regarding Impact and Usage of iPads in Three Delaware Middle Schools - Sullivan, Dan (Wilmington University (Delaware), 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:2HZ7LW82
Keywords: __C:filed:1

A rapid response to COVID-19: one district’s pivot from technology integration to distance learning - Peterson, Lana; Scharber, Cassie; Thuesen, Amy; Baskin, Katie (Information and Learning Sciences, 2020)
Purpose In March of 2020, Minnesota schools were mandated to transition to distance learning to slow the spread of COVID-19. The charge of providing equitable and appropriate remote learning to all students gave administrators, educators and non-academic staff a few weeks to completely redesign education. This paper aims to describe one district’s experience in planning and offering distance education and build precedent other educational leaders may use in future designs. Design/methodology/approach This case study documents how one rural K12 district leveraged their strong foundation of technology integration and created crisis remote learning solutions for its most marginalized student populations including special education students, English learners and financially disadvantaged students. Findings This study shares examples of how this district prioritized relationships and the well-being of students and staff and outlines practical strategies for equitable distance learning that should be considered during and beyond emergency remote teaching. Originality/value This paper provides just-in-time practical advice for K12 administrators and educators on navigating crisis distance learning.
Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/ILS-04-2020-0131 2129771:2G45CZ2H
Keywords: COVID-19; Case study; Crisis remote learning; Distance learning; Pragmatic guidelines; Technology integration; _C:India IND; _C:United States USA; __C:filed:1; __C:scheme:1

A Rapid Review of Impact Assessment of Climate Change on Health and Mental Well-Being in Africa - Oladimeji, Kelechi Elizabeth; Zungu, Lindiwe; Chocko, Ronnie; Hyera, Francis Leonard Mpotte; Nyatela, Athini; Gumede, Siphamandla; Dwarka, Depika; Lalla-Edward, Samanta Tresha (New Voices in Psychology, 2023)
Despite widespread global attention, the potential threats to human health posed by climate change in Africa still need to be further understood. Although there is mounting concern that climate change is a serious risk to human health, less evidence shows a direct causal relationship between climate change and health risks in Africa. In this rapid review, we discuss our synthesis of available evidence on the health implications of climate change with a focus on Africa. PubMed was systematically searched for relevant articles from 2020 to 2023 using a search strategy. Only eligible articles published in the English language with full article access were included for review using the population concept context (PCC) criteria by Joanna Briggs Institute (JBI). After removing duplicates, the selection process began with title and abstract screening, followed by screening full-text articles. Of the 3272 articles retrieved, only 10 were eligible for synthesis. We found mainly reported climate exposures to range from drought, concerning rainfall patterns, and increasing temperatures reported to cause morbidity and mortality through health risks: respiratory diseases, vector-borne diseases, cardiovascular diseases and mental health concerns. Africa still has a huge shortage of available evidence, particularly research focusing on the health implications, including mental health of climate change and interventions to prevent climate change-related health consequences. While the limited global evidence indicates that climate change results in an increased risk to public health, there are gaps in demonstrating the causal links between climate change and societal mental health impacts in Africa. There is also an urgent need for more research on effectively addressing climate hazards that threaten the African continent's public health and well-being.
openalex: W4391697555 KerkoCite.ItemAlsoKnownAs: 10.25159/2958-3918/15604 2129771:W949TX3P 5072953:2HQSUTB5
Keywords: openalex:citedBy; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

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

A Raspberry Pi Zero-based Basestation for environmental data collection - Haßler, Björn; Mansour, Hassan; Mahamane, Amina (Open Development & Education, 2023)
original-date: 2023-07-15T20:50:01Z
Keywords: _r:ImportedToMyEducationEvidence

A reading list for inclusion and disability in schooling - Open Development & Education (2022)

A review about COVID-19 in the MENA region: environmental concerns and machine learning applications - Meskher, Hicham; Belhaouari, Samir Brahim; Thakur, Amrit Kumar; Sathyamurthy, Ravishankar; Singh, Punit; Khelfaoui, Issam; Saidur, Rahman (Environmental Science and Pollution Research, 2022)

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

A Review of Artificial Intelligence (AI) in Education from 2010 to 2020 - Zhai, Xuesong; Chu, Xiaoyan; Chai, Ching Sing; Jong, Morris Siu Yung; Istenic, Andreja; Spector, Michael; Liu, Jia-Bao; Yuan, Jing; Li, Yan (Complexity, 2021)
This study provided a content analysis of studies aiming to disclose how artificial intelligence (AI) has been applied to the education sector and explore the potential research trends and challenges of AI in education. A total of 100 papers including 63 empirical papers (74 studies) and 37 analytic papers were selected from the education and educational research category of Social Sciences Citation Index database from 2010 to 2020. The content analysis showed that the research questions could be classified into development layer (classification, matching, recommendation, and deep learning), application layer (feedback, reasoning, and adaptive learning), and integration layer (affection computing, role-playing, immersive learning, and gamification). Moreover, four research trends, including Internet of Things, swarm intelligence, deep learning, and neuroscience, as well as an assessment of AI in education, were suggested for further investigation. However, we also proposed the challenges in education may be caused by AI with regard to inappropriate use of AI techniques, changing roles of teachers and students, as well as social and ethical issues. The results provide insights into an overview of the AI used for education domain, which helps to strengthen the theoretical foundation of AI in education and provides a promising channel for educators and AI engineers to carry out further collaborative research.
Publisher: Hindawi KerkoCite.ItemAlsoKnownAs: 10.1155/2021/8812542 2129771:NQUUCP2N 2405685:T7U5VLI3 2486141:LZ7DG3FE

A review of Empirical Research on School Leadership in the Global South - Global School Leaders (2020)
zotzenLib.CopiedFrom: 2405685:R5CJNHL6 KerkoCite.ItemAlsoKnownAs: 2129771:GZHMTMQ2 2129771:M63R8DCU 2405685:R5CJNHL6
Keywords: C:Low- and middle-income countries; __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

A review of optimization algorithms for university timetable scheduling - Alghamdi, Hayat; Alsubait, Tahani; Alhakami, Hosam; Baz, Abdullah (Engineering, Technology & Applied Science Research, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:DBILCNRI 2129771:RZBSE6B7

A review of project-based learning in higher education: Student outcomes and measures - Guo, Pengyue; Saab, Nadira; Post, Lysanne S.; Admiraal, Wilfried (International Journal of Educational Research, 2020)
Project-based learning (PjBL) is understood to be a promising approach that improves student learning in higher education. Empirical studies on project-based learning have been reviewed with a focus on student outcomes. Affective outcomes (i.e. perceptions of the benefits of PjBL and perceptions of the experience of PjBL) were most applied, which were measured by questionnaires, interviews, observation, and self-reflection journals. Cognitive outcomes (i.e. knowledge and cognitive strategies) and behavioral outcomes (i.e. skills and engagement) were measured by questionnaires, rubrics, tests, interviews, observation, self-reflection journals, artifacts, and log data. The outcome of artifact performance was assessed by rubrics. Future research should investigate more about students’ learning processes and final products. Measurement instruments and data analyses should also be improved.
Keywords: Higher education; Learning outcomes; Measurement instruments; Project-based learning; Review

A review of research on teacher competencies in higher education - Dervenis, Charalampos; Fitsilis, Panos; Iatrellis, Omiros (Quality Assurance in Education, 2022)
Purpose The purpose of this paper is to thoroughly assemble, analyze and synthesize previous research to investigate and identify teaching staff competencies derived from the roles and tasks attributed to university professors. Design/methodology/approach In this literature review, the authors looked at both the conceptual framework exploring the educational concepts and the learning theories focusing on teaching staff roles and competencies in higher education. Thirty-nine scientific papers were studied in detail from a total of 102 results, which were eligible based on the preferred reporting items for systematic reviews and meta-analyses statement. Findings A multi-dimensional approach to teacher competencies in higher education was proposed, which consists of six main dimensions with their respective characteristics. Thirty-two discrete teaching staff competencies were identified and distributed in the aforementioned dimensions. The research revealed that specific competencies, such as the digital competence of teachers, which have lately become of high importance worldwide due to the COVID-19 pandemic implications, surprisingly, until recently, they were considered secondary in the educational process. Research limitations/implications The study was based on the existing literature without using data drawn from an appropriate questionnaire addressed to students and/or interviews with academics. In addition, in an effort to maintain a homogeneous base of teacher competencies, inclusion of domains of expertise was avoided. Further research should focus on designing and developing a holistic model using analytical learning approaches that will contribute to the assessment of teachers’ competencies and explore the relationship of these competencies to students’ academic achievement, contributing quality to higher education. Practical implications A specific framework of teacher competencies in higher education, in practice, can be a useful reference point not only for ensuring quality in the selection of teachers and their career-long professional development but also for national education policy strategies. The definition of teacher competencies framework contributes to facilitating effective dialogue for the evaluation and quality assurance in education between agencies, authorities, researchers, teachers, policymakers, education managers and different communities at large. Social implications These competencies are at the heart not only of the teaching and learning process but also in the workplace and in society in general and are increasingly recognized as essential. An adequately prepared community and management equipped with the required employee competencies is able to react immediately and in a positive way to any obstacle, yielding optimal results. Originality/value This is the first review, to the authors’ knowledge, to comprehensively explore the literature to identify, classify and rank the teaching staff competencies in higher education, revealing the gap between perceived and actual importance of various competencies.
Publisher: Emerald Publishing Limited
Keywords: Competencies; Higher education; Quality education; Skills; Teacher effectiveness; Teacher quality

A Review Of The Job Satisfaction Theory For Special Education Perspective - Amin, Farah Azaliney Binti Mohd; Al, Et (Turkish Journal of Computer and Mathematics Education (TURCOMAT), 2021)
Job satisfaction reflects a positive feeling towards the task performed. Through this value of job satisfaction, an individual will feel confident and enthusiastic in every job undertaken. In the field of education, of course the discussion is focused on the job satisfaction of teachers because the main role in the delivery of knowledge in schools is the teachers. Even in special education specifically, job satisfaction is very important in increasing the accauntibility of special education teachers as well as motivating themselves to continue to dedicate themselves to religion, race and country. The discussion of job satisfaction, has been explained in several theories that can be linked to special education. This study was conducted to examine the previous theories related to teacher job satisfaction which can be referenced by teachers.
Number: 11
Keywords: ⛔ No DOI found

A Review Of The Management Theory For Special Education Task Load Perspective - Boon, Quah Wei; Al, Et (Turkish Journal of Computer and Mathematics Education (TURCOMAT), 2021)
There is evidence related to the existence of the issue of teacher workload through several studies. Many researchers have found that workload factors are closely related to the stress levels of special education teachers. They noted that this workload factor is also the highest factor that has caused stress among special education teachers. The study also found that the majority of respondents agreed that special education teachers are burdened with various tasks in school which will ultimately affect the quality of the teaching process and job satisfaction of the teachers involved. There are also studies that state that special education teachers not only need to carry out the teaching process in the classroom, but also be involved in administrative work, discipline management, substitute teachers and many other workloads. This situation requires special education teachers to manage their assignments efficiently and systematically. This study was conducted to examine the existing management theories, in helping teachers manage their assignments better.
Number: 11
Keywords: ⛔ No DOI found

A Roadmap for Measuring Distance Learning: A Review of Evidence and Emerging Best Practices - Morris, Emily; Farrell, Anna; Venetis, Emma (USAID, 2021)
As countries around the world have closed learning institutions in response to the COVID-19 pandemic, teaching and learning have pivoted from in-person instruction to distance learning. Simultaneously, there has been a surge in efforts to promote access to distance learning programming. Distance learning is commonly used to reach learners who need flexible learning opportunities, as well as to reach groups excluded from formal education institutions. As countries and education agencies take up distance learning, it is important to design and implement evidence-based strategies for monitoring and evaluation to measure whether distance learning efforts are serving the intended communities and achieving intended objectives. The purpose of this review is to support education practitioners, donors, implementers, non-governmental organizations (NGOs), civil society organizations, and other stakeholders in applying best practices to monitor and evaluate distance learning initiatives designed for diverse learners and implemented both within and outside of learning institutions. Broad input, review and feedback on early drafts of this toolkit were solicited and incorporated from the education sector in Washington, D.C. and Missions.
KerkoCite.ItemAlsoKnownAs: 2129771:EZSRY9S6 2129771:P7YWCRB4 2129771:UTMME86C
Keywords: _genre:LR-literature_review; ⛔ No DOI found

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

A Searchable Publications Database (edtechhub/spud) - Haßler, Björn; Adam, Taskeen; Ishaq, Sheraz; Adamiak, Piotr; Adamiak, Jan; Podea, Marius (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:FFLE9FPD
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence

A sequence-to-sequence approach for document-level relation extraction - Giorgi, John; Bader, Gary; Wang, Bo (Proceedings of the 21st Workshop on Biomedical Language Processing, 2022)
Motivated by the fact that many relations cross the sentence boundary, there has been increasing interest in document-level relation extraction (DocRE). DocRE requires integrating information within and across sentences, capturing complex interactions between mentions of entities. Most existing methods are pipeline-based, requiring entities as input. However, jointly learning to extract entities and relations can improve performance and be more efficient due to shared parameters and training steps. In this paper, we develop a sequence-to-sequence approach, seq2rel, that can learn the subtasks of DocRE (entity extraction, coreference resolution and relation extraction) end-to-end, replacing a pipeline of task-specific components. Using a simple strategy we call entity hinting, we compare our approach to existing pipeline-based methods on several popular biomedical datasets, in some cases exceeding their performance. We also report the first end-to-end results on these datasets for future comparison. Finally, we demonstrate that, under our model, an end-to-end approach outperforms a pipeline-based approach. Our code, data and trained models are available at https://github.com/johngiorgi/seq2rel. An online demo is available at https://share.streamlit.io/johngiorgi/seq2rel/main/demo.py.

A short review on passive strategies applied to minimise the building cooling loads in hot locations - Al-Yasiri, Qudama; Szabó, Márta (Analecta Technica Szegedinensia, 2021)
Cooling and air-conditioning systems are responsible for the highest energy consumption in buildings located in hot areas. This high share does not only increase the building energy demand cost but also increases the environmental impact, the topmost awareness of the modern era. The development of traditional systems and reliance on renewable technologies have increased drastically in the last century but still lacks economic concerns. Passive cooling strategies have been introduced as a successful option to mitigate the energy demand and improve energy conservation in buildings. This paper shed light on some passive strategies that could be applied to minimise building cooling loads to encourage the movement towards healthier and more energy-efficient buildings. For this purpose, seven popular passive technologies have been discussed shortly: multi-panned windows, shading devices, insulations, green roofing, phase change materials, reflective coatings, and natural ventilation using the windcatcher technique. The analysis of each strategy has shown that the building energy could be improved remarkably. Furthermore, adopting more passive strategies can significantly enhance the building thermal comfort even under severe weather conditions.
Number: 2
Keywords: Passive strategies; cooling load reduction; energy saving; insulations; thermal mass

A Study on Cambodia Pre-service Secondary School Teacher Education with the Perspective of Teacher Professionalism - 이신애 (서울대학교 대학원, 2021)
The purpose of this study is to propose implications for improving Cambodia secondary pre-service teacher education in the view of teacher professionalism. To do so, this study attempts to review the current system and implementation of Cambodia secondary pre-service teacher education and reveal perception of current Cambodia teachers. The survey data in this analysis are from the secondary school teachers in Kampong Chhnang province. Survey, conducted in 2020, provides detailed information on to realistic perception and understanding on effectiveness of pre-service teacher education and teacher professionalism. For analyzing data, descriptive statistics, independent samples t-test, one way ANOVA are performed using SPSS Window 27.0. The research reveals that firstly, teachers have same degree of extrinsic motivation (monetary reward) and intrinsic motivation (interest in subject and teaching). As previous research reveals, in developing nations, extrinsic motivation can promote intrinsic motivation of teachers who are facing poverty. It provides evidence to make ‘motivational synergy’ for increasing motivation of Cambodia teachers. Secondly, respondent teachers perceived level of effectiveness to professional identity is the lowest score. Lastly, teachers who perceive professional teacher as ‘highly respected with social status’ have the highest training need for continuous learning. Thus, policy implications for making teachers feel that they are socially respected and valued with high prestige is positively influencing to teachers’ will of pursuing continuous learning and professional development. Finding suggests three policy implications. First, there needs to be greater need for improving curriculum for teachers’ professional identity. In other words, a focus on technical, competence and knowledge-based teacher professionalism need to be shifted to inner and moral aspect of teacher by developing curriculum and space to allow preservice teachers to shape and reflect on the meaning of teaching, learning and ultimately professional teacher. Secondly, additional one-year (named ‘professional year) is recommended for enhance Cambodia teacher education credibility and extend career choices that preservice teachers have. Lastly guideline reports on teacher education in developing countries need to be published by professional Korean research institutions. It is because, despite of enhanced global standing and expectation of Korean international development, global education cooperation is not professional yet.
Accepted: 2022-03-25T05:55:55Z Journal Abbreviation: 교원전문성 관점으로 본 캄보디아 중 예비교사교육 연구 : 캄퐁츠낭 중등 학교를 중심으로

A study on the application of artificial intelligence in elementary science education - Shin, Won-Sub; Shin, Dong-Hoon (Journal of Korean elementary science education, 2020)
Publisher: The Korean Elementary Science Education Society
Keywords: ⛔ No DOI found

A study protocol to determine heat-related health impacts among primary schoolchildren in South Africa - Bidassey-Manilal, Shalin; Wright, Caradee Yael; Kapwata, Thandi; Shirinde, Joyce (International journal of environmental research and public health, 2020)
Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph17155531 2129771:DDZERB3C 4682641:JDAC6C9S 5072953:W7ZU7Q2P
Keywords: BE:LMIC; BE:RELEVANT

A survey of bedroom ventilation types and the subjective sleep quality associated with them in Danish housing - Liao, Chenxi; Akimoto, Mizuho; Bivolarova, Mariya Petrova; Sekhar, Chandra; Laverge, Jelle; Fan, Xiaojun; Lan, Li; Wargocki, Pawel (Science of The Total Environment, 2021)
We performed a survey of the types of bedroom ventilation in Danish dwellings (January–February 2020) and the associated subjective sleep quality. Five hundred and seventeen people responded. Their median age was 33 years old and 55.4% of them were males. We used an online questionnaire and collected information on the type of bedroom ventilation, bedroom airing behaviour by the respondents, the bedroom environment, building surroundings and location, and sleep disturbance caused by stuffy air, noise, and the thermal environment. Subjective sleep quality was assessed using the Pittsburgh Sleep Quality Index (PSQI); its median among respondents was >5 indicating reduced sleep quality. 35.4% of the bedrooms had mechanical, 24.6% exhaust, and 40.0% natural ventilation. Sleeping in a bedroom with mechanical ventilation tended to reduce sleep disturbance. The absence of mechanical ventilation and the presence of carpet in the bedroom were all associated with stuffy air causing sleep disturbance, which was the second most sleep disturbing factor. PSQI increased significantly with increased sleep disturbance. People who reported that their sleep was disturbed by stuffy air or “too warm” conditions opened windows frequently during the day or night, but no association was found between PSQI and bedroom airing behaviours. Our results are valid for the heating season and the survey would have to be repeated in the non-heating season to permit generalization of the findings. The results present associations and are qualitative, so field measurements are necessary to validate the present observations and provide further explanations.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.scitotenv.2021.149209 2129771:5DU85DEJ 4682641:W4ZVX6EJ
Keywords: BE:RELEVANT; Noise; Occupant behaviour; PSQI; Sleep disturbance; Stuffy air; Thermal comfort

A Survey on Impacts of COVID-19 Pandemic on Children and Young People and Their Needs - UNICEF; Children and Youth Council of Thailand; UNDP; UNFPA (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:8MUNTF4J

A Survey on Impacts of COVID-19 Pandemic on Children and Young People and Their Needs: Online Survey Conducted between 28 March and 10 April 2020 - Children and Youth Council of Thailand; UNICEF; The United Nations Development Programme (UNDP); The United Nations Populations Fund (UNFPA) (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:PLTTGVTJ 2405685:7VALEFX5
Keywords: _COVID_DEAA-List

A sustainable economic revival plan for post-COVID-19 using machine learning approach–a case study in developing economy context - Bhanot, Neeraj; Ahuja, Jaya; Kidwai, Humaid Imran; Nayan, Ankit; Bhatti, Rajbir S. (Benchmarking: An International Journal, 2023)
Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/BIJ-09-2021-0564 4804264:QYRECD3P
Keywords: Final_citation

A systematic literature review to identify evidence-based principles to improve online environmental education - Merritt, Eileen G.; Stern, Marc J.; Powell, Robert B.; Frensley, B. Troy (Environmental Education Research, 2022)
Many environmental educators shifted to online programs in the midst of the COVID-19 pandemic. We conducted a systematic literature review to identify program characteristics from digital environmental education experiences that are associated with one or more elements of environmental literacy. After reviewing 153 candidate articles, 32 articles that evaluated 47 diverse programs met our selection criteria. For each of these programs, we systematically coded the articles to identify guiding theories, program types, program characteristics, and outcomes assessed. We also identified the authors’ explanations and empirical evidence for program characteristics that led to positive outcomes. In this paper, we synthesize the results and present 12 guiding principles that show promise in enhancing outcomes related to environmental literacy in online programs for K-12 students. These principles, which are defined and illustrated with examples from the literature, include: social-ecological connections, relevance, social interactions, role models, autonomy, active involvement, challenge, use of multiple modalities, positive framing, preparation, feedback and reflection.
Publisher: Routledge _eprint: https://doi.org/10.1080/13504622.2022.2032610 KerkoCite.ItemAlsoKnownAs: 10.1080/13504622.2022.2032610 2129771:K74T9WSY
Keywords: Distance learning; STEM; _genre:LR-literature_review; environmental literacy; literature review; online learning; virtual field trips

A systematic mapping review of augmented reality applications to support STEM learning in higher education - Mystakidis, Stylianos; Christopoulos, Athanasios; Pellas, Nikolaos (Education and Information Technologies, 2022)
While there is an increasing interest in Augmented Reality (AR) technologies in Primary and Secondary (K-12) Education, its application in Higher Education (HE) is still an emerging trend. This study reports findings from a systematic mapping review, based on a total of forty-five (n = 45) articles published in international peer-reviewed journals from 2010 to 2020, after evaluating the use of AR applications that support Science, Technology, Engineering and Mathematics (STEM) subjects’ learning in HE settings. This review’s results highlighted the lack of research across the STEM spectrum, especially in the Technology and Mathematics subfields, as well as the scarcity of location-based and markerless AR applications. Furthermore, three augmentation techniques, suitable for STEM learning, were identified and analysed: augmentation of laboratory specialised equipment, physical objects and course handbooks or sheets. The main contribution of this article is a taxonomy of instructional models and the discussion of applied instructional strategies and techniques in STEM fields focused on HE settings. In addition, we provide visualisations of the present state of the area, which aim at encouraging and scaffolding educators’ efforts based on specific classification criteria to develop AR experiences and conduct further research to enhance STEM learning.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-021-10682-1 2129771:EZALTF8H
Keywords: _genre:LR-literature_review

A systematic review of ambient heat and sleep in a warming climate - Chevance, Guillaume; Minor, Kelton; Vielma, Constanza; Campi, Emmanuel; O’Callaghan-Gordo, Cristina; Basagaña, Xavier; Ballester, Joan; Bernard, Paquito (medRxiv (Cold Spring Harbor Laboratory), 2023)
Abstract Background Earlier reviews documented the effects of a broad range of climate change outcomes on sleep but have not yet evaluated the effect of ambient temperature. This systematic review aims to identify and summarize the literature on ambient temperature and sleep outcomes in a warming world. Methods For this systematic review, we searched online databases (PubMed, Scopus, JSTOR, GreenFILE, GeoRef and PsycARTICLES) together with relevant journals for studies published before February 2023. We included articles reporting associations between objective indicators of ambient temperature and valid sleep outcomes measured in real-life environments. We included studies conducted among adults, adolescents, and children. A narrative synthesis of the literature was then performed. Findings The present systematic review shows that higher outdoor or indoor ambient temperatures, expressed either as daily mean or night-time temperature, are negatively associated with sleep quality and quantity worldwide. The negative effect of higher ambient temperatures on sleep is stronger in the warmest months of the year, among vulnerable populations and in the warmest areas of the world. This result appears consistent across several sleep indicators and measures. Interpretation Although this work identified several methodological limitations of the extant literature, a strong body of evidence from both this systematic review and previous experimental studies converge on the negative impact of elevated temperatures on sleep quality and quantity. In absence of solid evidence on fast adaptation to the effects of heat on sleep, rising temperatures induced by climate change pose a planetary threat to human sleep and therefore human health, performance and wellbeing.
openalex: W4361213721 KerkoCite.ItemAlsoKnownAs: 10.1101/2023.03.28.23287841 2129771:WLNLZD67 5072953:BHS3W3ZK
Keywords: openalex:citedBy; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

A systematic review of ambient heat and sleep in a warming climate - Chevance, Guillaume; Minor, Kelton; Vielma, Constanza; Campi, Emmanuel; O’Callaghan-Gordo, Cristina; Basagaña, Xavier; Ballester, Joan; Bernard, Paquito (Sleep Medicine Reviews, 2024)
Climate change is elevating nighttime and daytime temperatures worldwide, affecting a broad continuum of behavioral and health outcomes. Disturbed sleep is a plausible pathway linking rising ambient temperatures with several observed adverse human responses shown to increase during hot weather. This systematic review aims to provide a comprehensive overview of the literature investigating the relationship between ambient temperature and valid sleep outcomes measured in real-world settings, globally. We show that higher outdoor or indoor temperatures are generally associated with degraded sleep quality and quantity worldwide. The negative effect of heat persists across sleep measures, and is stronger during the hottest months and days, in vulnerable populations, and the warmest regions. Although we identify opportunities to strengthen the state of the science, limited evidence of fast sleep adaptation to heat suggests rising temperatures induced by climate change and urbanization pose a planetary threat to human sleep, and therefore health, performance, and wellbeing.
openalex: W4392505490 KerkoCite.ItemAlsoKnownAs: 10.1016/j.smrv.2024.101915 2129771:GC6JAXQ7 5072953:TTBDT72P
Keywords: openalex:citedBy; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

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

A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda - Radianti, Jaziar; Majchrzak, Tim A.; Fromm, Jennifer; Wohlgenannt, Isabell (Computers & Education, 2020)
Researchers have explored the benefits and applications of virtual reality (VR) in different scenarios. VR possesses much potential and its application in education has seen much research interest lately. However, little systematic work currently exists on how researchers have applied immersive VR for higher education purposes that considers the usage of both high-end and budget head-mounted displays (HMDs). Hence, we propose using systematic mapping to identify design elements of existing research dedicated to the application of VR in higher education. The reviewed articles were acquired by extracting key information from documents indexed in four scientific digital libraries, which were filtered systematically using exclusion, inclusion, semi-automatic, and manual methods. Our review emphasizes three key points: the current domain structure in terms of the learning contents, the VR design elements, and the learning theories, as a foundation for successful VR-based learning. The mapping was conducted between application domains and learning contents and between design elements and learning contents. Our analysis has uncovered several gaps in the application of VR in the higher education sphere—for instance, learning theories were not often considered in VR application development to assist and guide toward learning outcomes. Furthermore, the evaluation of educational VR applications has primarily focused on usability of the VR apps instead of learning outcomes and immersive VR has mostly been a part of experimental and development work rather than being applied regularly in actual teaching. Nevertheless, VR seems to be a promising sphere as this study identifies 18 application domains, indicating a better reception of this technology in many disciplines. The identified gaps point toward unexplored regions of VR design for education, which could motivate future work in the field.
Keywords: Augmented and virtual reality; Cooperative/collaborative learning; Distance education and online learning; Human–computer interface; Media in education

A Systematic Review of Multimedia Tools for Cybersecurity Awareness and Education - Zhang-Kennedy, Leah; Chiasson, Sonia (ACM Computing Surveys, 2021)
We conduct a comprehensive review covering academic publications and industry products relating to tools for cybersecurity awareness and education aimed at non-expert end-users developed in the past 20 years. Through our search criteria, we identified 119 tools that we cataloged into five broad media categories. We explore current trends, assess their use of relevant instructional design principles, and review empirical evidence of the tools’ effectiveness. From our review, we provide an evaluation checklist and suggest that a more systematic approach to the design and evaluation of cybersecurity educational tools would be beneficial.
KerkoCite.ItemAlsoKnownAs: 10.1145/3427920 2129771:J8RFEA77
Keywords: Cybersecurity educational tools; _genre:LR-literature_review; cybersecurity awareness and education

A systematic review of the deployment of indigenous knowledge systems towards climate change adaptation in developing world contexts: implications for climate change education - Mbah, Marcellus; Ajaps, Sandra; Molthan-Hill, Petra (Sustainability, 2021)
Countries in the developing world are increasingly vulnerable to climate change effects and have a lesser capacity to adapt. Consideration can be given to their indigenous knowledge systems for an integrated approach to education, one which is more holistic and applicable to their context. This paper presents a systematic review of the indigenous knowledge systems (IKSs) deployed for climate change adaptation in the developing world and advances implications for climate change education. A set of inclusion criteria was used to screen publications derived from two databases and grey literature searches, and a total of 39 articles constituted the final selection. Postcolonial theory’s lens was applied to the review of the selected publications to highlight indigenous people’s agency, despite IKSs’ marginalization through colonial encounters and the ensuing epistemic violence. The categories of social adaptation, structural adaptation, and institutional adaptation emerged from the IKS-based climate change adaptation strategies described in the articles, with social adaptation being the most recurrent. We discussed how these strategies can be employed to decolonise climate change education through critical, place-based, participatory, and holistic methodologies. The potential outcome of this is a more relatable and effective climate change education in a developing world context.
Publisher: MDPI openalex: W3158575593 KerkoCite.ItemAlsoKnownAs: 10.3390/su13094811 2129771:I3QLNKWW 5072953:NSRVHAFX
Keywords: C:Bangladesh; C:Benin; C:Bolivia; C:Brazil; C:Colombia; C:Ethiopia; C:Fiji; C:Ghana; C:India; C:Indonesia; C:Iran; C:Malawi; C:Malaysia; C:Namibia; C:Nepal; C:Nigeria; C:Peru; C:Philippines; C:South Africa; C:Tanzania; C:Uganda; C:Vietnam; C:Zimbabwe; _z:class:countries; _z:class:themes; oa:keyword:climate change; oa:keyword:climate change adaptation; oa:keyword:indigenous knowledge systems; oa:topic:T10898 Factors Influencing Pro-environmental Behavior; oa:topic:T12656 Impact of Climate Change on Human Migration; oa:topic:T14007 Place-Based Education in Rural Communities; openalex:n:1; openalex:yes

A Theory of Change for a Technology-Enhanced Education System in Bangladesh - Clark-Wilson, Alison; Bashir, Amreen; Kaye, Tom (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4610089 2129771:ZK35RSBU 2339240:D4Q4RX94 2405685:2T7DPIBU 2405685:BUHD2X9T 2405685:NP95DHA2 2405685:Q2MS5ZSE
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen; _zenodo:submitted

A Theory of Change for Parents and Caregivers Towards a Technology-Enhanced Education System in Bangladesh - Clark-Wilson, Alison; Bashir, Amreen; Ahmed, Shakil; Mazari, Haani; Kaye, Tom; Radford, Kate; Otieno, Jennifer (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0126 2129771:PQ3SHGIX 4426965:L8Z8PRYX

A Topic is Not a Theme: Towards a Contextualised Approach to Topic Modelling - Doogan, Caitlin (Monash University, 2022)

A topography of climate change research - Callaghan, Max; Minx, Jan C.; Forster, Piers M. (Nature Climate Change, 2020)
The massive expansion of scientific literature on climate change1 poses challenges for global environmental assessments and our understanding of how these assessments work. Big data and machine learning can help us deal with large collections of scientific text, making the production of assessments more tractable, and giving us better insights about how past assessments have engaged with the literature. We use topic modelling to draw a topic map, or topography, of over 400,000 publications from the Web of Science on climate change. We update current knowledge on the IPCC, showing that compared with the baseline of the literature identified, the social sciences are in fact over-represented in recent assessment reports. Technical, solutions-relevant knowledge—especially in agriculture and engineering—is under-represented. We suggest a variety of other applications of such maps, and our findings have direct implications for addressing growing demands for more solution-oriented climate change assessments that are also more firmly rooted in the social sciences2,3. The perceived lack of social science knowledge in assessment reports does not necessarily imply an IPCC bias, but rather suggests a need for more social science research with a focus on technical topics on climate solutions. The rapid growth of climate change research presents challenges for IPCC assessments and their stated aim of being comprehensive, objective and transparent. Here the authors use topic modelling to map the climate change literature, and assess how well it is represented in IPCC reports.
openalex: W3003135817 mag: 3003135817 KerkoCite.ItemAlsoKnownAs: 10.1038/s41558-019-0684-5 2129771:5RPFLH46 5072953:5UJ4Q23Z
Keywords: openalex:cites; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

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

A Typology of Professional Learning Communities (PLC) for Sub-Saharan Africa: A Case study of Equatorial Guinea, Ghana, and Nigeria - Soares, Fernanda; Galisson, Kirsten; Laar, Mindel van de (African Journal of Teacher Education, 2020)
In the bid to improve teaching quality and promote an approach to teacher development that is grounded in the context in which teachers are inserted, Professional Learning Communities (PLCs) have become a popular alternative model of teacher professional development in many countries. PLCs, however, have been more widely studied in high-resource contexts. In a recognition that existing conceptualizations from the Western literature may not reflect how PLCs are functioning in developing countries, this research aims to inductively create a typology of PLCs that incorporates elements that might be specific to these countries, with a focus on Sub-Saharan Africa in general and based on the cases of Equatorial Guinea, Ghana and Nigeria in particular. This study employs a multimethod approach, encompassing document analysis, semi-structured interviews with PLC experts and expert validation. The resulting typology categorizes PLCs into three models - autonomous, structured and scripted. This typology of PLCs is further integrated with dimensions previously proposed by the Western literature to form one cohesive conceptual framework. By acknowledging PLC variability, we are able to incorporate into a framework modes of PLC operation that are specific to our case countries, and possibly to Sub-Saharan African and low- and middle-income countries more generally.
Number: 2
Keywords: Professional Development; Professional Learning Communities; Professional Learning Communities Teaching Practices; Sub-Saharan Africa; Teachers; Teaching Practices

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

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

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

Academia's responses to crisis: A bibliometric analysis of literature on online learning in higher education during COVID-19 - Zhang, Ling; Carter Jr., Richard Allen; Qian, Xueqin; Yang, Sohyun; Rujimora, James; Wen, Shuman (British Journal of Educational Technology, 2022)
This paper aimed to provide a holistic view of research that investigated online learning in higher education around the globe during COVID-19 utilizing a bibliometric analysis. The researchers used co-citation analysis and text mining afforded by VOSviewer to document and analyze research patterns and topics reported in peer-reviewed documents published between January 2020 and August 2021. Findings of this study indicated that scholars from 103 countries or regions from the Global North and Global South investigated a wide array of topics, such as use of various technologies and strategies, redesigned curriculum, student perceptions and psychological impacts of the pandemic-imposed online learning. Many researchers applied technology acceptance theories and structural equation modeling to investigate factors associated with adoption and impacts of the pandemic-imposed online learning. Of the large quantity of research, medical education and chemical education were the most investigated disciplines. Inquiry-based learning, discovery learning, hands-on learning and collaborative learning emerged as instructional approaches frequently discussed or utilized across the target studies. This paper discussed (a) ongoing and emerging challenges to online higher education, (b) placing innovative pedagogies at the forefront of online learning, and (c) rapid, but imbalanced distribution of evolving literature based on the findings. Practitioner notes What is already known about this topic Online learning had attracted growing traction as a flexible and affordable means to complement traditional higher education prior to COVID-19. Higher education institutions (HEIs), faculty and students around the globe have encountered various challenges and opportunities regarding online teaching and learning during COVID-19. What this paper adds A bird's-eye-view perspective of how HEIs around the globe responded to the pandemic-imposed online teaching and learning using the bibliometric methodology. Identifications of a large body of research (n = 1061 documents) conducted by scholars from 103 countries or regions that investigated the pandemic-imposed online higher education, indicating an unprecedented level of participation in this area. An analysis of distinct themes arising from research on the pandemic-imposed online learning, such as medical education and psychological impact, chemistry curriculum and laboratory-based instruction and technology acceptance model. Implications for practice and/or policy The large corpus of studies on online higher education from different aspects can provide cross-disciplinary information guiding future research and design of online learning. With technology often conceptualized as the solution to support online learning, it is imperative to put innovative pedagogy at the forefront of the design of online teaching and learning.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13191
Keywords: COVID-19; bibliometric analysis; innovative pedagogical strategies; online higher education; technology

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

Academic Recovery Programme: Synthesis of Qualitative Data and High-level Overview - Haßler, Björn; Blower, Thomas; Megha-Bongnkar, Ghislaine; Regis, Callista (Open Development & Education, 2021)
Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. previousDOI: 10.5281/zenodo.4555874 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555874 10.5281/zenodo.4780099 2129771:XAMQ949U 2405685:I9KQL5GV
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:c; _zenodo:submitted; _zenodoETH:submitted

Academic Recovery Programmes in the Eastern Caribbean — Literature Review - Haßler, Björn; Adam, Taskeen; Blower, Thomas; Megha-Bongnkar, Ghislaine (Open Development & Education, 2021)
This report was commissioned by the Organization of the Eastern Caribbean states. It reviews the literature on Academic Recovery Programmes with view to applicability in the Eastern Caribbean, and particularly Dominica, Grenada, Saint Lucia and Saint Vincent and the Grenadines.
previousDOI: 10.5281/zenodo.4780096 previousDOI: 10.5281/zenodo.4555872 Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555872 10.5281/zenodo.4780096 10.5281/zenodo.4780577 2129771:4QYUIYNJ 2129771:DZA3GVBD 2405685:MNS7ECK7
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:b; _zenodo:submitted; _zenodoETH:submitted

Academic Silver Linings in a Philippine State University Amid the Early Stages of Pandemic Cases - Toquero, Cathy Mae (Journal of Learning for Development, 2021)
The primary role of the academe is knowledge building, however, due to the prevailing digital divide, some institutions of higher learning were not able to offer even Emergency Online Teaching (EOT) for continuous formal education during the early stages of the pandemic. This article highlights diversified ways that a state university from a developing country (Philippines) responded to the crisis to offer assistance towards the social development of the stakeholders amid the COVID-19 pandemic.
Number: 2
Keywords: COVID-19; Philippines; _genre:PR-primary_research; crisis response strategy; emergency response; higher education; social media; ⛔ No DOI found

Accelerated Learning and EdTech: A Rapid Evidence Review - Damani, Kalifa (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4071441 10.5281/zenodo.4477135 10.5281/zenodo.4556941 2339240:9MZRHWYE 2405685:9BWHLEWZ 2405685:I4UFGAQA 2339240:TQLWMAIZ Note: This item replaced a previous version with DOI 10.5281/zenodo.4071441. PreviousDOI: 10.5281/zenodo.4071441 PreviousDOI: 10.5281/zenodo.4477135 KerkoCite.ItemAlsoKnownAs: 2405685:I4UFGAQA zotzenLib.CopiedFrom: 2405685:I4UFGAQA
Keywords: L:Gender and education; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _P:Evidence review VCMFM9ZD; _cover:v2; _zenodoETH; ⛔ No DOI found

Accelerated Learning and EdTech: A Rapid Evidence Review - Damani, Kalifa (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:GBVDSAA5
Keywords: Final_citation; cited; existing

Accelerated Learning Programs for Out-of-School Girls: The Impact on Student Achievement and Traditional School Enrollment - Randall, Jennifer; O'Donnell, Francis; Botha, Sandra M. (FIRE: Forum for International Research in Education, 2020)
Within the context of post-conflict DRC, we examined the impact of the Accelerated Learning Program for out-of-school girls' on student learning outcomes and traditional school enrollment. We found that the vast majority of girls advanced through the levels as expected (80%) and, on average, improved their numeracy and literacy skills. The impact on traditional school enrollment was less definitive with the percent of girls who previously attended school, as well as the age of, remaining stable over time, but there was also an increasing trend in the percent of girls who were enrolled in school until the end of the last school year.
Publisher: Lehigh University Library and Technology Services KerkoCite.ItemAlsoKnownAs: 10.32865/fire20206225 2129771:W279YNZW 2339240:8C37BH6Q 2486141:GVQ4L8K3
Keywords: Academic Achievement; Acceleration (Education); Access to Education; Developing Nations; Disadvantaged Youth; Educational Attainment; Enrollment Influences; Females; Foreign Countries; Instructional Program Divisions; LMIC; Literacy; Numeracy; Out of School Youth; Primary Education; Program Effectiveness; School Location; Traditional Schools; War; _AcademicRecoveryOECS; girls; marginalised; quant; quasi-experimental

Accelerated Middle School Programs: Preliminary Indicators of Long-Term Academic Benefits for Over-age Youth - Mollette, M.; Villa, B.; Cate, D. (Journal of Education for Students Placed at Risk, 2020)
According to the National Center for Education Statistics, dropping out is a persistent problem among 15- to 24-year-olds. Researchers have noted school districts that have been able to improve graduation rates have often done so through the “development of innovative models and pathways that help young people get back on track to graduation” One such innovative model, an accelerated middle school intervention, is currently implemented across five middle schools in a large southeastern school district. The program targets students at-risk for dropping out based on characteristics such as age, mobility, poverty and previous retention in grade and allows them to complete both 8th and 9th grade requirements within one school year. To date, about 88% of students who completed the intervention during their last year of middle school were able to transition to high school as 10th grade students. This study presents findings from the students who completed this intervention between 2011–12 and 2015–16, representing the first five years the program was in existence. A quasi-experimental design is used to analyze outcomes related to attendance, course completion and graduation. Results indicate that students who complete the intervention are 34% more likely to graduate high school than the matched comparison group. However, no significant differences existed in student attendance rates while in high school. The findings indicate this program has the potential to improve graduation rates for students at-risk of dropping out provided the intervention occurs early enough in their academic career. © 2020, © 2020 Taylor & Francis Group, LLC.
Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/10824669.2020.1757453 2129771:LQJGM2ZT 2339240:QRYQUHL6 2486141:GIXHKTDU
Keywords: Marginalised; _AcademicRecoveryOECS

Acceptance on open and distance learning method amongst special education needs teachers during movement control order - Yahaya, Nasiha Hanis (Journal of Media and Information Warfare (JMIW), 2020)
Publisher: Centre For Media And Information Warfare Studies
Keywords: ⛔ No DOI found

Access to educational technology and its implications on learning outcomes of 15-year olds in Saudi Arabia empirical evidence from OECD PISA 2018 in the context of COVID-19 - Aljabri, Nayyaf; Bhutoria, Aditi (Journal of Educational Science, 2020)
Keywords: ⛔ No DOI found

Access to Technology for School Leaders and Teachers in Sierra Leone - Beoku-Betts, Iman (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10459346 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1069 ZenodoArchiveConcept: 10459345
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Accredited Institutions - COTVET (2020)
Library Catalog: cotvet.gov.gh KerkoCite.ItemAlsoKnownAs: 2129771:C38EJT34

Achieving Community Development through an Agricultural Extension Programme: Technology Dissemination for Mushroom Farmers - Silva, Nilantha De; Wijeratne, Mahinda (Journal of Learning for Development, 2021)
Mushroom production is a small-scale business unit in rural areas. The Life Long Learning for Farmers (L3F) Programme aims to enhance the socio-economic conditions for them, increasing their access to and use of knowledge and technology. This study evaluates the outcomes of the L3F Programme at the community level. Data were collected through a pre-tested questionnaire survey. The sample consisted of 30 L3F farmers. Farmers’ achievement was assessed by the Farmer Performance Index (FPI). Results indicate that mushroom farmers have scaled up their production; have improved their productivity; designed new experiments to minimise the impact of pests and diseases; focused on environmental sustainability and scientific mushroom production; and improved the quality of packaging. The mobile app Bimmal Govi, blended with Information and Communication Technology, helped them to move with the latest technological advancements. The L3F Programme has increased the standards of mushroom production, helping the farmers become promising entrepreneurs.
Number: 2 KerkoCite.ItemAlsoKnownAs: 2129771:A36LZWPK
Keywords: Agricultural extension; L3F programme; _genre:PR-primary_research; community development; mushroom; ⛔ No DOI found

Achieving Cost-Effective Instructional Coaching at Scale: Evidence from Senegal - Bagby, Emilie; Swift-Morgan, Jennifer; Niang, Ablaye; Upadhyay, Arjun (Chemonics International, 2022)
KerkoCite.ItemAlsoKnownAs: 4804264:8AGIFNPV 4804264:N5EEDTIJ
Keywords: Final_citation; cited; existing

Achieving Net Zero within the NHS: System-wide transition to greener, sustainable care - Eldridge-Thomas, B.; Carden, S.; Bücker, C.; Davies, B.; Ajadi, S.B.; Coffey, C.; Fauconberg, A. (2021)

Acting now to protect the human capital of our children - World Bank (2021)
Keywords: ⛔ No DOI found

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

Activating research-based testbeds in Victorian and international education environments - Global Victoria EdTech Innovation Alliance (2022)
KerkoCite.ItemAlsoKnownAs: 2129771:FVANV89T 4426965:SBZCBBTL
Keywords: ⛔ No DOI found

Actualizing children’s rights through early childhood care and education: A focus on the Caribbean - Kinkead-Clark, Zoyah; Burns, Sheron; Abdul-Majied, Sabeerah (Journal of Early Childhood Research, 2020)
Publisher: SAGE Publications Sage UK: London, England KerkoCite.ItemAlsoKnownAs: 10.1177/1476718X19875765 2129771:4H582IJC

Adapting implementation science for higher education research: the systematic study of implementing evidence-based practices in college classrooms - Soicher, Raechel N.; Becker-Blease, Kathryn A.; Bostwick, Keiko C. P. (Cognitive Research: Principles and Implications, 2020)
Finding better ways to implement effective teaching and learning strategies in higher education is urgently needed to help address student outcomes such as retention rates, graduation rates, and learning. Psychologists contribute to the science and art of teaching and learning in higher education under many flags, including cognitive psychology, science of learning, educational psychology, scholarship of teaching and learning in psychology, discipline-based educational research in psychology, design-based implementation research, and learning sciences. Productive, rigorous collaboration among researchers and instructors helps. However, translational research and practice-based research alone have not closed the translation gap between the research laboratory and the college classroom. Fortunately, scientists and university faculty can draw on the insights of decades of research on the analogous science-to-practice gap in medicine and public health. Health researchers now add to their toolbox of translational and practice-based research the systematic study of the process of implementation in real work settings directly. In this article, we define implementation science for cognitive psychologists as well as educational psychologists, learning scientists, and others with an interest in use-inspired basic cognitive research, propose a novel model incorporating implementation science for translating cognitive science to classroom practice in higher education, and provide concrete recommendations for how use-inspired basic cognitive science researchers can better understand those factors that affect the uptake of their work with implementation science.
KerkoCite.ItemAlsoKnownAs: 10.1186/s41235-020-00255-0 2129771:ZPJPSXHD
Keywords: Higher education; Implementation science; Learning; Teaching; Translation; Use-inspired basic research

(Adapting to the) Impacts of climate (change): Temperature, Light, Sound, Air - Haßler, Björn (Open Development & Education, 2023)
ZenodoArchiveID: 7823061 ZenodoArchiveConcept: 7823060 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0287 2129771:CQKQ898B
Keywords: _comingsoon; _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

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

Addressing Online Violence Against Women and Girls in the Commonwealth Africa Region: The Role of Bystanders - Secretariat, Commonwealth (Commonwealth iLibrary, 2023)
This report provides a summary of the phenomenon of online violence against women in various African Commonwealth membercountries and describes the legal frameworks and their limitations and the challenges these present. The report also makes suggestions on how totackle these issues in order to find solutions to the problem of online violence against women and girls.

Addressing Online Violence Against Women and Girls in the Commonwealth Asia Region: The Role of Bystanders - Secretariat, Commonwealth (Commonwealth iLibrary, 2023)
Online violence is increasing rapidly and is emerging as one of the biggest threats facing the online world today. Acts of online violence take multiple forms, including cyberstalking, cyberbullying, sexual harassment, sex trolling, doxing, hate speech, public shaming and intimidation. Broadly speaking, online violence against women and girls and the victimisation pattern in Commonwealth Asia member countries are consistent with the overall global trend. However, given unique formal and informal institutions in these countries, perpetration and victimisation related to OVAWG have many significant aspects that are different from most other countries in the world. As a result of underdeveloped regulations and regulatory infrastructure related to OVAWG, it is difficult to arrest, prosecute and convict the perpetrators in most of these countries. Meanwhile, societal norms tend to make victims of OVAWG feel devalued and excluded.

Addressing Online Violence Against Women and Girls in the Commonwealth Caribbean and the Americas: The Role of Bystanders - Secretariat, Commonwealth (Commonwealth iLibrary, 2023)
The purpose of this report is to map the prevalence of online violence against women and girls, with a particular focus on so-called innocent bystanders and the state of laws, institutions, policies and practices within the Caribbean and Americas regionof the Commonwealth (Canada). Cyberviolence against women and girls in the Commonwealth countries of the Caribbean and Americas (Canada) is recognised as a serious problem, and measures are being taken to address it. The prevalence of cyberviolence in terms of its root causes and impacts is gender based, with a disproportionate impact on females and marginalised individuals where there is also intersectionality of race, ethnicity, religion, sexual orientation, poverty, disability and other socioeconomic factors. Similar types of violence against women and girls often occur in both offline and online spheres or originate in one sphere and carried through into the other. In the most serious cases, cyberviolence can lead to physical assaults and even suicide.

Addressing Online Violence Against Women and Girls in the Commonwealth Europe Region: The Role of Bystanders - Secretariat, Commonwealth (Commonwealth iLibrary, 2023)
This report contributes to the Commonwealth study on online violence against women and girls (OVAWG) and considers the prevalence of online violence and the role of bystanders as well as therelevant laws, institutions, policies and practices to address the problem in the European region of the Commonwealth, namely Cyprus, Malta and the United Kingdom of Great Britain (England, Scotland and Wales) and Northern Ireland (UK). The report highlights the complex nature of OVAWG and the difficulties associated with differences in terminology resulting in inconsistent data collection and varied legal responses across the European region of the Commonwealth. It also details the role of bystanders and their criminal or civil liability that, it argues, are relatively new considerations in the OVAWG space. An understanding of the nature and presentation ofOVAWG is required by bystanders, including the impact on victims to drive action.

Addressing Online Violence Against Women and Girls in the Commonwealth Pacific Region: The Role of Bystanders - Secretariat, Commonwealth (Commonwealth iLibrary, 2023)
This report focuses on the role of online bystanders in reducing online violence against women and girls (VAWG), including consideration of any related policies or laws. Given the relatively recent emergence of bystanders as potential facilitators and exacerbators of online crime, policy responses have tended to focus on the virtual versions of existing physical crimes, such as ‘cyber’ bullying and ‘cyber’ stalking, and/or the dissemination of intimate images online (when previously they might have been posted on a physical bulletin board). Moreover, these policy responses have tended to focus on capturing perpetrators, but not bystanders, within a legislative framework.

Addressing the climate, environment, and biodiversity crises in and through girls’ education - Foreign, Commonwealth & Development Office (2022)
KerkoCite.ItemAlsoKnownAs: 2129771:W68GTDSA 5072953:HQ2C4WY8
Keywords: selected_for:effects of climate ch...on learning...LMICs 2024

Adjusting the use of preprints to accommodate the ‘quality’ factor in response to COVID-19 - Teixeira da Silva, Jaime A. (Journal of Taibah University Medical Sciences, 2021)
Preprints are typically crude precursors of peer-reviewed papers that are placed almost immediately, save for some superficial screening, on an open-access repository to allow the information to reach readers quickly, circumventing the long-drawn process typically associated with processing in peer-reviewed journals. For early-career researchers who might be enthusiastic about obtaining some recognition for their efforts, or wanting open and public input about their work, preprints are certainly a useful publication choice. However, if health-related data and information have not been carefully scrutinised, they may pose a risk and may even serve as a source of public health misinformation. Surging growth and competition among preprint servers, coupled with a massive volume of COVID-19-related preprints, mainly on bioRxiv and medRxiv, as well as select indexing now being tested on PubMed, suggests that preprints are being increasingly used in the biomedical sciences. Stronger and more robust ethical policies are needed to screen preprints before they are released to the public, and even if this implies a slight delay in publication, it may increase academics' trust in this form of scientific information and communication. Clear and stringent ethical policies need to be urgently introduced by ethics groups such as COPE and the ICMJE, whose many member journals allow preprints to be posted before traditional peer review. Stringent ethical guidelines that treat misconduct equally in preprints and peer-reviewed papers will boost the integrity of academic publishing.
Keywords: Ethics policies; Health policies; Peer review

Adobe Acrobat adds generative AI to ‘easily chat with documents’ - Weatherbed, Jess (The Verge, 2024)
No need to rummage through PDFs if a robot can do it for you.

Advancing Data-driven Decision-making for School Improvement: Findings from the One Tablet Per School User Testing Programme in Sierra Leone - McBurnie, Chris; Beoku-Betts, Iman (MBSSE, EdTech Hub, Leh Wi Lan, 2021)
An output of the EdTech Hub, https://edtechhub.org
zotzenLib.CopiedFrom: 2486141:UIV8NJ9M KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4896502 10.53832/edtechhub.0066 2129771:IPKSMS3Z 2129771:Q85KZGW8 2129771:U8L38F6S 2405685:MPRD5RKR 2486141:UIV8NJ9M 4556019:IGJQDXZM
Keywords: Author:OpenDevEd; _C:Sierra Leone SLE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

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

Advancing the Global Agenda for Human Rights, Vulnerable Populations, and Environmental Sustainability - Alfred, Mary V.; Robinson, Petra A.; Roumell, Elizabeth A. (IAP, 2021)
For over 70 years, the United Nations has worked to advance human conditions globally through its historic agenda for a more peaceful, prosperous, and just world. Through the work of the General Assembly and other programs like the UNESCO World Conferences on Adult Education, the organization has taken a leading role in bringing world leaders together to dialogue on world issues and to set agendas for advancing social and economic justice among and within the regions of the world. The underlying themes of the United Nations’ agenda over the years have been world peace, economic justice, addressing the needs of the world’s most vulnerable populations, and protecting the environment. We draw from the two last two declarations from which the Millennium Development Goals (September 2000) and the Sustainable Development Goals (September 2015) were adopted by world leaders with a focus on addressing the needs of the most vulnerable populations. In this declaration, world leaders committed to uphold the long-standing principles of the organization and to combat extreme poverty, hunger, disease, illiteracy, environmental degradation and discrimination and violence against women. The overall objective of the book is to highlight the conditions of vulnerable populations from various contexts globally, and the role adult and higher education can play (and is playing) in advancing the United Nations agenda of social and economic justice and environmental sustainability. Adult education, through research, teaching, and service engagements is contributing to this ongoing effort but as many scholars have noted, our work remains invisible and undocumented. Therefore, this book highlights adult education’s critical partnership in addressing these global issues. It will also begin to fill the void that exists in adult education literature on internationalization of the field.
Google-Books-ID: ZU9PEAAAQBAJ KerkoCite.ItemAlsoKnownAs: 2129771:P2CMZ4CI
Keywords: Education / Adult & Continuing Education; Education / Philosophy; Theory & Social Aspects; Education / Schools / Levels / Higher

Affordance Theory - Wegerif, Rupert; Major, Louis (The Theory of Educational Technology, 2023)
The theory of affordances has been widely applied in studies of educational technology. In particular, it has been suggested that different education technologies ‘afford’ different kinds of teaching and learning. In this chapter, we look back to the origin of affordance theory in the work of perceptual psychologist James Gibson. We then offer a brief history of how affordance has been adapted and applied to educational technology. It has been suggested that the concept of affordances is too loose to be useful. This is perhaps because the affordances for action and for thought that any technology has not only depend on the technology, but also on how the user responds to the technology. We discuss the need to design the cultures and norms that shape user responses in addition to designing the technology itself. We offer an example to suggest that affordance theory can be particularly useful for educational design-based research that moves iteratively between the perspective of users and the perspective of the technology.
Num Pages: 18

Affordances and Constraints of Implementing Lesson Study for Teachers’ Professional Development: A Review - KIHWELE, JIMMY (African Journal of Teacher Education, 2020)
KerkoCite.ItemAlsoKnownAs: 10.21083/ajote.v9i0.5731 2129771:ZX8WS6TF
Keywords: _C:Australia AUS; _C:Canada CAN; _C:China CHN; _C:Ethiopia ETH; _C:Ghana GHA; _C:Indonesia IDN; _C:Ireland IRL; _C:Japan JPN; _C:Laos LAO; _C:Malawi MWI; _C:Netherlands NLD; _C:Pakistan PAK; _C:Rwanda RWA; _C:Singapore SGP; _C:South Africa ZAF; _C:Tanzania TZA; _C:Thailand THA; _C:Turkey TUR; _C:Uganda UGA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Affordances, challenges, and impact of open pedagogy: examining students’ voices - Baran, Evrim; AlZoubi, Dana (Distance Education, 2020)
Open pedagogy has emerged as an important teaching and learning practice while the current global open education resources movement has developed. The present research addresses the need to develop and conceptualize open pedagogy models in higher education contexts. This case study examined student perspectives on the affordances, challenges, and impact of an open pedagogy approach implemented within the context of three higher education courses. Various renewable assignments were integrated into face-to-face, blended, and online courses. Data sources consisted of reflection reports and semi-structured interviews conducted with 13 student participants. The qualitative analysis revealed six themes that conceptualized student engagement with open pedagogy: content curation, peer feedback, community engagement, development, reflection, and scaffolding. We discuss the impact of these practices on the participating students’ knowledge and awareness of open access and student agency. The results present an open pedagogy in action model with recommendations for future research and practice.
Publisher: Routledge _eprint: https://doi.org/10.1080/01587919.2020.1757409
Keywords: higher education; open educational practices (OEP); open educational resources (OER); open pedagogy; renewable assignments

African education research: patterns in publishing and collaboration - Mitchell, Rafael (2020)
Keywords: ⛔ No DOI found

Agile in business - Podea, Marius (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:BEXTYP5E

AI and the Next Digital Divide in Education - Trucano, M. (2023)
KerkoCite.ItemAlsoKnownAs: 4804264:MXBS2Y6J
Keywords: Final_citation; anystyle; existing

AI Applications in Education - Xu, Zhengyu; Wei, Yingjia; Zhang, Jinming (Artificial Intelligence for Communications and Networks, 2021)
In recent years, led by the wave of artiﬁcial intelligence, “artiﬁcial intelligence + education” has become a very hot topic. More and more traditional educational institutions have begun to organize and layout the ﬁeld of ARTIFICIAL intelligence education. Training artiﬁcial intelligence talents will become an important mission of education. Meanwhile, educational methods will change with the development of artiﬁcial intelligence, and the deep integration of artiﬁcial intelligence and education will become the development trend of the future education world. The future has come, when education and artiﬁcial intelligence meet, what kind of spark will be produced? This paper mainly discusses the application, research status and development trend of artiﬁcial intelligence in the ﬁeld of education, as well as the deep integration of artiﬁcial intelligence and education.
Series Title: Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-69066-3_29 2486141:F9PMYWSU

AI-based literature reviews: A topic modeling approach - Verma, Manoj Kumar; Yuvaraj, Mayank (Journal of Information and Knowledge, 2023)
KerkoCite.ItemAlsoKnownAs: 5440726:Z39CXIKI

AI in Learning: Designing the Future - Niemi, Hannele; Pea, Roy D.; Lu, Yu (Springer International Publishing, 2023)
KerkoCite.ItemAlsoKnownAs: 2129771:6LUZ2DH7 2129771:HB3MBKVV
Keywords: Open Access; artificial intelligence; deep learning; games; human-machine interaction; intelligent digital tools; learning analytics; life-long learning; robotics; simulations; tutoring; virtual learning; well-being

AI Insights: A Case Study on Utilizing ChatGPT Intelligence for Research Paper Analysis - De Silva, Anjalee; Wijekoon, Janaka L.; Liyanarachchi, Rashini; Panchendrarajan, Rrubaa; Rajapaksha, Weranga (arXiv, 2024)
This paper discusses the effectiveness of leveraging Chatbot: Generative Pre-trained Transformer (ChatGPT) versions 3.5 and 4 for analyzing research papers for effective writing of scientific literature surveys. The study selected the \textit{Application of Artificial Intelligence in Breast Cancer Treatment} as the research topic. Research papers related to this topic were collected from three major publication databases Google Scholar, Pubmed, and Scopus. ChatGPT models were used to identify the category, scope, and relevant information from the research papers for automatic identification of relevant papers related to Breast Cancer Treatment (BCT), organization of papers according to scope, and identification of key information for survey paper writing. Evaluations performed using ground truth data annotated using subject experts reveal, that GPT-4 achieves 77.3\% accuracy in identifying the research paper categories and 50\% of the papers were correctly identified by GPT-4 for their scopes. Further, the results demonstrate that GPT-4 can generate reasons for its decisions with an average of 27\% new words, and 67\% of the reasons given by the model were completely agreeable to the subject experts.
arXiv:2403.03293 [cs] KerkoCite.ItemAlsoKnownAs: 5440726:NECFXFUP
Keywords: Computer Science - Artificial Intelligence

AI language tools risk scientific diversity and innovation - Nakadai, Ryosuke; Nakawake, Yo; Shibasaki, Shota (Nature Human Behaviour, 2023)
Number: 11 Publisher: Nature Publishing Group KerkoCite.ItemAlsoKnownAs: 10.1038/s41562-023-01652-3 2129771:BU5A6U3F 2405685:QIX9ZW5M 2486141:LHWYJQUZ
Keywords: Cultural evolution; Scientific community

AI-Supported Simulation-Based Learning: Learners’ Emotional Experiences and Self-Regulation in Challenging Situations - Ruokamo, Heli; Kangas, Marjaana; Vuojärvi, Hanna; Sun, Liping; Qvist, Pekka (AI in Learning: Designing the Future, 2023)
This study explores learners’ emotional experiences and self-regulation and how they overcome stressful situations in a simulation-based learning environment (SBLE). We also examine what kinds of situations an AI tutor could be used to facilitate simulation-based learning. We will first present the theoretical background of the research dealing with self-regulated learning, followed by positive and negative emotions and situations in simulation-based learning. The research questions of the study are as follows: (1) What kinds of emotions do learners experience in simulation-based learning situations? (2) Through what kinds of SRL operations do learners aim to overcome challenging situations during simulation-based learning? and (3) In what kinds of situations could an AI tutor be used to facilitate simulation-based learning? To collect data, a 1-week experiment was conducted in August 2021. The data was collected using online observations, video recordings, and delayed stimulated recall interviews. The interview data was analyzed through a deductive thematic analysis process. The results of the study show that learners experienced various positive and negative emotions and emotions are deeply connected with learning. We need to do more research to describe these connections in more detail. According to the results, an AI tutor can provide help for decision-making and visualizing critical points and help learners ask questions to check vital points in the system.
Keywords: AI tutor; Challenging situations; Emotion; Self-regulation; Simulation-based learning

Akogun, O.2023 Co-Construction of a Coherent and Rigorous Body of Research Evidence for Education in Conflict and Crises Settings - Adesina, Adedoyin (Paper presentation. UKFIET Conference, 2023)
KerkoCite.ItemAlsoKnownAs: 2129771:73X7A48X 2129771:LPLKMUZW 2486141:54AMJIAQ

“Alexa, Can I Program You?”: Student Perceptions of Conversational Artificial Intelligence Before and After Programming Alexa - Van Brummelen, Jessica; Tabunshchyk, Viktoriya; Heng, Tommy (Interaction Design and Children, 2021)

Algorithmic Green Infrastructure Optimisation: Review of Artificial Intelligence Driven Approaches for Tackling Climate Change - Shaamala, Abdulrazzaq; Yigitcanlar, Tan; Nili, Alireza; Nyandega, Dan (Sustainable Cities and Society, 2024)
Publisher: Elsevier

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

Aligning the principles of assessment for learning to learning in physical education: A review of literature - Moura, André; Graça, Amândio; MacPhail, Ann; Batista, Paula (Physical Education and Sport Pedagogy, 2021)
Background: A comprehensive international literature review on alternative assessment in physical education has been provided by López-Pastor et al. ([2013]. “Alternative Assessment in Physical Education: A Review of International Literature.” Sport, Education & Society 18 (1): 57–76). The authors remarked that while more authentic forms of assessment in physical education have been evidenced over the last three decades, the extent to which alternative assessment practices have become common practice in the teaching of physical education is yet to be established.Purpose: This review provides an updated perspective on the prevalence of assessment for learning (AfL) principles in physical education discourse since the 2013 publication. The intent is to inform and consider future AfL practices in school physical education and physical education teacher education (PETE) programmes.Methods: Eligibility criteria for the review required full-text articles written in English or Spanish; published (open access and/or in print) in peer-reviewed, academic and professional journals; and limited to the period 2013–2019. Inclusion criteria required articles to report assessment being used to promote learning in physical education, regardless of making reference to ‘assessment for learning’.Findings: Fifty-two articles met the inclusion criteria. A thematic analysis of these articles resulted in four themes: i) traditional positioning of assessment in physical education; ii) AfL and physical education; iii) the constraints in enacting AfL in physical education; and iv) how to most effectively embed AfL in daily physical education practices.Conclusions: The main conclusions of this review are that i) AfL is a learning-oriented assessment based on socio constructivist theories and integrated into the teaching-learning process, ii) physical education teachers continue to use assessment solely to grade students; iii) physical education teachers do not have the necessary skillset to use AfL in physical education successfully; iv) physical education teachers need to be supported to implement AfL; and v) it is necessary to consider how best PETE programmes can infuse AfL across the programme.
Publisher: Routledge _eprint: https://doi.org/10.1080/17408989.2020.1834528
Keywords: assessment; learning; teacher education; teaching-learning theories

All Programmes Recorded, All Outputs Reported - Haßler, Björn; Adam, Taskeen; Blower, Thomas; El-Serafy, Yomna; Kaye, Tom; Khalayleh, Abdullah; McBurnie, Chris; Megha-Bongnkar, Ghislaine; Regis, Callista (Open Development & Education, 2021)
previousDOI: 10.5281/zenodo.4698917 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4698917 10.53832/edtechhub.0050 2129771:WSQ43VG8 2405685:VJYXV8JP
Keywords: Author:OpenDevEd; AuthorFirst:Haßler; _yl:q

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

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

An AI-Powered Teacher Assistant for Student Problem Behavior Diagnosis - Chen, Penghe; Lu, Yu (AI in Learning: Designing the Future, 2023)
Student problem behavior refers to the students’ undesirable conducts and actions in schools. These behaviors severely affect students’ growth and development. In many cases, student problem behaviors are caused by the unsatisfied psychological needs, which are defined as the need deficiency. Hence, diagnosing students’ need deficiencies and regulating their problem behaviors are important educational tasks. The previous psychological studies have analyzed how distinct factors might affect student’s problem behaviors. However, the school teachers without such expertise may still encounter difficulties in applying these findings. Hence, this chapter describes the process of designing and implementing an intelligent teacher assistant, which could advise teachers and help them to handle the student problem behavior. Technically, it utilizes a task-oriented dialogue system to help identify the underlying reasons (i.e., the student need deficiency) behind their problem behaviors, and accordingly relies on a community question answering system to provide the advice. It also employs the semantic search technology to find the similar cases that have been well resolved by the experienced teachers.
Keywords: Assistant; Dialogue system; Need deficiency; Problem behavior; Question answering