The impact of stress on students in secondary school and higher education - Pascoe, Michaela C.; Hetrick, Sarah E.; Parker, Alexandra G. (International Journal of Adolescence and Youth, 2020)
Students in secondary and tertiary education settings face a wide range of ongoing stressors related to academic demands. Previous research indicates that academic-related stress can reduce academic achievement, decrease motivation and increase the risk of school dropout. The longer-term impacts, which include reduced likelihood of sustainable employment, cost Governments billions of dollars each year. This narrative review presents the most recent research concerning the impact of academic-related stress, including discussion of the impact on students’ learning capacity and academic performance, mental health problems, such as depression and anxiety, sleep disturbances and substance use.
Publisher: Routledge _eprint: https://doi.org/10.1080/02673843.2019.1596823 KerkoCite.ItemAlsoKnownAs: 10.1080/02673843.2019.1596823 2129771:X2E86WIB
Keywords: Academic; _genre:PR-primary_research; adolescent health; education; mental health and well-being; stress

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

The impact of Traffic-Related air pollution on child and adolescent academic Performance: A systematic review - Stenson, Chloe; Wheeler, Amanda J.; Carver, Alison; Donaire-Gonzalez, David; Alvarado-Molina, Miguel; Nieuwenhuijsen, Mark; Tham, Rachel (Environment International, 2021)
Background: The negative health impacts of traffic-related air pollution (TRAP) have been investigated for many decades, however, less attention has been paid to the effect of TRAP on children’s academic performance. Understanding the TRAP-academic performance relationship will assist in identifying mechanisms for improving students’ learning and aid policy makers in developing guidance for protecting children in school environments. Methods: This systematic review assessed the relationship between TRAP and academic performance. Web of Science, PubMed, CINAHL, Medline, PsycINFO, SPORTDiscus, Scopus and ERIC databases were searched for relevant, peer reviewed, articles published in English. Articles assessing exposure to TRAP pollutants (through direct measurement, local air quality monitoring, modelling, or road proximity/density proxy measures) and academic performance (using standardised tests) in children and adolescents were included. Risk of bias was assessed within and between studies. Results: Of 3519 search results, 10 relevant articles were included. Nine studies reported that increased exposure to some TRAP was associated with poorer student academic performance. Study methodologies were highly heterogeneous and no consistent patterns of association between specific pollutants, age groups, learning domains, exposure windows, and exposure locations were established. There was a serious risk of bias within individual studies and confidence in the body of evidence was low. Conclusions: This review found evidence suggestive of a negative association between TRAP and academic performance. However, the quality of this evidence was low. The existing body of literature is small, lacks the inclusion of high-quality exposure measures, and presents limitations in reporting. Future research should focus on using valid and reliable exposure measures, individual-level data, consistent controlling for confounders and longitudinal study designs.
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.envint.2021.106696 2129771:GL638AF5 4682641:45BNHEVW 5072953:W52PT62V
Keywords: BE:RELEVANT

The Impacts of Teacher Training and Parental Engagement on Kindergarten Quality in Ghana - Woolf, Sharon; Aber, J.Lawrence; Berhman, Jere R. (Abdul Latif Jameel Poverty Action Lab (JPAL), 2021)
Keywords: ⛔ No DOI found

The implications of the COVID-19 pandemic for policy in relation to children and young people - DARMODY, MERIKE; SMYTH, EMER; RUSSELL, HELEN (ESRI Survey and Statistical Report Series, 2020)
Keywords: ⛔ No DOI found

The Importance of Boundary Objects in Industry-Academia Collaborations to Support Evidencing the Efficacy of Educational Technology - Weatherby, Kristen; Clark-Wilson, Alison; Cukurova, Mutlu; Luckin, Rose (TechTrends, 2022)
Abstract The context of a 2.5 year academia-led programme for the educational technology sector in the United Kingdom is used to explore the role of logic models as boundary objects to support the programme objectives. The programme provided educational research training and mentoring to participants from 252 small and medium-sized enterprises to support them with the use of existing and self-generated evidence of the efficacy of their educational technologies. Participants from a deliberate sample of six enterprises were interviewed to elicit their perceptions of the process through which the creation and use of a logic model for their product or service did or did not become a useful tool to support their research and business goals. The results suggest that logic models have vital roles as boundary objects in this context, such as supporting communication, learning, and product development. The study offers a first-case example of how logic models can be used in the design of educational technology, responding to the call for research in this area. A discussion on the challenges associated with the use of the logic model in the context of the project concludes the article.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11528-022-00705-0 2129771:Z3KFYP73 4426965:SY29HYXE

The importance of climate-friendly school buildings in Africa - Nambatya, Mauricia (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10257528 ZenodoArchiveConcept: 10257527 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1039 2129771:RTMQSBV6
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

The importance of theoretical positioning and the relevance of using bibliometrics for literature reviews - Rowe, Frantz; Kanita, Nada; Walsh, Isabelle (Journal of Decision Systems, 2023)
The theoretical positioning of a review is of the utmost importance in terms of its contribution to knowledge. This paper clarifies the significance of this design principle for different types of review i.e. for describing, understanding, explaining or testing purposes. Furthermore, new tools now mean that it is both possible and relevant for bibliometrics novices to use bibliometrics to support literature reviews. Applying the BIBGT method and combining two bibliometric techniques – co-citation analysis of references and bibliographic coupling of documents – can enhance the efficiency of the first three types of literature review. This paper provides examples of published works that apply BIBGT to each of these types of review and highlights the bibliometric software used. It concludes with a survey of promising applications for all researchers and makes recommendations for both experienced literature review researchers and literature review novices.
KerkoCite.ItemAlsoKnownAs: 10.1080/12460125.2023.2217646 2129771:NBJDCCYV 2405685:HGQ8Z5G8 2486141:AH357B5B
Keywords: _Added-ailr-2024

The “Improving learning through classroom experience” study - Megogo Bokamba, Tania (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10257522 ZenodoArchiveConcept: 10257521 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1038 2129771:MBPHUZIR
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

The “Improving Learning Through Classroom Experience” Study - Villavicencio Peralta, Xuzel; Megogo Bokamba, Tania Elena (Open Development & Education, 2023)
The Improvement Learning Through Classroom Experience (ILCE) is a programme that focuses on the relationship between natural conditions and school learning outcomes
KerkoCite.ItemAlsoKnownAs: 2129771:B3X8LHIP

The Influence of Covid-19 on Students’ Learning: Access and Participation in Higher Education in Southern Africa - Mphahlele, Ramashego; Seeletso, Mmabaledi; Muleya, Gistered; Simui, Francis (Journal of Learning for Development, 2021)
Recent experiences of institutions in COVID 19 have heightened the need for research on its impact on higher education institutions globally. This article’s authors are from higher learning institutions in Botswana, South Africa and Zambia, which used a blended learning model before COVID 19. The majority of their students used the traditional part of blended learning, depending on the print, postal service, and face-to-face. These students’ access and participation in learning during COVID 19 were negatively affected. Using Digital Equity as a framework, this paper explores the influence of COVID 19 on students’ access and participation in online learning. There seem to be significant disparities in access and participation in high-quality technologies and severe educational inequities. This digital inequality impact calls for civic awareness in digital literacy among the citizenry if the gap between the rural and urban, have and have not digital immigrants and digital natives are to be bridged.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:WGY9RCDE
Keywords: Access; _genre:PR-primary_research; digital awareness; digital equity; digital knowledge; digital literacy; online earning; ⛔ No DOI found

The influence of generational differences on the integration of educational technology in higher learning institutions - Letsie, Likeleli (University of Pretoria, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:4UJF7HR4
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Egypt EGY; _C:France FRA; _C:Germany DEU; _C:Iran IRN; _C:Japan JPN; _C:Kenya KEN; _C:Kosovo XKSVO; _C:Lesotho LSO; _C:Libya LBY; _C:Netherlands NLD; _C:New Zealand NZL; _C:Nigeria NGA; _C:Pakistan PAK; _C:Slovenia SVN; _C:South Africa ZAF; _C:Sudan SDN; _C:Tanzania TZA; _C:Trinidad and Tobago TTO; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; __C:filed:1; __C:scheme:1

The influence of mobile technologies on preschool and elementary children’s literacy achievement: a systematic review spanning 2007–2019 - Eutsler, L.; Mitchell, C.; Stamm, B.; Kogut, A. (Educational Technology Research and Development, 2020)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 2129771:Y2P7MKCI
Keywords: __C:filed:1; ⛔ No DOI found

The influence of paikem gembrot model against student’s self efficacy and learning outcomes - Rasidi, Ahmad; Susana, Dian (Journal of Physics: Conference Series, 2020)
Issue: 1 KerkoCite.ItemAlsoKnownAs: 10.1088/1742-6596/1539/1/012054 2129771:9Q9UBTJ5
Keywords: _C:China CHN; _C:Indonesia IDN; __C:filed:1; __C:scheme:1

The Ivory Tower Lost: How College Students Respond Differently than the General Public to the COVID-19 Pandemic - Duong, Viet; Pham, Phu; Yang, Tongyu; Wang, Yu; Luo, Jiebo (arXiv:2004.09968 [cs], 2020)
Recently, the pandemic of the novel Coronavirus Disease-2019 (COVID-19) has presented governments with ultimate challenges. In the United States, the country with the highest confirmed COVID-19 infection cases, a nationwide social distancing protocol has been implemented by the President. For the first time in a hundred years since the 1918 flu pandemic, the US population is mandated to stay in their households and avoid public contact. As a result, the majority of public venues and services have ceased their operations. Following the closure of the University of Washington on March 7th, more than a thousand colleges and universities in the United States have cancelled in-person classes and campus activities, impacting millions of students. This paper aims to discover the social implications of this unprecedented disruption in our interactive society regarding both the general public and higher education populations by mining people's opinions on social media. We discover several topics embedded in a large number of COVID-19 tweets that represent the most central issues related to the pandemic, which are of great concerns for both college students and the general public. Moreover, we find significant differences between these two groups of Twitter users with respect to the sentiments they expressed towards the COVID-19 issues. To our best knowledge, this is the first social media-based study which focuses on the college student community's demographics and responses to prevalent social issues during a major crisis.
arXiv: 2004.09968 KerkoCite.ItemAlsoKnownAs: 2129771:9UTXI6UY
Keywords: Computer Science - Computation and Language; Computer Science - Machine Learning; Computer Science - Social and Information Networks; __C:filed:1; ⛔ No DOI found

The June 16 Soweto Youth Uprising | South African History Online - SA History Online (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:J2DKEAVN

The labor market impacts of technological change: From unbridled enthusiasm to qualified optimism to vast uncertainty - Autor, David (National Bureau of Economic Research, 2022)
KerkoCite.ItemAlsoKnownAs: 4804264:VCWNNRKI
Keywords: Final_citation

The Lancet and Financial Times Commission on governing health futures 2030: growing up in a digital world - Kickbusch, Ilona; Piselli, Dario; Agrawal, Anurag; Balicer, Ran; Banner, Olivia; Adelhardt, Michael; Capobianco, Emanuele; Fabian, Christopher; Gill, Amandeep Singh; Lupton, Deborah; Medhora, Rohinton P.; Ndili, Njide; et al. (The Lancet, 2021)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/S0140-6736(21)01824-9 4804264:2LNIW538
Keywords: Final_citation

The Last Mile in School Access: Mapping Education Deserts in Developing Countries - Rodriguez-Segura, Daniel; Kim, Brian Heseung (Development Engineering, 2021)
With recent advances in high-resolution satellite imagery and machine vision algorithms, fine-grain geospatial data on population are now widely available: kilometer-bykilometer, worldwide. In this paper, we showcase how researchers and policymakers in developing countries can leverage these novel data to precisely identify “education deserts” - localized areas where families lack physical access to education - at unprecedented scale, detail, and costeffectiveness. We demonstrate how these analyses could valuably inform educational access initiatives like school construction and transportation investments, and outline a variety of analytic extensions to gain deeper insight into the state of school access across a given country. We conduct a proof-of-concept analysis in the context of Guatemala, which has historically struggled with educational access, as a demonstration of the utility, viability, and flexibility of our proposed approach. We find that the vast majority of Guatemalan population lives within 3 km of a public primary school, indicating a generally low incidence of distance as a barrier to education in that context. However, we still identify concentrated pockets of population for whom the distance to school remains prohibitive, revealing important geographic variation within the strong countrywide average. Finally, we show how even a small number of optimally-placed schools in these areas, using a simple algorithm we develop, could substantially reduce the incidence of “education deserts” in this context. We make our entire codebase available to the public – fully free, opensource, heavily documented, and designed for broad use – allowing analysts across contexts to easily replicate our proposed analyses for other countries, educational levels, and public goods more generally.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.deveng.2021.100064 2129771:S223XDSM
Keywords: Access to education; Education deserts; Education in developing countries; School placement

The likely impact of COVID-19 on education: reflections based on the existing literature and recent international datasets. - European Commission. Joint Research Centre. (Publications Office, 2020)

The Links Between Girls’ Life Skills Intervention in Emergencies and their Return to Education Post-crisis and Prevention of Unwanted Pregnancies and Early Marriage - Rafaeli, Tal (2020)
This rapid review focuses on identifying evidence and lessons learned on the links between life skills interventions in emergency settings and the prevention of unwanted pregnancies and early marriage and return to education post crisis amongst adolescent girls. It seeks to enable learning from past emergencies to inform the design of effective support to adolescent girls throughout the COVID-19 crisis. Due to the focus on adolescent girls and emergency settings, an area with limited rigorous evaluations (Nobel et al., 2019), this report is based on a rapid literature review of academic studies, grey literature and emerging evidence, to enable the capturing of any significant learnings from relevant programmes. Evidence and lessons learned from specific programmes identified in the review suggest that life skills interventions for adolescent girls in emergencies impact on areas that have the potential to lead to reduction in unwanted pregnancies and early marriage and support return to education, and limited evidence that they can have direct impact on these outcomes. Ten relevant interventions with impact or lessons learned where identified. Most of these interventions were implemented with adolescent girls from displaced communities and in refugee camps in Sub Saharan Africa. A small number of programmes reported a direct link between the interventions and the outcomes in the research question. Three mentioned impact on girls continuing and returning to education (Plan International, 2019; UNDF, 2016), three mention impact on reducing early marriage (IRC, 2018b; UNDF, 2016), and one mentions direct impact on reducing unwanted pregnancy (Bandiera et al, 2019).
Accepted: 2020-04-30T13:16:12Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:GKN86A28 4869029:MMIAXTT8
Keywords: ⛔ No DOI found

The lived experience of undergraduate students using tablet devices - Prendergast, Trevor (Durham University, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:LW9KBBSE
Keywords: _C:Canada CAN; _C:Czech Republic CZE; _C:France FRA; _C:Germany DEU; _C:Greece GRC; _C:Ireland IRL; _C:Malaysia MYS; _C:Slovakia SVK; _C:Spain ESP; _C:Trinidad and Tobago TTO; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

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

The marginal returns to distance education: Evidence from mexico’s telesecundarias - Borghesan, Emilio; Vasey, Gabrielle (2021)
KerkoCite.ItemAlsoKnownAs: 4804264:6YJ7Q2T5
Keywords: Final_citation; cited; existing

The Meaning of Contemplation for Social Qualitative Research: Applications and Examples - Konecki, Krzysztof T. (Routledge, 2021)
This book offers an account of contemplative reflection in qualitative social research. Focusing on the experiences of the researcher – including sensory and emotional experiences – and the work of the mind in the investigative process, it considers the means by which the researcher’s basic assumptions can be analyzed and bracketed, so as to shed light on the process by which knowledge is produced. Through an exploration of the methods of meditation, auto-observation and self-reports, epoché, "contemplative memo-ing," and the contemplative diary, the author explores the essential role of subjectivity in qualitative research, providing inspiration for more mindful research. As such, it will appeal to scholars of sociology, anthropology, and geography with interests in phenomenology, research methods, and the role of the mind in the research process.
KerkoCite.ItemAlsoKnownAs: 2129771:G8JKBV8D 2129771:M7ASSNTH
Keywords: Social Science / Methodology; Social Science / Research

The 'Meaning' of Technology - Wegerif, Rupert; Major, Louis (The Theory of Educational Technology, 2023)
This chapter explores the relationship between technology and human meaning making. We begin by challenging the common assumption that technology is a threat to human meaning and move on to explore why collaborations with technology can lead to a greater sense of meaning for learners. We argue that education for meaning requires the design of educational technology that helps learners to more deeply participate in systems that unite the biological, social and technological.
Num Pages: 24

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

The Need for Context-specificity in Global Educational Policy Transfer by Non-state Actors: The Case of" Teach for All" to" Teach for India - OLANREWAJU, GIDEON SEUN (2021)

The next frontier: insights from Global event on Education Evidence Labs - Turney, Ella (Jacobs Foundation, 2023)
The Global Convening on Education Evidence Labs, hosted by Jacobs Foundation in partnership with the Foreign, Commonwealth, and Development Office (FCDO), alongside support from On Think Tanks (OTT), brought together stakeholders from Ministries of Education, EdLab implementing units, research institutions, multilateral agencies, and global funders. The event, held in mid-October 2023, aimed to address the […]
KerkoCite.ItemAlsoKnownAs: 2486141:SNZA9JZG

The next generation of machine learning for tracking adaptation texts - Sietsma, Anne J.; Ford, James D.; Minx, Jan C. (Nature Climate Change, 2023)
Machine learning presents opportunities for tracking evidence on climate change adaptation, including text-based methods from natural language processing. In theory, such tools can analyse more data in less time, using fewer resources and with less risk of bias. However, the first generation of adaptation studies have delivered only proof of concepts. Reviewing these first studies, we argue that future efforts should focus on creating more diverse datasets, investigating concrete hypotheses, fostering collaboration and promoting ‘machine learning literacy’, including understanding bias. More fundamentally, machine learning enables a paradigmatic shift towards automating repetitive tasks and makes interactive ‘living evidence’ platforms possible. Broadly, the adaptation community is failing to prepare for this shift. Flagship projects of organizations such as the IPCC could help to lead the way.
openalex: W4390273618 KerkoCite.ItemAlsoKnownAs: 10.1038/s41558-023-01890-3 2129771:IASYTD4Z 5072953:3P98PU49 5072953:5CC2RIQH 5072953:9N8TXRGU 5440726:VR85NTPZ
Keywords: Climate-change impacts; Interdisciplinary studies; Research data; _z:no_pdf; openalex:citedBy; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

The OER4Schools professional development programme: Outcomes of a sustained trial in sub-Saharan Africa - Haßler, Björn; Hennessy, S.; Hofmann, R (Frontiers in Education, 2020)
Sustaining educational initiatives beyond short-term pilot projects is highly challenging in low-income countries. We describe the outcomes and implications of our iterative Design-Based Implementation Research conducted in Zambia. This focused on a unique, school-based, peer-facilitated professional learning programme for primary teachers: OER4Schools integrates interactive pedagogy, open digital educational resources and mobile learning. Teacher interviews carried out 18 months after a year-long intervention showed that the programme became self-sustaining; earlier participants reported further development of their interactive teaching strategies and awareness of pupil progress; recent joiners developed similarly. Roles of teachers and pupils changed and a new classroom culture emerged. The study identifies the key mechanisms involved in sustainability, including culturally sensitive and participatory development and implementation, semi-structured multimedia materials, and supportive organisational structures for sustained professional learning. Our findings are hence framed by sociocultural influences as well as the wider policy context.
HHH3A KerkoCite.ItemAlsoKnownAs: 10.3389/feduc.2020.00146 10/ghgn5x 2129771:3LI3KD7M 2129771:6KN48Q7A 2129771:9MYSJMUJ 2129771:MKKYSSHG 2129771:YRM4QXHR 2339240:A5GQ37WB 2405685:KLUBUEJY 2405685:V7S2E5AQ 2405685:VHZVRENG 2534378:M3FT5RN4
Keywords: Active Learning; Africa; Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; C:Zambia; Culturally responsive pedagogy (CRP); Design-based implementation research; Developing Nations; Educational Technology; Elementary Secondary Education; Faculty Development; Foreign Countries; Handheld Devices; Inservice Teacher Education; Interactive Pedagogy; Learner-centred pedagogy; Low Income Groups; Motivation; Open Educational Resources; Peer Teaching; Resource Allocation; Rural Schools; STC-TLC; Scaffolding (Teaching Technique); Scheduling; School leadership; Shared Resources and Services; Sustainable Development; Sustainable Development Goal (SDG) 4; Sustainable Development Goal 4; Teacher Profesisonal Development; Teacher Professional Development; Technology Uses in Education; Telecommunications; Zambia; __C:filed:1; ___working_potential_duplicate; _bjoern_cv; _r:ImportedToMyEducationEvidence; _yl:b; peer-facilitation; school improvement; school-based active learning; sub-Saharan Africa

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

The OpenDevEd Zotero Workbook - Haßler, Björn (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10724576 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1114 ZenodoArchiveConcept: 10724575
Keywords: Coming soon; _r:AddedByMyEducationEvidence

The outcomes of sexting for children and adolescents: A systematic review of the literature - Doyle, Caoimhe (Journal of Adolescence, 2021)
Introduction Given associated risks, sexting among children and adolescents has yielded significant interest in recent years. Several previous reviews have examined data on the prevalence, determinants, and correlates of sexting behaviour, however, in an ever-changing digital media context, a comprehensive overview of findings regarding its outcomes is warranted. This novel review aimed to systematically identify and conduct a narrative synthesis of empirical evidence regarding the outcomes of sexting involvement for children and adolescents. Methods Four databases were searched for peer-reviewed literature on sexting, and 54 articles were identified for inclusion in the review. The quality of included studies was appraised using Dixon-Woods et al. (2006) five question prompts. Results Four ‘outcomes’ categories were derived, namely, psychological (victimisation; sexual abuse/victimisation; mental health and quality of life; and emotional outcomes), behavioural (sexual activity, risk behaviours, and perpetration of abuse and harassment), relational (personal connections with others & reputational outcomes), and systems-level (distribution/public exposure of sexting content). Conclusions Findings indicate that the outcomes of sexting for children and adolescents (aged ≤19 years) are wide-ranging, some positive and desirable, others negative and unwanted. Furthermore, identified outcomes were located along a continuum spanning benefits for adolescents’ well-being and relationships, stigma and associated difficulties, and serious harm or trauma. Limitations (e.g., methodological constraints of studies) and implications (e.g., informing harm prevention/intervention initiatives; further large-scale and replication studies) are discussed within.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.adolescence.2021.08.009 4804264:2KJ7294X 4804264:RBW96XKI
Keywords: Adolescents; Children; Cybersex; Final_citation; Review; Sexting; anystyle; existing

The pathway to progress on SDG 4 requires the global education architecture to focus on foundational learning and to hold ourselves accountable for achieving it - Beeharry, Girindre (International Journal of Educational Development, 2021)
Levels of reading comprehension and ability to do basic mathematics are shockingly low among primary-age children in low-income countries, despite the efforts of global education actors. This essay will argue that to make real progress on improving learning, actors in the sector need to prioritize a few key goals – in particular foundational literacy and numeracy – monitor progress to achieve them, and hold ourselves collectively accountable for improving results. Recent efforts such as the World Bank’s Foundational Learning Compact show promise but will require the support and scrutiny of other actors.
Keywords: Foundational learning; Foundational literacy and numeracy; Global education; Global education architecture

The Perception of Educational Stakeholders on Utilization of E-learning Technology for Quality Instructional Delivery in Universities in Rivers State, Nigeria - Owo, Offia; Udoka, Isaac (Journal of Learning for Development, 2021)
The study was conducted in Rivers State, South-South, Nigeria. Descriptive survey design was adopted for the study, which comprised 168 subjects (44 lecturers and 124 students). Two research questions were posed by the researchers to guide the study. The study used questionnaires to elicit information from respondents. Mean and standard deviation were descriptive statistical tools used to answer the research questions. The findings of the study revealed, amongst others, that many universities in Nigeria lacked digital facilities for quality e-teaching and learning and, again, university lecturers and students required core digital skills for effective e-learning. Based on these findings, it was recommended, amongst others, that the Nigerian government, in collaboration with university authorities, should ensure adequate provision of ICT equipment and facilities in universities for quality e-teaching and learning. Furthermore, adequate ICT training programmes should be set up for the training of lecturers and students in digital technology in order to realise effective e-learning in the Nigerian university system.
Number: 2 KerkoCite.ItemAlsoKnownAs: 2129771:9VQXCZA2
Keywords: ICT facilities; _genre:PR-primary_research; digital skills development.; e-learning; e-teaching; university education; ⛔ No DOI found

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

The Political Eeconomy of the Primary Education System in Tanzania - Quak, Evert-jan (2020)
This rapid review synthesises the literature from academic, policy, and knowledge institution sources on the available evidence on the political economy of the primary education system in Tanzania. The review has a specific focus on what political economy analysis tells us about achieving quality education in Tanzania. Different distributions of power shapes decisions and incentives both at the school level as in the overall educations system. From the literature it can be concluded that building accountability mechanisms within a learning environment is one of the most effective ways to align goals, policy and practice and find a power balance in which reforms could result in quality learning outcomes for all. This could be even more important than financial resources. However, it is important to get the balance right between micro and macro level decision-making processes in quality education reforms, as research shows that they reinforce each other.
Accepted: 2020-02-04T15:00:43Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:RTXB58C4 4869029:5CEWU6JD
Keywords: ⛔ No DOI found

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

The potential of Accelerated Learning Programmes (ALPs) for conflict-ridden countries and regions: Lessons learned from an experience in Iraq - Bilagher, M.; Kaushik, A. (International Review of Education, 2020)
Accelerated learning programmes (ALPs) provide a fast-track second-chance opportunity to complete formal education, enabling disadvantaged children and youth to catch up with their peers. In 2005, after a preliminary pilot phase, the Government of Iraq, in partnership with the United Nations Children’s Fund (UNICEF) implemented an ALP initially in 10 of Iraq’s 18 governorates with the intention of providing an estimated 50,000 out-of-school, often traumatised and disenfranchised children aged 12–18 years with an opportunity to complete the six-year primary cycle in three years. This experience generated some insights which may still be of practical use today in other conflict-ridden countries and regions. In order to highlight how the lessons learned just over 10 years ago are relevant to similar situations elsewhere today, this article discusses the findings of an independent evaluation of the programme in 2008. The available evaluation data imply that this ALP addressed a significant need and was appreciated by the target group, with 75 % of learners stating that they liked the ALP very much. Around 90 % of ALP graduates continued either in secondary education, or studying in other programmes, joined an apprenticeship scheme or found employment. Both survey and interview data suggest that this ALP did more than create educational opportunities for young persons; it also helped young people obtain a confident perspective for their own future. Consequently, this made them less vulnerable to participation in subversive activities (such as, for example, being recruited into militias). This is a lesson not just relevant to Iraq at the time, but to a wide range of unstable contexts across the world. © 2020, UNESCO Institute for Lifelong Learning and Springer Nature B.V.
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s11159-020-09826-1 2129771:F5HNSUDK 2129771:W2GL66GM 2339240:JXBD4UFG 2486141:7XHG5265 2486141:VNMEZW44
Keywords: Accelerated Learning Programmes (ALPs); Evaluation; Iraq; LMIC; Marginalised; Sustainable Development Goal; Sustainable Development Goal (SDG) 4; United Nations; _AcademicRecoveryOECS; _Added to LR; _G:reviewed; access to education; education in (post-)conflict environments; education in emergencies; interview; learning; mixed; policy implementation; secondary education; survey; young population

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

The Project of the Future African City: Rethinking Urban Real Estate Finance’ - Ajadi, S.B. (The Cambridge Land Society Magazine, 2023)
Keywords: ⛔ No DOI found

The Promise of Access: Technology, Inequality, and the Political Economy of Hope - Greene, Daniel (The MIT Press, 2021)
"Based on fieldwork at three distinct sites in Washington, DC, this book finds that the persistent problem of poverty is often framed as a problem of technology"–
KerkoCite.ItemAlsoKnownAs: 2129771:E87BYIUK 2129771:SZ82RSXJ
Keywords: Computer literacy; Digital divide; Knowledge economy; Poverty; Social aspects; Technology and state; Washington (D.C.)

The psychometric and pragmatic evidence rating scale (PAPERS) for measure development and evaluation - Lewis, Cara C.; Mettert, Kayne D.; Stanick, Cameo F.; Halko, Heather M.; Nolen, Elspeth A.; Powell, Byron J.; Weiner, Bryan J. (Implementation research and practice, 2021)
Publisher: SAGE Publications Sage UK: London, England KerkoCite.ItemAlsoKnownAs: 10.1177/26334895211037391 2129771:C3SJGFYA

The Quantum Hi-Tech Dreams Of A Rapping African Education Minister - Beaubien, Jason (NPR, 2021)
MIT grad David Moinina Sengeh is shooting for the moon when it comes to Sierra Leone's future, from schools to health-care to ... space travel. Oh, and he makes music on the side.
Keywords: _C:Sierra Leone SLE

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

The relationship between educational television and mathematics capability in Tanzania - Watson, Joe; Hennessy, Sara; Vignoles, Anna (British Journal of Educational Technology, 2021)
Previous studies have often demonstrated that educational television can have a positive effect on learning outcomes in low-income countries when delivered in controlled settings. However, existing research in low-resource contexts has scarcely considered the association between child outcomes and viewing in usual environments (ie, at their home, a friend’s home or a relative’s home). This lack of research is striking, as evidence from controlled settings might provide limited information on the effects of normal television exposure. This paper, therefore, investigates the relationship between normal exposure to a popular Tanzania-produced cartoon, Ubongo Kids and mathematics capability, as represented by plausible values derived from an item response theory model applied to children’s test responses. Cross-sectional investigation of a sample of 38 682 Tanzanian children suggested normal educational television exposure to be significantly associated with mathematics capability, when controlling for age, sex, school enrolment, Kiswahili attainment and household fixed effects. While cross-sectional results are not necessarily causal, the findings in this paper broadly correspond with those from previous designs using repeated observations. What is more, considering association results alongside cost and viewership estimates suggests television-based interventions to be highly cost effective. Practitioner Notes What is already known about this topic National data for Tanzania suggests the country to have both low levels of mathematics proficiency and considerable access to television technology. Educational television-based interventions might, therefore, be worthy of consideration by educational policymakers, especially given that studies conducted in controlled settings indicate that television can deliver learning benefits. There is, however, little evidence concerning educational television exposure outside of controlled settings. Only one such study in a low-income context that concerned the association between learning outcomes and viewing among primary-age children has been identified. What this paper adds This paper addresses this dearth of research by investigating the association between normal exposure to a Tanzanian cartoon, Ubongo Kids and mathematics capability, as derived from an item response theory model applied to the test responses of 38 682 children. Cross-sectional findings suggest the association between normal television exposure and mathematics capability to be significant. Further, a cost-effectiveness comparison with alternate interventions in comparable contexts indicates that educational television is highly cost-effective. Implications for practice and/or policy The findings presented in this paper concerning educational television viewership in usual environments act to triangulate those from prior research conducted in controlled settings. As such, policymakers in low-income contexts now possess more convincing evidence on the potential influence of educational television interventions. Additionally, the cost-effectiveness comparison made suggests that educational television should be considered a viable option by policymakers seeking to address learning outcomes with limited resources.
_eprint: https://bera-journals.onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13047
Keywords: Tanzania; cost effectiveness; educational television; mathematics

The relationship between educational television and mathematics capability in Tanzania - Watson, Joseph; Hennessy, Sara; Vignoles, Anna (British Journal of Educational Technology, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.13047 4804264:6BNTBWJK
Keywords: Final_citation; cited; existing

The relationships between classroom air quality and children’s performance in school - Wargocki, Pawel; Porras-Salazar, Jose Ali; Contreras-Espinoza, Sergio; Bahnfleth, William (Building and Environment, 2020)
The data from published studies were used to derive systematic relationships between learning outcomes and air quality in classrooms. Psychological tests measuring cognitive abilities and skills, school tasks including mathematical and language-based tasks, rating schemes, and tests used to assess progress in learning including end-of-year grades and exam scores were used to quantify learning outcomes. Short-term sick leave was also included because it may influence progress in learning. Classroom indoor air quality was characterized by the concentration of carbon dioxide (CO2). For psychological tests and school tasks, fractional changes in performance were regressed against the average concentrations of CO2 at which they occurred; all data reported in studies meeting the inclusion criteria were used to derive the relationship, regardless of whether the change in performance was statistically significant at the examined levels of classroom air quality. The analysis predicts that reducing CO2 concentration from 2,100 ppm to 900 ppm would improve the performance of psychological tests and school tasks by 12% with respect to the speed at which the tasks are performed and by 2% with respect to errors made. For other learning outcomes and short-term sick leave, only the relationships published in the original studies were available. They were therefore used to make predictions. These relationships show that reducing the CO2 concentration from 2,300 ppm to 900 ppm would improve performance on the tests used to assess progress in learning by 5% and that reducing CO2 from 4,100 ppm to 1,000 ppm would increase daily attendance by 2.5%. These results suggest that increasing the ventilation rate in classrooms in the range from 2 L/s-person to 10 L/s-person can bring significant benefits in terms of learning performance and pupil attendance; no data are available for higher rates. The results provide a strong incentive for improving classroom air quality and can be used in cost-benefit analyses.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.buildenv.2020.106749 2129771:FJK5X88T 2129771:L6UTHECG 4682641:LG7FP736 4682641:Q9NJM76P 4682641:S8B3SYD7 5072953:DK9RV95R
Keywords: BE:RELEVANT; Carbon dioxide; Children; Cognitive performance; Elementary schools; Learning

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

The right to education and ict during covid-19: An international perspective - Lorente, Luis Miguel Lázaro; Arrabal, Ana Ancheta; Pulido-Montes, Cristina (Sustainability, 2020)
Publisher: Multidisciplinary Digital Publishing Institute

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

The Risks of Dangerous Dashboards in Basic Education - Pritchett, Lant (Research on Improving Systems of Education (RISE), 2020)

The role and effectiveness of augmented reality in patient education: A systematic review of the literature - Urlings, Julie; Sezer, Sümeyye; ter Laan, Mark; Bartels, Ronald; Maal, Thomas; Boogaarts, Jeroen; Henssen, Dylan (Patient Education and Counseling, 2022)
Objectives To provide an overview of the existing research concerning the use and effects of AR in patient education. Methods Following PRISMA guidelines four electronic databases were systematically searched. Inclusion criteria: empirical studies using any type of AR intervention in patient education across all medical specialties. Quality assessment of the retrieved literature was carried out. Results Ten papers, comprising 788 patients, were identified and included (Randomized controlled trial (RCT)(n = 3), non-randomized controlled trial (n = 3), before-and-after study (n = 3), and qualitative survey (n = 1)). Retrieved literature showed itself to be highly heterogeneous. The studied population included patients suffering from a diverse spectrum of chronic diseases (e.g., prostate cancer, diabetes mellitus, multiple sclerosis, epilepsy). Quantitative results indicated that the use of AR had a positive effect on knowledge retention and patient satisfaction. Qualitative findings suggested that patients liked the technology and felt comfortable with its use for educational purposes. The quality of the retrieved results was shown to be moderate to low. Conclusion The limited evidence of this topic suggests the possible potential of AR in patient education. Practice implication More research, using high-quality study designs and more evidence-based interventions, is needed to fully appreciate the value of AR on patient education.
Keywords: AR; Augmented reality; Chronic disease; Knowledge retention; Patient education; Patient satisfaction; Systematic review

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

The Role of Interactive Radio Instruction in the COVID-19 Education Response - McBurnie, Chris (Open Development & Education, 2020)
At a time when the COVID-19 pandemic has forced over 1.5 billion students out of school, governments in resource-constrained countries have looked to interactive radio instruction (IRI) to ensure educational continuity. In the past week, we spoke with the Rising Academy Network to consider what an IRI programme could look like and why policymakers have …
Library Catalog: opendeved.net Section: blog KerkoCite.ItemAlsoKnownAs: 2129771:47UH82JI 47UH82JI
Keywords: Author:OpenDevEd

The role of professional learning communities to support teacher development: A social practice theory perspective - Feldman, Jennifer (South African Journal of Education, 2020)
ISBN: 2076-3433

The role of research preprints in the academic response to the COVID-19 epidemic - Brierley, Liam (2020)
The current outbreak of COVID-19 has escalated into a global health crisis. Investigations into the epidemic have taken place upon an unprecedented stage of rapid, open-platform science, including vastly improved access to unreviewed preprint research. I quantified preprint responses to COVID-19 by examining 785 preprints posted to English-language preprint servers (bioRxiv, n = 140; medRxiv, n = 561; arXiv, n = 84). Preprint research during the current outbreak has been enormously accelerated, with an average of 11.9 preprints posted per day-over a hundred-fold higher than that during 2014's West African ebolavirus outbreak. While this boom in preprints has enabled valuable knowledge sharing of scientific developments, novel challenges have become apparent. Unfounded conclusions from unreviewed research have played a clear role in public misinformation about the epidemic. I provide recommendations to improve accountability and transparency surrounding preprints, a vital step for future outbreaks as open-platform epidemiology continues to advance.

The Role of Social Goals in Academic Success: Recounting the Process of Conducting a Systematic Review - Goagoses, Naska; Koglin, Ute (Systematic Reviews in Educational Research: Methodology, Perspectives and Application, 2020)
This chapter provides a reflective description of the steps taken in conducting a systematic review about the role of social goals in academic success. Through methodological reflections and explicit descriptions, we hope to provide guidance and inspiration to researchers who wish to conduct a systematic review in educational research. In our example, we illustrate the process of keyword selection, setting selection criteria, conducting the study selection and data extraction.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-658-27602-7_9 2129771:R3DUK9SW

The role of the household in the social inclusion of children with special needs in Uganda–a photovoice study - Masquillier, Caroline; De Bruyn, Sara; Musoke, David (BMC pediatrics, 2021)
Publisher: Springer

The Sandbox Model: A Novel Approach to Iterating while Implementing an Emergency Education Program in Lebanon during the COVID-19 Pandemic - Boujikian, Michèle; Carter, Alice; Jordan, Katy (Journal on Education in Emergencies, 2022)
Jusoor's Refugee Education Program helps Syrian refugee children living in Lebanon integrate back into formal schooling. When schools closed due to the COVID-19 pandemic, the refugee program adapted to distance learning by developing Azima, a novel program that used WhatsApp to enable children to keep learning. Azima had to respond immediately to the emergency context while maintaining high education standards, and it also needed to find an effective way to test and refine its content quickly. To do this, the Azima program adopted an innovative experimental approach called a sandbox. A sandbox model operates in rapid iterative cycles and uses multiple methods to quickly test a program's assumptions about how it will meet its goals. In this field note, we use Azima as a case study to report on our experience of applying the sandbox model. We reflect on the benefits and limitations of this novel approach in supporting the use of education technology in a crisis situation.
KerkoCite.ItemAlsoKnownAs: 10.33682/rj45-k7z7 4426965:TTY7N7J4 4804264:U5M5IJQA
Keywords: Final_citation; cited; existing

The Sandbox Model: A Novel Approach to Iterating while Implementing an Emergency Education Program in Lebanon during the COVID-19 Pandemic - Boujikian, Michèle; Carter, Alice; Jordan, Katy (Journal on Education in Emergencies, 2022)
Jusoor's Refugee Education Program helps Syrian refugee children living in Lebanon integrate back into formal schooling. When schools closed due to the COVID-19 pandemic, the refugee program adapted to distance learning by developing Azima, a novel program that used WhatsApp to enable children to keep learning. Azima had to respond immediately to the emergency context while maintaining high education standards, and it also needed to find an effective way to test and refine its content quickly. To do this, the Azima program adopted an innovative experimental approach called a sandbox. A sandbox model operates in rapid iterative cycles and uses multiple methods to quickly test a program's assumptions about how it will meet its goals. In this field note, we use Azima as a case study to report on our experience of applying the sandbox model. We reflect on the benefits and limitations of this novel approach in supporting the use of education technology in a crisis situation.
KerkoCite.ItemAlsoKnownAs: 10.33682/rj45-k7z7 2129771:RXTUNSRQ 4426965:TTY7N7J4

The science of learning - A summary of evidence about how children learn - Better purpose (2020)
Keywords: education

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

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

The Social and Ethical Component in AI Systems Design and Management - Mantelero, Alessandro (Beyond Data: Human Rights, Ethical and Social Impact Assessment in AI, 2022)
The extensive and frequently severe impact of AI systems on society cannot be fully addressed by the human rights legal framework. Many issues involve community choices or individual autonomy requiring a contextual analysis focused on societal and ethical values. The social and ethical consequences of AI represent a complementary dimension, alongside that of human rights, that must be properly investigated in AI assessment, to capture the holistic dimension of the relationship between humans and machines. This assessment is more complicated than that of human rights, as it involves a variety of theoretical inputs on the underlying values, as well as a proliferation of guidelines. This requires a contextualised and, as far as possible, a participative analysis of the values of the community in which the AI solutions are expected to be implemented. Here the experts play a crucial role in detecting, contextualising and evaluating the AI solutions against existing ethical and social values. Ethics committees in scientific research, bioethics and clinical trials, as well as corporate AI ethics boards, can provide inputs for future AI expert committees within the HRESIA model. Based on the experience of these committees, the assessment cannot be entrusted entirely to experts, but it should also include a participatory dimension, which is essential to effective democratic decision-making process concerning AI.
Keywords: Clinical Ethics Committees; Clinical trials; Data ethics; Ethical values; Ethics boards; Ethics committee; Participation; Research Ethics Committees; Social values

The soul behind the screen:understanding cultural enrichment as a motivation of informal MOOC learning - Lochlainn, Conchúr Mac; Mhichíl, Mairéad Nic Giolla; Beirne, Elaine; Brown, Mark (Distance Education, 2020)
This article explores the role of culture and the concept of openness as they relate to learning using a massive open online course which teaches the Irish language and Irish culture to learners around the world. It explores how best to describe the meaning of such learning, and the social, material, and relational tensions that exist in such provision. Using a qualitative case study design, we analyzed a collection of 3507 learner comments placed on key reflective steps throughout the course. From the analysis of learner experiences, motivations, and opinions, we identified five major themes. We then examined the role of inequality, social justice, and lifelong learning in light of the themes. The article concludes with recommendations for further research, in addition to reflections on the value of small-scale case studies to explore the diversity inherent in MOOC provision.
Publisher: Routledge _eprint: https://doi.org/10.1080/01587919.2020.1757408
Keywords: massive open online course; online language learning; qualitative case study; social justice

The State of Ceará in Brazil is a Role Model for Reducing Learning Poverty - Loureiro, Andre; Cruz, Louisee; Lautharte, Ildo; Evans, David K. (World Bank, 2020)

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

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

The State of Global Learning Poverty: 2022 Update - World Bank; UNESCO; UNICEF; FCDO; USAID; Bill and Melinda Gates Foundation (2022)
KerkoCite.ItemAlsoKnownAs: 2486141:WI8GSWEX

The-State-of-Mobile-Internet-Connectivity-Report-2022.pdf - GSMA (2022)
KerkoCite.ItemAlsoKnownAs: 2129771:92JEX7VN

The State of Mobile Internet Connectivity Report 2023 - GSMA (GSMA, 2023)
KerkoCite.ItemAlsoKnownAs: 2129771:7V787896 5242966:IXBZGKWP

The State of Ransomware in Education 2022 – Sophos Partner News - Sophos (Sophos Partner News July, 2022)
Insights into an ever more challenging attack environment and the growing financial and operational burden ransomware is placing on the education sector.
KerkoCite.ItemAlsoKnownAs: 4804264:NK8QUT6S 4804264:SL4APFGH
Keywords: Final_citation; anystyle; existing; ⛔ No DOI found

The State of the Global Education Crisis: A Path to Recovery (Vol. 1): Report - World Bank; UNESCO; UNICEF (: The World Bank, UNESCO, and UNICEF, 2021)

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

The Theory of Educational Technology: Towards a Dialogic Foundation for Design - Wegerif, Rupert; Major, Louis (Routledge, 2023)
KerkoCite.ItemAlsoKnownAs: 2129771:475DJRG3 2129771:RW5KJ8MY 2129771:WL8GJNKP

The transcendence of Augmented Reality in student motivation. A systematic review and meta-analysis - Gómez García, Gerardo; Rodríguez Jiménez, Carmen; Marín Marín, José Antonio (ALTERIDAD. Revista de Educación, 2020)
Publisher: Universidad Politécnica Salesiana KerkoCite.ItemAlsoKnownAs: 2129771:E2PND4BN
Keywords: __C:filed:1; ⛔ No DOI found

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

The Use of Active Teaching Pedagogical Approaches in Teaching Civic Education in Secondary Schools in Kasama and Luwingu District of Zambia - Musonda, Chewe; Masaiti, Gift; Mwila, Kennedy; Njobvu, Tommie (Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736), 2020)
Keywords: ⛔ No DOI found

The use of 'building blocks' to develop digital platforms for education in sub-Saharan Africa - Adam, Taskeen; El-Serafy, Yomna; Podea, Marius; Haßler, Björn (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0049 2129771:FVW4YFH5 2129771:ZY8P63WB
Keywords: Author:OpenDevEd; _EdTechHub_Output

The use of 'building blocks' to develop digital platforms for education in sub-Saharan Africa - Adam, Taskeen; El-Serafy, Yomna; Podea, Marius; Haßler, Björn; Open Development & Education (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0049 2129771:6CYM9BIT
Keywords: Author:OpenDevEd

The Use of Modern Educational Technologies in Remote Learning in Higher Education During a Pandemic: the Case of COVID-19 in Cameroon - Moluayonge, Gracemary (Journal of Learning for Development, 2020)
Abstract: In March 2020, the first case of COVID-19 was discovered in Cameroon. This led to the Higher Education Institutions resorting to remote learning to ensure continued teaching and learning. The researcher thus set out to bring to the limelight some recommendations for the use of educational technologies for remote learning in Cameroon and propose some suggestions to the government, the policy makers, the stakeholders and the teachers for more effective implementation of E-learning in Higher Education Institutions in Cameroon.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:KRTPBURM
Keywords: COVID 19; Educational Technologies; Higher Education; remote learning; ⛔ No DOI found

The Use of Technology in the CPD Implementation Plan in Tanzania - Adam, Taskeen; El-Sefary, Yomna; Haßler, Björn; Khalayleh, Abdullah; Kremeia, Adam; Proctor, Jamie; Mtebe, Joel (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 4804264:WDFTNQ9R
Keywords: Final_citation; cited; existing

The Use of Technology in the CPD Implementation Plan in Tanzania - Adam, Taskeen; El-Sefary, Yomna; Haßler, Björn; Khalayleh, Abdullah; Kremeia, Adam; Proctor, Jamie; Mtebe, Joel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4665846 2129771:8HDZ4MI5 2129771:BGD7S97S 2405685:N5HMII3R
Keywords: Author:OpenDevEd; _EdTechHub_Output; _MELA_seen; ___duplicate_item; _bjoern_cv; _cover:analysis:nopdf; _r:AddedByZotZen

The use of technology to support teacher learning circles in crisis contexts: A rapid review of the literature - Khalayleh, Abdullah; El-Serafy, Yomna; Megha-Bongnkar, Ghislaine; Haßler, Björn (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4974582 2129771:QBUASN3S
Keywords: Author:OpenDevEd; _genre:LR-literature_review

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

The use of virtual learning environments and learning management systems during the COVID-19 pandemic - McBurnie, Chris; Megha-Bongnkar, Ghislaine; Regis, Callista; D’Angelo, Sophia; Haßler, Björn (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0203 2129771:S7SC6REF
Keywords: Author:OpenDevEd; ___duplicate_item

The Washington Group / UNICEF Child Functioning Module (CFM) - Washington Group; UNICEF (2020)
zotzenLib.CopiedFrom: 2486141:WZ6AXIN7 KerkoCite.ItemAlsoKnownAs: 2129771:8GZHW9HI 2486141:WZ6AXIN7

Theorising Evidence-Informed Learning Technology Enterprises: A Participatory Design-Based Research Approach - Moeini, Anissa (UCL (University College London), 2020)
The goal of this doctoral work was to build a bridge between academia and small and medium-sized enterprises (SMEs) in the educational technology (edtech) sector by bringing the rigour of academic research methods to start-up and scale-up environments so that they can conceptualise and realise products that are built with evidence from the learning sciences. The overall research question, What theoretical framework supports edtech enterprises to build evidence-informed products and services? is answered through a design-based research methodology with six Cycles of research, grouped into three Phases, each with goals that evolve in an iterative way. A design-based research approach was chosen after a highly exploratory Phase surveying London’s edtech ecosystem prior to Cycle 1. Part 1 (Cycles 1 and 2) focused on developing the construct in question (a practical framework for building research-minded edtech enterprises) through a participatory design process with key Participants. Part 2 (Cycles 3 and 4) focused on evaluating the new construct with Participants. Part 3 (Cycles 5 and 6) validated the framework developed in Parts 1 and 2 with edtech enterprises both from the EDUCATE programme and also the greater global ecosystem. The theoretical contribution of this study is the ELTE construct and its 7 Sub-Constructs, including Learning Culture, Leadership Vision, Sense of Purpose, Teamwork, Research Know-How and Action Orientation; the ELTE Survey outlining all facets each Sub-Construct in the framework; and the ELTE Sub-Construct Hierarchy Model, introducing Sub-Construct dependencies. Methodological contributions of this study include the ELTE Action Model, an effective boundary object for researchers when approaching edtech enterprises to understand how the ELTE framework has uniquely manifested within the structures of their organisations, and ELTE Hallmark Questions, an introductory tools for researchers to give context to enterprises regarding the ELTE model prior to a workshop, line of inquiry, or discussion regarding the model’s particular manifestation enterprise context. The contributions of this study represent an intellectual advancement in our understanding of evidence-informed design and development within the edtech sector, and it provides a tool of practical use to edtech SMEs that want to become Evidence-informed Learning Technology Enterprises.
Conference Name: UCL Meeting Name: UCL Pages: 1-244 Publication Title: Doctoral thesis, UCL (University College London). KerkoCite.ItemAlsoKnownAs: 2129771:3G2SWI79 4426965:YQEKEBY5

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

TheoryOn: A Design Framework and System for Unlocking Behavioral Knowledge Through Ontology Learning - Li, Jingjing; Larsen, Kai; Abbasi, Ahmed (MIS Quarterly, 2020)
The scholarly information-seeking process for behavioral research consists of three phases: searching, accessing, and processing of past research. Existing IT artifacts, such as Google Scholar, have in part addressed the searching and accessing phases, but fall short of facilitating the processing phase, creating a knowledge inaccessibility problem. We propose a behavioral ontology learning from text (BOLT) design framework that presents concrete prescriptions for developing systems capable of supporting researchers during their processing of behavioral knowledge. Based upon BOLT, we developed a search engine—TheoryOn—to allow researchers to directly search for constructs, construct relationships, antecedents, and consequents, and to easily integrate related theories. Our design framework and search engine were rigorously evaluated through a series of data mining experiments, a randomized user experiment, and an applicability check. The data mining experiment results lent credence to the design principles prescribed by BOLT. The randomized experiment compared TheoryOn with EBSCOhost and Google Scholar across four information retrieval tasks, illustrating TheoryOn’s ability to reduce false positives and false negatives during the information-seeking process. Furthermore, an in-depth applicability check with IS scholars offered qualitative support for the efficacy of an ontology-based search and the usefulness of TheoryOn during the processing phase of existing research. The evaluation results collectively underscore the significance of our proposed design artifacts for addressing the knowledge inaccessibility problem for behavioral research literature.
KerkoCite.ItemAlsoKnownAs: 10.25300/MISQ/2020/15323 2129771:RUL4L9G5 2129771:XIYR9UDQ 2405685:XWGI45A5 2486141:3BYADXT6 2486141:MWMYWGI7
Keywords: _Added-ailr-2024

Thermal and visual comfort of schoolchildren in air-conditioned classrooms in hot and humid climates - Noda, Lumy; Lima, Amanda VP; Souza, Jullyanne F.; Leder, Solange; Quirino, Luana M. (Building and Environment, 2020)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.buildenv.2020.107156 2129771:QJ7T644R 4682641:KNT9RTF7
Keywords: BE:RELEVANT

Thermal energy storage enhanced windcatcher system for hybrid cooling and ventilation in buildings - Eso, Olamide (2023)
KerkoCite.ItemAlsoKnownAs: 4874017:ZDP45MEY 5072953:CSIQDIMN
Keywords: _z:class:countries; _z:class:themes

‘They Give Him a Chance’-Parents’ Perspectives on Disability and Inclusive Primary Education in Uganda - Bannink, Femke; Nalugya, Ruth; van Hove, Geert (International Journal of Disability, Development and Education, 2020)
Publisher: Taylor & Francis

Three Decades of Research: The Case for Comprehensive Sex Education - Goldfarb, Eva S.; Lieberman, Lisa D. (Journal of Adolescent Health, 2021)
Purpose School-based sex education plays a vital role in the sexual health and well-being of young people. Little is known, however, about the effectiveness of efforts beyond pregnancy and sexually transmitted disease prevention. The authors conducted a systematic literature review of three decades of research on school-based programs to find evidence for the effectiveness of comprehensive sex education. Methods Researchers searched the ERIC, PsycINFO, and MEDLINE. The research team identified papers meeting the systematic literature review criteria. Of 8,058 relevant articles, 218 met specific review criteria. More than 80% focused solely on pregnancy and disease prevention and were excluded, leaving 39. In the next phase, researchers expanded criteria to studies outside the U.S. to identify evidence reflecting the full range of topic areas. Eighty articles constituted the final review. Results Outcomes include appreciation of sexual diversity, dating and intimate partner violence prevention, development of healthy relationships, prevention of child sex abuse, improved social/emotional learning, and increased media literacy. Substantial evidence supports sex education beginning in elementary school, that is scaffolded and of longer duration, as well as LGBTQ–inclusive education across the school curriculum and a social justice approach to healthy sexuality. Conclusions Review of the literature of the past three decades provides strong support for comprehensive sex education across a range of topics and grade levels. Results provide evidence for the effectiveness of approaches that address a broad definition of sexual health and take positive, affirming, inclusive approaches to human sexuality. Findings strengthen justification for the widespread adoption of the National Sex Education Standards.
Keywords: CSE; K-12; National Sex Education Standards; National Sexuality Education Standards; Sex education; Sexuality education; Systematic Literature Review; comprehensive sex education

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

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

Tich Me Ar Tich Dem — Inception Report - Haßler, Björn; Lurvink, Anne-Fleur; Beoku-Betts, Iman; McBurnie, Chris; Adam, Taskeen; Blower, Tom (OpenDevEd, 2022)
Our research addresses the Sierra Leonean government’s need to optimise and validate an effective model for in-service TPD. As noted, a distributed TPD model is favoured (building on the World Bank’s Free Education project and the Sierra Leone Education Attendance Monitoring System (SLEAMS), using a ‘one-tablet-per-school’ (OTPS) model). Evidence indicates that this low-tech approach to TPD can improve learning outcomes in emergencies (⇡Haßler, et al., 2019). In contrast, COVID-19 interventions that focus on ‘remote learning for children’ are catastrophically failing (⇡Asadullah, 2020; ⇡Asanov, et al., 2020; ⇡BRAC, 2020; ⇡Le Nestour, et al., 2020; ⇡Uwezo Kenya, 2020). Our research provides crucial and timely evidence to shore up current government plans for a scalable, effective TPD intervention. Our research identifies whether this TPD model addresses the needs of rural / disadvantaged teachers. Our study focuses on a sample of teachers and students from schools in rural / semi-rural areas to understand whether and how school-based TPD initiatives promote student learning (as an alternative to traditional centralised and cascade models). Such traditional models are severely disrupted by COVID-19, highlighting our study’s relevance to education continuity in emergencies.
ZenodoArchiveID: 6335781 ZenodoArchiveConcept: 6335780 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0268 10.53832/opendeved.0269 2129771:3RTBA9FR
Keywords: Author:OpenDevEd; AuthorFirst:Haßler; _bjoern_cv; _r:AddedByZotZen; _yl:b

‘Tich Mi Ar Tich Dem’: Designing a low-cost and scalable teacher professional development in Sierra Leone - Walker, Hannah; Tegha, Ghislaine; Lurvink, Anne-Fleur; McBurnie, Chris (Open Development & Education, 2022)
Reading Time: 4 minutes Over the past two decades, Sierra Leone has faced a series of shocks: a civil war, landslides, Ebola, and the COVID-19 pandemic. These shocks have aggravated the learning crisis that the country’s education system faces—and dramatically increased the pressure on teachers to deliver high-quality support to children. In this context, the Ministry of Basic and […]
KerkoCite.ItemAlsoKnownAs: 2129771:3UV4LJFT 2339240:75HR9DSN 2405685:FBHX876D
Keywords: _C:Sierra Leone SLE

‘Tich Mi Ar Tich Dem’: Designing a low-cost and scalable teacher professional development in Sierra Leone - Walker, Hannah; Tegha, Ghislaine; Lurvink, Anne-Fleur; McBurnie, Chris (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10302459 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1058 ZenodoArchiveConcept: 10302458
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Tich mi ar tich dem (E-Cubed) - Open Development & Education - Ferrao, Evette (2022)
Funded by Dubai Cares via the Interagency Network for Education in Emergencies’ E-Cubed research grant, the Tich Mi Ar Tich Dem (‘Teach me to teach them’) programme research addresses the Sierra Leonean government’s need to optimise and validate an effective model for in-service teacher professional development (TPD) in crisis-vulnerable areas of the country.

Tich Mi Ar Tich Dem - Open Development & Education - Walker, Hannah; Tegha, Ghislaine; Lurvink, Anne-Fleur; McBurnie, Chris; McBurnie, Ghislaine Tegha, Anne-Fleur Lurvink and Chris, Hannah Walker (2022)
Over the past two decades, Sierra Leone has faced a series of shocks: a civil war, landslides, Ebola, and the COVID-19 pandemic. These shocks have aggravated the learning crisis that the country’s education system faces—and dramatically increased the pressure on teachers to deliver high-quality support to children. In this context, the Ministry of Basic and
KerkoCite.ItemAlsoKnownAs: 2129771:BUPVEQTQ 4426965:K7HAJJT5

Tich Mi Ar Tich Dem - Open Development & Education - Walker, Hannah; Tegha, Ghislaine; Lurvink, Anne-Fleur; McBurnie, Chris; McBurnie, Ghislaine Tegha, Anne-Fleur Lurvink and Chris, Hannah Walker (2022)
Over the past two decades, Sierra Leone has faced a series of shocks: a civil war, landslides, Ebola, and the COVID-19 pandemic. These shocks have aggravated the learning crisis that the country’s education system faces—and dramatically increased the pressure on teachers to deliver high-quality support to children. In this context, the Ministry of Basic and

Tich Mi Ar Tich Dem Open Development & Education and EducAid Sierra Leone - Lurvink, Anne-Fleur; Mason-Sesay, Miriam (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10302526 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1060 ZenodoArchiveConcept: 10302525
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

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

Time to Teach: Teacher Attendance and Time on Task in Primary Schools in Mozambique - Nugroho, Dita; Karamperidou, Despina (UNICEF, 2021)
Teacher attendance is one of the prerequisites on the path toward universal learning in developing countries. Over the past decades, however, studies from across the developing world have found national rates of teacher absenteeism that range from 3 to 27 per cent. Therefore, enhancing teachers' presence in the classroom and ensuring that class time is spent teaching, can contribute significantly to the productivity and inclusive prosperity of a country. This Time to Teach study collates and strengthens the evidence base on primary school teacher absenteeism in Mozambique. The study uses a mix of qualitative and quantitative research methods to provide critical insights into the factors that underpin the multiple forms of teacher absenteeism and time on task. It also examines how factors vary across countries, school types, gender of teacher and other teacher characteristics. Despite high levels of teacher absenteeism, the study shows that teachers are generally committed and that what is needed is education system strengthening. It is hoped that findings will inform workable solutions and policies that will ensure a motivated teaching force, increase opportunities for children to learn at school and, ultimately, improve their life and work opportunities.
KerkoCite.ItemAlsoKnownAs: 2129771:87AUTI3D 4556019:44PQIP2W 4556019:6P6UPZAV
Keywords: Barriers; C:Mozambique; Developing Nations; Educational Change; Educational Policy; Elementary School Teachers; Employee Absenteeism; Foreign Countries; Gender Differences; Influences; Institutional Characteristics; Rural Urban Differences; Sanctions; Teacher Attendance; Teacher Attitudes; Teacher Characteristics; Teacher Education; Teacher Persistence; Teaching Conditions; Time Management; ⛔ No DOI found

To truly ‘build back better’ we must reimagine what prosperity looks like - Moore, Henrietta (Financial Times, 2021)
Focusing on GDP and physical infrastructure is futile without real-life benefits for people living in left-behind towns

To Use or not Use Collaborative Learning Techniques in Teleconference Teaching? A Case Study from the Hellenic Open University - Niari, Maria (Journal of Learning for Development, 2021)
The purpose of the small-scale qualitative research study was to examine the use and perceived value of integrating collaborative learning techniques at teleconferences at the School of Humanities of the Hellenic Open University (HOU). Qualitative semi-structure interviews with tutors from the School of Humanities at the HOU were conducted in order for the research plan to be fundamentally heuristic and generate original results. Purposeful sampling was chosen for the data collection process, cross-sectional organization for the data classification and thematic analysis for the data analysis. The results of the present research study indicate the parameters need to be taken into account in order for the tutors to use collaborative learning techniques at teleconference teaching at HOU. Adequate teleconference platform, tutors’ training on distance collaborative learning and group dynamics, and a common understanding regarding distance learning and group dynamics in e-learning environments are some of the most significant findings derived from this research study. The role of students, as well as the role of the distance-learning provider, in integrating and adopting distance collaborative learning strategies is also highlighted by the results.
Number: 1
Keywords: collaborative learning techniques; distance collaborative learning; distance education; group dynamics; qualitative research; teleconference; ⛔ No DOI found

Toolkit for Designing a Comprehensive Distance Learning Strategy - Morris, Emily; Tan, Yvette (USAID, 2021)
BACKGROUND TO THE TOOLKIT ........................................................................................................1 INTRODUCTION TO DISTANCE LEARNING......................................................................................3 What is distance learning? ...................................................................................................................................... 3 How does distance learning work? ...................................................................................................................... 3 Who is the intended audience for distance learning? ...................................................................................... 4 What are the overarching instructional goals for distance learning? ........................................................... 6 What are the key requirements for successful distance learning?................................................................ 6 What are the different ways technology may be used in distance learning? .............................................. 7 OVERVIEW OF A COMPREHENSIVE DISTANCE LEARNING STRATEGY .................................10 What is a comprehensive distance learning strategy?.................................................................................... 10 How does a comprehensive distance learning strategy support resilience to crises? ........................... 13 What are the phases for operationalizing a comprehensive distance learning strategy? ...................... 14 OUTLINE OF A COMPREHENSIVE DISTANCE LEARNING STRATEGY DOCUMENT..........16 COMPONENT 1: ANALYZE THE EXISTING DISTANCE LEARNING LANDSCAPE AND DEVELOP A STRATEGIC VISION.............................................................................................................18 COMPONENT 2: DESIGN A DISTANCE LEARNING APPROACH...............................................36 COMPONENT 3: DEVELOP A MONITORING, EVALUATION, AND LEARNING PLAN ......43 COMPONENT 4: CREATE A BUDGET ..................................................................................................53 CONCLUSION ...............................................................................................................................................60 REFERENCES ...................................................................................................................................................61 ANNEXES ........................................................................................................................................................67 Annex A. Roadmap for Measuring Distance Learning ................................................................................... 67 Annex B: Key terms and definitions................................................................................................................... 68

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

Tools, tactics and methods to harness the power of people, data and technology to solve global challenges - Peach, Kathy; Berditchevskaia, Aleks; Bass, Theo (Nesta, 2020)
zotzenLib.CopiedFrom: 2486141:8YRL57ZZ KerkoCite.ItemAlsoKnownAs: 2129771:X6EB94IW 2486141:8YRL57ZZ

Toward a Deeper Understanding: Testing a Multidimensional Framework of Professional Learning Communities in Sub-Saharan African Schools - Soares, Fernanda; Galisson, Kirsten (Comparative Education Review, 2021)
Professional learning communities (PLCs) are becoming increasingly popular, in a recognition that teachers’ knowledge is situated in teachers’ daily experiences and best acquired through ongoing practice and reflection. This study examines the relationship between participation in PLCs and teaching practices and tests specific aspects of a PLC framework for sub-Saharan Africa, which has not been studied before. Data originate from a teacher survey implemented with over 2,300 preschool and primary education teachers in Equatorial Guinea, Ghana, and Nigeria. Our results show a positive significant relationship between higher levels of participation in PLC and constructivist student-centered practices for two out of the three countries under study. Findings also indicate that PLCs’ four core characteristics conceptualized by the literature from high-income countries are associated with higher constructivist student-centered practice across all three countries.
Publisher: The University of Chicago Press

Toward Successful Development Policies: Insights from Research in Development Economics - Artuc, Erhan; Cull, Robert; Dasgupta, Susmita; Fattal, Roberto; Filmer, Deon; Gine, Xavier; Jacoby, Hanan; Jolliffe, Dean; Kee, Hiau Looi; Klapper, Leora; Kraay, Aart; Loayza, Norman; et al. (World Bank, 2020)
What major insights have emerged from development economics in the past decade, and how do they matter for the World Bank? This challenging question was recently posed by World Bank Group President David Malpass to the staff of the Development Research Group. This paper assembles a set of 13 short, nontechnical briefing notes prepared in response to this request, summarizing a selection of major insights in development economics in the past decade. The notes synthesize evidence from recent research on how policies should be designed, implemented, and evaluated, and provide illustrations of what works and what does not in selected policy areas.
Accepted: 2020-02-06T16:11:58Z KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9133 4804264:YN4TTP6L
Keywords: Agricultural Economics; Development Economics; Development Policy; Economic Growth; Education; Environmental Economics; Final_citation; Financial Economics; Health; International Economics; Macroeconomics; Monetary Economics; Natural Resource Economics; Public Economics; Welfare; cited; existing

Toward Sustainable Learning during School Suspension: Socioeconomic, Occupational Aspirations, and Learning Behavior of Vietnamese Students during COVID-19 - Tran, Trung; Hoang, Anh-Duc; Nguyen, Yen-Chi; Nguyen, Linh-Chi; Ta, Ngoc-Thuy; Pham, Quang-Hong; Pham, Chung-Xuan; Le, Quynh-Anh; Dinh, Viet-Hung; Nguyen, Tien-Trung (Sustainability, 2020)
The overspread of the novel coronavirus—SARS-CoV-2—over the globe has caused significant damage to manufacturing and service businesses, regardless of whether they are commercial, public, or not-for-profit sectors. While both the short-term and long-term impacts of most companies can be approximately measured or estimated, it is challenging to address the enduring effects of COVID-19 on teaching and learning activities. The target of this research is to investigate students’ manners of studying at home during the school suspension time as a result of COVID-19. Through analyzing original survey data from 420 K6–12 students in Hanoi, Vietnam, this work demonstrates the different learning habits of students with different socioeconomic statuses and occupational aspirations during the disease’s outbreak. In particular, we featured the differences in students’ learning behaviors between private schools and public schools, as well as between students who plan to follow STEM-related careers and those who intend to engage in social science-related careers. The empirical evidence of this study can be used for the consideration of the local government to increase the sustainability of coming policies and regulations to boost students’ self-efficacy, as it will affect 1.4 million students in Hanoi, as well as the larger population of nearly 10 million Vietnamese students. These results can also be the foundation for future investigations on how to elevate students’ learning habits toward Sustainable Development Goal 4 (SDG4)—Quality Education—especially in fanciful situations in which the regular school operation has been disrupted, counting with limited observation and support from teachers and parents.
Number: 10 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/su12104195 2129771:ZPR8JBDE
Keywords: COVID-19; SDG4; Vietnam; _C:Australia AUS; _C:Canada CAN; _C:China CHN; _C:France FRA; _C:Germany DEU; _C:India IND; _C:Iran IRN; _C:Italy ITA; _C:Japan JPN; _C:Korea XKOR; _C:Korea; Democratic People's Republic PRK; _C:Korea; Republic KOR; _C:Netherlands NLD; _C:Poland POL; _C:Singapore SGP; _C:Switzerland CHE; _C:Thailand THA; _C:United States USA; _C:Viet Nam VNM; __C:filed:1; __C:scheme:1; learning habit; occupational aspiration; school closure; secondary school; socioeconomic; sustainable education

Towards a Dialogic Foundation for the Design of Educational Technology - Wegerif, Rupert; Major, Louis (The Theory of Educational Technology, 2023)
This chapter summarises our investigation into the theory of education technology and outlines a dialogic theory which we hope will prove useful as a foundation for educational technology design. To better understand education and how to improve it, we need to take technology seriously and listen to its ‘voice’. Our proposed dialogic theory focuses on how to design educational technology to support the opening, widening and deepening of dialogic spaces. It is about designing pedagogy with technology to facilitate the dynamic inter-weaving of educational dialogues at different spatio-temporal scales, linking short-term face-to-face dialogues to longer-term and more global dialogues.
Num Pages: 10

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

Towards Improving the Accessibility and Usability of a Mobile-based Learning Management System for Blind Primary School Teachers - Kondoro, Aron; Maro, Salome; Mtebe, Joel; Proctor, Jamie; Komba, Aneth; Haßler, Björn (2023 IST-Africa Conference (IST-Africa), 2023)
Learning management systems (LMS) have been widely adopted to deliver learning materials for blended and online courses. Nonetheless, most of these systems suffer from accessibility and usability flaws that prevent visually impaired users from using them effectively. Despite existing studies evaluating the accessibility and usability of LMSs, very few of them have been done with actual visually impaired users. This study assessed the accessibility and usability of the Moodle LMS with 15 visually impaired teachers from 3 schools in 3 regions in Tanzania. The study used the Axe Dev automated tool and Concurrent Think Aloud Protocol usability testing in two phases. Results show that despite efforts of LMSs such as Moodle to follow accessibility and usability guidelines, the system still has problems such as insufficient colour contrast, links with indiscernible text, meaningless alternative texts, and invisible gaps in the content. Furthermore, this accessibility and usability can only be detected while testing with real users. Therefore, we recommend putting more effort into real-world user testing before such a system can be deployed to visually impaired school teachers.
ISSN: 2576-8581
Keywords: Accessibility.; Color; Learning Management System; Learning management systems; Object recognition; Protocols; Testing; Usability; User experience; Visually impaired

Towards Interpreting Topic Models with ChatGPT - Rijcken, Emil; Scheepers, Floortje; Zervanou, Kalliopi; Spruit, Marco; Mosteiro, Pablo; Kaymak, Uzay (The 20th World Congress of the International Fuzzy Systems Association, 2023)
Keywords: ⛔ No DOI found

Towards Systemic EdTech Testbeds: A Global Perspective - Vanbecelaere, Stefanie; Adam, Taskeen; Sieber, Carmen; Clark-Wilson, Alison; Boody Adorno, Katie; Haßler, Björn (Global EdTech Testbeds Network, 2023)
This document is an output of the Global EdTech Testbeds Network, https://globaledtech.org/.
ZenodoArchiveID: 7598831 ZenodoArchiveConcept: 7598830 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0285 4426965:SLRAXGQ5
Keywords: _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

TPD@Scale Compendium. Foundation for Information Technology Education and Development. - TPD@Scale Coalition for the Global South (2022)
KerkoCite.ItemAlsoKnownAs: 2129771:A9USXK2I

TPD@Scale: Designing teacher professional development with ICTs to support system-wide improvement in teaching - Wolfenden, F (Foundation for Information Technology Education and Development., 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:KE7JPMN7

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

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

Training Hard Skills in Virtual Reality: Developing a Theoretical Framework for AI-Based Immersive Learning - Korhonen, Tiina; Lindqvist, Timo; Laine, Joakim; Hakkarainen, Kai (AI in Learning: Designing the Future, 2023)
Advances in virtual reality (VR) technology afford creation of immersive virtual learning environments that simulate real-life learning contexts with increasing fidelity. When supported by sufficiently advanced artificial intelligence (AI)-based tutoring software, such environments may facilitate asynchronous, embodied learning approaches for learning hard, procedural skills in industrial settings – addressing timeliness, accuracy, and scalability issues common in the industry.
Keywords: 4E cognition; AI; Artificial intelligence; Grounded cognition; Hard skills training; Intelligent tutoring system; Machine learning; Virtual reality

Training of Teachers on Assistive Technologies and Interactive Digital Textbooks in Kenya, Uganda and Rwanda | UNESCO - UNESCO (2021)

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

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

Transforming Africa into a single digital market - Kone, Lacina (https://www.broadbandcommission.org/, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:4B2I4XI5 5242966:WTPC87GQ

Transforming Education for Sustainable Futures in Africa: Researching education, poverty and sustainability in the context of Covid-19 - Mitchell, Rafael; Kaya, Hassan O.; Kulundu-Bolus, Injairu; Tusiime, Michael (2020)
Keywords: ⛔ No DOI found

Transforming education service delivery in Sierra Leone: from evidence to action - Sengeh, David Moinina; May-Wilson, Hannah (Global Partnership for Education, 2020)
Sierra Leone’s education system has been plagued by events that have challenged the effective delivery of high-quality education for every child for nearly three decades. But thanks to a program launched in 2018, the government is achieving greater access, quality, and equity for children by removing financial barriers to school enrollment and improving teaching and learning outcomes.
KerkoCite.ItemAlsoKnownAs: 2129771:UJIW9JVC 2339240:BFQBRATB 2405685:PS758V8V
Keywords: _C:Sierra Leone SLE

Transforming Education Service Delivery Through Evidence-Informed Policy and Practice - The Ministry of Basic and Senior Secondary Education (MBSSE) (The Ministry of Basic and Senior Secondary Education (MBSSE), 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:49ZQ5QHA

Transforming Teacher Education and Learing (Ghana) [zip file] - T-TEL (2020)
Transforming Teacher Education and Learing (Ghana). This zip file contains a resource produced by Transforming Teacher Education and Learning (Ghana), www.t-tel.org. You can view and search all related records in the collection for T-TEL. The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
Publisher: Zenodo
Keywords: ⛔ No DOI found

Transforming the financing of education at the mid-point of the sustainable development goals - Archer, David (International Journal of Educational Development, 2023)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2023.102931 4804264:TWTXRK69
Keywords: Final_citation

Transition to Federal Health and Education Governance - Bolton, Laura (2021)
This report looks at transition from central to federal responsibilities for health and education in Nepal and Indonesia. Federalism is a complex process and it was outside of the scope of this review to investigate the extent to which it has been developed in these countries and the nature of its functioning. Challenges identified in the literature on transition to federalism and decentralisation include ensuring equitable distribution of finances and resources across states, slow transfer of power and lack of coordination between government levels, lack of capacity at local levels and incoherence in capacity building, ensuring continuity of medical supplies and continuity of health services during transition, and training local level health personnel in procurement. This report also notes some recommendation from experience on transition to decentralisation, including the need to put a clear legislative framework, to make a slowly phased transition is needed to allow for changes and adjustments, to consider conditional grants to ensure that health is not de-prioritised in a federal system.
Accepted: 2021-07-01T11:44:42Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2021.096 2129771:G9ZCP7AT 4869029:4QZXWSHX

Transnational Black Feminism and Qualitative Research: Black Women, Racialization and Migration - Burkhard, Tanja J. (2021)

Transnational Skills Partnerships between Ghana and North Rhine-Westphalia - Rother, Stefan; Setrana, Mary B. (2021)
This exploratory study discusses the potential for a transnational skills partnership in the construction sector between Ghana and the German state of North Rhine-Westphalia (NRW). Ghana is considered to be a particularly suited partner country due to its young workforce, democratic and economic stability and high regard for technical and vocational education and training (TVET). This high regard, though, is not matched yet by a high level of formal training. This study recommends a type of partnership, where the TVET sector could benefit from further development in terms of standards, employability and balancing practical and theoretical aspects of formal education. This would be a significant addition to the established benefits of the triple-win approach where the destination would benefit from the supply of skilled labour while the country of origin and the migrants themselves would benefit from upskilling and remittances.
KerkoCite.ItemAlsoKnownAs: 2129771:YSBTVRFD 2486141:8TMTV6JS

Transnationale Qualifizierungs- und Mobilitätspartnerschaften (tQMP): - Sauer, Michael; Volarevic, Jurica (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:UHFUE5CR 2486141:RHPMF3M2
Keywords: ⛔ No DOI found

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

Trends and Topics in Educational Technology, 2023 Edition - Allman, Bohdana; Kimmons, Royce; Rosenberg, Joshua; Dash, Monalisa (Techtrends, 2023)
KerkoCite.ItemAlsoKnownAs: 10.1007/s11528-023-00840-2 4804264:8BCUXTFA 4804264:YNXKPVAT
Keywords: Final_citation; anystyle; existing

Trends in digital personalized learning in low- and middle-income countries: Executive Summary - UNICEF (UNICEF, 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:CETJJQB7 4426965:97VHCI3I

Trends in Digital Personalized Learning: Landscape Review of Personalized Learning Solutions in Low and Middle-Income Countries - Castillo, Nathan M.; Adam, Taskeen; Alam, Andaleeb; Alrawashdeh, Ghaida S; Tiwari, Priyamvada (UNICEF Office of Global Insight & Policy, 2022)
Digital Personalized Learning (DPL) - tech solutions and products that tailor learning to individuals and their specific learning needs - have the potential to improve learning outcomes and close gaps for students who have fallen behind. However, there is a limited of evidence from digital personalized learning interventions deployed across the developing world. This landscape review identifies trends and gaps in DPL implementation in low- and middle-income country (LMIC) contexts. This research report presents data on DPL effectiveness in LMICs from over 40 interventions worldwide by to classifying and categorizing design features, implementation models, and scalability factors. Implications for future research and design are discussed from a multi-stakeholder perspective.
Keywords: Global studies; Learning; Policy action; Quality of education; technology in education

Trends in Mathematics Learning in Ethiopia: 2012 – 2019 - Tiruneh, Dawit T.; Sabates, Ricardo; Rolleston, Caine; Hoddinott, John (Bahir Dar Journal of Education, 2021)
This study examines the trends in mathematics learning for Grade 4 pupils in Ethiopia based on a longitudinal survey of 33 schools from 2012-13 to 2018-19. The study employs unique data collected both at the start and end of the General Education Quality Improvement Program – Phase II (GEQIP-II) reform targeting the same schools in six regions. The data included repeated measures of pupil learning outcomes plus child socio-economic background, teacher, and school characteristics. Despite the implementation of the GEQIP-II reform, we found that pupils’ mathematics learning levels declined between 2012-13 and 2018-19. Progress in mathematics within the 2018-19 academic year improved slightly compared to 2012-13, but there is difference in magnitude of learning progress for the two periods between pupils across rural-urban locations, regional states, and family economic backgrounds. There is an overall improvement in school and teacher ‘quality’ between 2012 and 2019, while there is some evidence of changes in student composition between the two periods. Consistent with the GEQIP-II reform in terms of supporting access and retention, pupils in 2018-19 were more likely to have attended pre-school, less often absent from school, and less likely to have dropped out, compared to pupils in the same grade level in 2012-13. In 2018-19, pupils’ caregivers are less likely to be literate, they have fewer assets at home, and they travel a relatively longer distance to school. Differences in mathematics learning levels and learning progress between disadvantaged pupils (i.e., pupils from rural areas, emerging regions, poorest socio-economic background) and their relatively advantaged counterparts are discussed in relation to the GEQIP-II educational reform.
Number: 1 KerkoCite.ItemAlsoKnownAs: 10.1965/bje.v21i1.669 2129771:ERG5J35V
Keywords: disadvantaged students; equitable access; numeracy; ⚠️ Invalid DOI

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

Trialling environmental sensors in Tanzanian schools – first pilot - Toyinbo, Oluyemi; Villavicencio, Xuzel; Haßler, Björn (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10257287 ZenodoArchiveConcept: 10257286 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1035 2129771:NFNWZX3A
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Trialling open educational resources for technology-supported teacher professional development in rural Zimbabwe - Walker, Hannah; Hennessy, Sara; Pimmer, Christoph (Research Papers in Education, 2022)
This study reports on the adaptation and outcomes of a teacher professional development (TPD) programme in a rural Zimbabwean secondary school. The programme incorporated Open Educational Resources (OER), specifically OER4school materials, that were provided via tablet computers for teachers and students. A mixed-methods case study was employed to explore teachers’ perceptions, knowledge, experiences of interactive learning and teaching in relation to this TPD, as well as their perceptions and experiences of the role and value of using technology to support student learning. Video data from structured lesson observations were triangulated with teacher post-lesson interviews and thematically coded. The interviews indicated that all teachers demonstrated a change in mindset and a clear understanding of interactive teaching methods. However, the structured observations revealed that only half of the teachers were using these interactive methods. Teachers also emphasised the value of OER and tablet technologies in improving lesson planning and making classroom learning more authentic. The use of technology, as both a TPD medium and as a classroom tool, showed potential to enhance the quality of TPD and teacher quality. Yet more specific teacher development to support the interactive use of technology within the classroom would be beneficial.
Publisher: Routledge _eprint: https://doi.org/10.1080/02671522.2022.2034925
Keywords: Author:OpenDevEd; Open education resources; Zimbabwe; educational technology; tablets; teacher education; teacher professional development

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

Turning to technology: A global survey of teachers' responses to the Covid-19 pandemic - Pota, Vikas; Hennessy, Sara; Koomar, Saalim; Kreimeia, Adam; Zubairi, Asma; Aerts, Carla; Gault, Claire (T4 Education & EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 4804264:52V3UA3K 4804264:EGHQI9RE
Keywords: Final_citation; cited; existing

Tutorbot: A Chatbot for Higher Education Practice - Sjöström, Jonas; Dahlin, Maritha (Designing for Digital Transformation. Co-Creating Services with Citizens and Industry, 2020)
In this paper, we present the design of Tutorbot – a chatbot software to support learning and teaching in higher education. We account for the implementation of the design as a proof-of-concept and share reflections from experiences in the design and implementation process expressed as design considerations for the design of chatbots in a higher education setting.
Keywords: Architecture; Chatbot; Design; Design science research; Higher education; Practice

TV-Based Learning in Bangladesh : Is it Reaching Students? - Biswas, Kumar; Asaduzzaman, TM; Evans, David; Fehrler, Sebastian; Ramachandran, Deepika; Sabarwal, Shwetlena (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:WTAU4C2G 2339240:IV9AYHPY

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

TVET and Digitalization - Literature Review - Megha-Bongnkar, Ghislaine; Haseloff, Gesine; Haßler, Björn (OpenDevEd, 2022)
ZenodoArchiveID: 6615086 ZenodoArchiveConcept: 6615085 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.278 2129771:HWQJK37N
Keywords: Author:OpenDevEd; _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

TVET research in SSA: Recommendations for Thematic Priorities - Haßler, Björn; Haseloff, Gesine (Rift Valley Technical Training Institute, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0200 2129771:TMQ5DIM2
Keywords: Author:OpenDevEd; _DOILIVE; _r:crossref; _yl:a

TVET Research in SSA: Recommendations for Thematic Priorities - Haßler, Björn; Haseloff, Gesine (Africa Journal of Technical and Vocational Education and Training, 2022)
This paper builds on our study on research on Technical and Vocational Education and Training (TVET) in sub-Saharan Africa (SSA). The study was commissioned by the German Federal Ministry of Education and Research (Bundesministerium für Bildung und Forschung, BMBF) and was conducted in 2019. Our study undertook a systematic literature review, which evaluated over 2,000 scientific publications, classifying some 300 as relevant to the topic and examined them in greater detail. One focus area was the institutionalisation of research on TVET in sub-Saharan Africa, its actors, networks and funding. A second area focused on the topics and content addressed by researchers on TVET in SSA. Our comprehensive study allows us to derive indications for future TVET research in SSA, which form the content of the present paper. Our recommendations for future research emerge from: The research literature analysed; A series of expert interviews; and A Structured Community Review. Our key contribution is an extension of the Mulder-Roelofs Vocational Education and Training Research Framework of categories for TVET research. The framework reflects the focus and quality criteria of European/German TVET, and is an ideal starting point. Through our research, we revised and extended the framework for use in SSA. Our goal was to build on international standards on the one hand, but on the other hand to extend and apply those for use in SSA. It therefore makes it possible to respond to the latest state of research both from a European perspective (e.g., donors/organisations like BMBF), as well as to examine the broad spectrum of very different aspects of TVET research in SSA. After presenting the relevant categories of TVET research, the authors go into detail on the topics for further research. Their conclusion recommends continuous research monitoring based on a constantly updated international network of researchers and institutions with an interest in TVET research in SSA. In particular, we propose a coordinated effort for an online, international community of stakeholders and researchers involved in TVET research in sub-Saharan Africa (https://convet.org).
Number: 1 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0268 2129771:9W8CBQSQ
Keywords: Author:OpenDevEd; AuthorFirst:Haßler; Education; Internationalisation; Research; TVET; Teacher; Work Based; _bjoern_cv; _genre:LR-literature_review; _r:ImportedToMyEducationEvidence; _yl:a

TVET Research in SSA: Recommendations for Thematic Priorities | Africa Journal of Technical and Vocational Education and Training - Haßler, Björn; Haseloff, Gesine (2022)
KerkoCite.ItemAlsoKnownAs: 2129771:Y5Q9XG2S 2486141:VGUNXBX3
Keywords: Author:OpenDevEd

TVET research in SSA: Table of Thematic Priorities extending Mulder/Roelofs - Haßler, Björn; Haseloff, Gesine (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0200 10.53832/opendeved.0201 2129771:QJGKYTEJ 2129771:TMQ5DIM2
Keywords: Author:OpenDevEd; _DOILIVE; _r:crossref; _yl:b

Twelve tips for using synchronous virtual classroom technologies in medical education - Luke, Karl (MedEdPublish, 2021)
The COVID-19 pandemic has resulted in unprecedented transformations in medical education, with a shift from face-to-face learning activities to digital education. Virtual classroom technologies have played a pivotal role in supporting synchronous teaching activities; however, it can be extremely challenging for many educators to use virtual classrooms tools eﬀectively. This article presents twelve tips based on best practices in educational design, learning theories, current research in online learning, and the authors’ personal experiences of designing online activities within medical education. The twelve tips aim to help medical educators use virtual classroom solutions more eﬀectively to promote learner engagement and learning.

Two Thirds of the World’s School-Age Children Have No Internet Access at Home, New UNICEF-ITU Report Says - UNICEF, I.T.U. (2020)
KerkoCite.ItemAlsoKnownAs: 4804264:9RRYIW5L 4804264:MWXA8KY4
Keywords: Final_citation; anystyle; existing

UCT Low Tech Remote Teaching Guidelines - CILT (Centre for Innovation in Learning and Teaching, 2020)
University of Cape Town Low Tech Remote Teaching Principles Teaching and learning remotely during a global pandemic is a challenging task for everyone. Keep it simple for you and your students. CILT will help you move your course online: reach out to us at help@vula.uct.ac.za, use the rem...
KerkoCite.ItemAlsoKnownAs: 2129771:MQ8T5CAY

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

UN Flagship Report Disability - United Nations (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:EMP7MGQJ 2339240:IETXYZZQ 2405685:R6QHFIUK

unarXive 2022: All arXiv Publications Pre-Processed for NLP, Including Structured Full-Text and Citation Network - Saier, Tarek; Krause, Johan; Färber, Michael (2023 ACM/IEEE Joint Conference on Digital Libraries (JCDL), 2023)
Large-scale data sets on scholarly publications are the basis for a variety of bibliometric analyses and natural language processing (NLP) applications. Especially data sets derived from publication's full-text have recently gained attention. While several such data sets already exist, we see key shortcomings in terms of their domain and time coverage, citation network completeness, and representation of full-text content. To address these points, we propose a new version of the data set unarXive. We base our data processing pipeline and output format on two existing data sets, and improve on each of them. Our resulting data set comprises 1.9 $\mathrm{M}$ publications spanning multiple disciplines and 32 years. It furthermore has a more complete citation network than its predecessors and retains a richer representation of document structure as well as non-textual publication content such as mathematical notation. In addition to the data set, we provide ready-to-use training/test data for citation recommendation and IMRaD classification. All data and source code is publicly available at https://github.com/IlIDepence/unarXive.
Conference Name: 2023 ACM/IEEE Joint Conference on Digital Libraries (JCDL) ISBN: 9798350399318 Place: Santa Fe, NM, USA Publisher: IEEE

Uncertainty Analysis of Climate Change Impacts on Flood Frequency by Using Hybrid Machine Learning Methods - Anaraki, Mahdi Valikhan; Farzin, Saeed; Mousavi, Sayed-Farhad; Karami, Hojat (Water Resources Management, 2021)

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

Undergraduate-level teaching and learning approaches for interprofessional education in the health professions: a systematic review - Aldriwesh, Marwh Gassim; Alyousif, Sarah Mohammed; Alharbi, Nouf Sulaiman (BMC Medical Education, 2022)
Although most systematic reviews of interprofessional education (IPE) evaluated the impact of IPE on the students’ acquisition of knowledge in relation to other professions, the development of teamwork skills, and the changes in collaborative behaviour, the processes involved in IPE (i.e., approaches to teaching and learning) are under-researched. The purpose of the study was to conduct a systematic review to establish how IPE has been implemented in university-based undergraduate curricula, focusing on the teaching and learning approaches.

Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study - Rolleston, C.; Hoddinott, J.; Dawit, T.; Sabates, R.; Woldehanna, T. ((RISE Working Paper Series 21/071). Research on Improving Systems of Education (RISE): Oxford, UK. (2021), 2021)
Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N= 3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls
Issue: 21/071 Num Pages: 35 Number: 21/071 Place: Oxford, UK Publisher: Research on Improving Systems of Education (RISE) KerkoCite.ItemAlsoKnownAs: 2129771:3HTC7DZW

Understanding Barriers to Girls’ Access and Use of EdTech in Kenya During Covid-19 - Tembey, Lara; Baier, Jasmin; Ogolla, Concilia; Mohan, Prithika (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:EUI5EZPL 4804264:F6DRNVXC
Keywords: Final_citation; cited; existing

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

Understanding evidence: a brief guide for edtech produceers - Kucirkova, Natalia (2022)
KerkoCite.ItemAlsoKnownAs: 2129771:M74IILP3 4426965:9MXGUN2I

Understanding how educational maths apps can enhance learning: A content analysis and qualitative comparative analysis - Outhwaite, Laura A.; Early, Erin; Herodotou, Christothea; Van Herwegen, Jo (British Journal of Educational Technology, 2023)
Abstract Educational applications (apps) are ubiquitous within children's learning environments and emerging evidence has demonstrated their efficacy. However, it remains unclear what the active ingredients (ie, mechanisms), or combination of ingredients, of successful maths apps are. The current study developed a new, open‐access, three‐step framework for assessing the educational value of maths apps, comprised of type of app, mathematical content and app design features. When applied to a selection of available maths apps previously evaluated with children in the first 3 years of school (the final sample included 23 apps), results showed that practice‐based apps were the most common app type tested ( n = 15). Basic number skills, such as number representation and relationships, were the most common area of mathematics targeted by apps ( n = 21). A follow‐up qualitative comparative analysis showed observed learning outcomes with maths apps were enhanced when apps combined the following: a scaffolded and personalised learning journey (programmatic levelling) and explanations of why answers were right or wrong (explanatory feedback), as well as praise, such as ‘Great job!’ (motivational feedback). This novel evidence stresses the significance of feedback and levelling design features that teaching practitioners and other stakeholders should consider when deciding which apps to use with young children. Directions for future research are discussed. Practitioner notes What is already known about this topic Educational apps have been shown to support maths attainment in the first 3 years of school. Several existing frameworks have attempted to assess the educational value of some of these maths apps. Emerging experimental evidence also demonstrates the benefits of specific app design features, including feedback and levelling. What this paper adds Practice‐based maths apps are the most common type of app previously evaluated with young children. These evaluated maths apps have mostly focused on basic number skills. The combination of explanatory and motivational feedback, with programmatic levelling (either dynamic or static), was a necessary condition for enhancing learning outcomes with maths apps. Implications for practice and policy The inclusion of feedback and levelling in maths apps should be considered by app developers when designing apps, and by educational practitioners and parents when deciding which apps to use with their children. Further consideration is also needed for the development of educational apps that include a broad range of maths skills.
KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.13339 2129771:KTXIMESK 2486141:2DN8NJV3

Understanding Multidimensional Determinants of Disability-Inclusive Education: Lessons from Rwanda, Sierra Leone, and Zambia - World Bank (World Bank, 2022)
Keywords: _C:Sierra Leone SLE

Understanding Sustainable Exit Strategies of Voluntary Development Organisations. Amical Break-Up or Messy Divorce? - Mil, Anne-Fleur Lurvink, Imke van, Sara Kinsbergen (The Rise of Small-Scale Development Organisations, 2023)
Over the past decade, the changing aid architecture has been at the center of attention in development studies. The increasing number of established development actors and the influx of alternative development actors are attracting the attention of academic research. At the same time, still relatively little attention is being given to organisations exiting the field. In this chapter, we present a new framework to study sustainable exist strategies. We apply the framework on the ending of the partnership of two Dutch voluntary, small-scale development organisations (Private Development Initiatives, PDI) with their Indonesian local counterparts. Through a case-study approach, we study why and how partnerships are ended and how this impacts the sustainability of development interventions. We argue that the emotional connection between the PDI and its local counterpart is key feature in understanding their exits.
Num Pages: 16

Understanding Teacher Digital Competence in the Framework of Social Sustainability: A Systematic Review - De la Calle, Ana Maria; Pacheco-Costa, Alejandra; Gomez-Ruiz, Miguel Ángel; Guzman-Simon, Fernando (MDPI Journals, 2021)
Due to the global COVID-19 pandemic, ICT has been urgently introduced in education systems in a generalised manner. In this context, it is essential for teachers to master a spectrum of basic digital competencies and manifest digital leadership in the classroom. In addition, it is necessary to consider the relationship between digital competence development and social sustainability, that is, social and cultural heritage, and to what extent they contribute to improving social cohesion and living conditions in a community. This study presents a systematic review of research on teacher digital competence and social sustainability based on the PRISMA model and a review of 22 studies indexed in SCOPUS. The review reveals that most are intended to measure the digital competence level of teachers, usually in compulsory stages of the educational system and through quantitative studies based on virtual questionnaires comprised of closed-ended questions. However, the studies tend to ignore questions related to social sustainability (access to resources, heritage culture, intergenerational transmission, employability, or gender equality). It is therefore urgent to develop research committed to a sustainable society that is oriented towards social justice.
KerkoCite.ItemAlsoKnownAs: 10.3390/su132313283 2339240:KETKPSD6 2405685:GWCW5FRL

Understanding Teacher School Choice Preferences: What Matters Most for Teacher Deployment in Sierra Leone? - McBurnie, Chris; Godwin, Katie; Haßler, Björn (2022)
This exploratory mixed-methods study investigates the factors that shape where teachers want to work in Sierra Leone. We identify five dominant factors: monetary incentives, school conditions, opportunities for professional development and support, school location, and relationships with the school and the community. Importantly, these factors combine to push and pull teachers to different locations. Moreover, the factors interact with individual teacher characteristics such as gender, family status, and experience to influence school choice preferences. This set of factors — and their interaction with certain teacher characteristics — continues to shape preferences as teachers move up the career ladder.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6817992 2129771:7N48R3PH
Keywords: _C:Sierra Leone SLE; ⛔ No DOI found

Understanding Teacher School Choice Preferences: What Matters Most for Teacher Deployment in Sierra Leone? - McBurnie, Chris; Godwin, Katie; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6817992 2129771:DUAVS9AV 2405685:KAAC2B78
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

Understanding the accuracy of teachers’ perceptions about low achieving learners in primary schools in rural India: An empirical analysis of alignments and misalignments - Wadmare, Pratik; Nanda, Mansi; Sabates, Ricardo; Sunder, Naveen; Wadhwa, Wilima (International Journal of Educational Research Open, 2022)
Teachers' perceptions of their students’ academic skills are crucial in enabling teaching at the appropriate level and shaping learning processes. We examine how accurate are teachers’ perceptions for low achieving students using data collected from around 1,800 primary school teachers across 848 schools in rural India. We find that around 40% of teachers inaccurately perceive that the low performing students in their classroom had already acquired foundational literacy, when they have not. Female teachers, para-teachers, and teachers with lower work burden are more likely to have accurate perceptions of low performing students. Our study highlights the need to work with teachers to ensure more realistic perceptions in order for pedagogical approaches like teaching at the right level to reach its intended impact.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedro.2022.100198 2129771:8BDMZDN7
Keywords: Foundational Literacy; India; Perceptions; School Accountability; Teachers

Understanding the Effect of Covid-19 on the Education System and the Students in India - Ahlawat, Bhavna (International Journal of Engineering Applied Sciences and Technology, 2020 Vol. 5, Issue 5, ISSN No. 2455-2143, Pages 146-151, 2020)
Keywords: ⛔ No DOI found

Understanding the External Social Benefits of Education in Ethiopia: A Contextual Analysis Using Young Lives - Sabates, Ricardo; Zhao, Yiran Vicky; Mitchell, Rafael; Ilie, Sonia (Journal of Education Finance, 2021)
Publisher: University of Illinois Press KerkoCite.ItemAlsoKnownAs: 2129771:AETKVZAP
Keywords: ⛔ No DOI found

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

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

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

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

UNICEF scales up support to keep children learning, as COVID-19 forces schools to close - UNICEF (2020)
Library Catalog: www.unicef.org KerkoCite.ItemAlsoKnownAs: 2129771:IZE9L2NN IZE9L2NN

Unintended consequences of English school stock energy-efficient retrofit on cognitive performance of children under climate change - Dong, J.; Schwartz, Y.; Korolija, I.; Mumovic, D. (Building and Environment, 2024)
School building stock retrofit forms a key part of UK’s commitment to net-zero carbon target by 2050. However, with a changing climate, the retrofit of school buildings may have unintended consequences on classroom thermal environments and cognitive performance of children in non-heating seasons. This paper aims to quantify the impact of school stock retrofit in accordance with increasingly tightening energy efficiency regulatory requirements on cognitive performance of English children, while also exploring the potential adaptation measures under climate change. The results indicate that English schools that undergo envelope insulation exhibit higher Cognitive Performance Loss (CPL) of children compared to their original conditions. Passive climate adaptation measures, especially increased daytime ventilation rate was found to be an effective strategy for mitigating the impact of climate change on cognitive performance. However, the benefits of passive measures will diminish as the climate warms, while air conditioning will be required to maintain cognitive performance loss at relatively low levels. In addition to the reduction of heating load, envelope insulation can provide benefits for English schools in cooler climatic regions from both cognitive performance and energy point of view. The study calls for the CPL to be added as one of the key performance indicators when considering the long-term impact of climate change on schools. This would enable policy makers and relevant stakeholders to make more holistic decisions regarding school stock retrofit while ensuring that classrooms are conducive to learning.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.buildenv.2023.111107 2129771:CGS92VPR 5072953:RXETR3RL
Keywords: _z:class:countries

Universal Access Development Fund | Home - Universal Access Development Fund (Sierra Leone) (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:AVUVWP3X 2405685:FNIEIP9B

Universities prepare for semester of online and hybrid learning - Quinn, Callan (The Pie News, 2020)
News and business analysis for Professionals in International Education, Many students are not enthusiastic about online learning after a summer of lecture-by-Zoom. So what have universities and colleges planned for the new semester?
KerkoCite.ItemAlsoKnownAs: 2129771:SLHM3SIH 2486141:629VQYAC

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

UPDATE: The government of the republic of South Sudan has ordered the closure of all schools starting from Monday, 18th, March 2024 due to the high temperatures. According to the country's health ministry, there are reported cases of death resulting from high heat #NTVNews https://t.co/8s6Vr71yK1 - NTV UGANDA [@ntvuganda] (Twitter, 2024)
KerkoCite.ItemAlsoKnownAs: 2129771:SJQKPD99 5072953:449RER6Y
Keywords: _z:class:countries

Urban poverty and education. A systematic literature review - Silva-Laya, Marisol; D'Angelo, Natalia; García, Elda; Zúñiga, Laura; Fernández, Teresa (Educational Research Review, 2020)
This systematic literature review seeks to provide information on the limitations and opportunities faced by the urban poor in leveraging the potential benefits of education. The review covers the period 1995–2017 and includes 66 articles. The analysis addresses: a) the educational achievement of the urban poor and b) the conditions under which they receive education. Results show that, despite attending school, the urban poor are not able to fully satisfy their right to education. Their educational achievement is deficient in terms of learning, educational trajectory and the capacity to aspire to a better future and although they are included in schooling, material deprivation combined with socio-territorial characteristics and cultural and administrative obstacles means that this inclusion occurs in a stratified manner. The findings urge a reexamination of the discussion around the challenge of education in facilitating social mobility. Breaking the cycle between urban poverty and education requires multisectoral public policies with an equity perspective and the coordinated participation of various social actors.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.edurev.2019.05.002 2129771:BFVNFGTQ
Keywords: Academic achievement; Aspirations; Equity and access; School segregation; Urban poverty; _genre:LR-literature_review

Urban water resource management for sustainable environment planning using artificial intelligence techniques - Xiang, Xiaojun; Li, Qiong; Khan, Shahnawaz; Khalaf, Osamah Ibrahim (Environmental Impact Assessment Review, 2021)
Publisher: Elsevier

Use and Impact of Artificial Intelligence on Climate Change Adaptation in Africa - Rutenberg, Isaac; Gwagwa, Arthur; Omino, Melissa (African Handbook of Climate Change Adaptation, 2021)
Abstract Although Climate Change is a global phenomenon, the impact in Africa is anticipated to be greater than in many other parts of the world. This expectation is supported by many factors, including the relatively low shock tolerance of many African countries and the relatively high percentage of African workers engaged in the agricultural sector. High-income countries are increasingly turning their focus to climate change adaptation, and Artificial Intelligence (AI) is a critical tool in those efforts. Algorithms using AI are making better predictions on the short- and long-term effects of climate change, including predictions related to weather patterns, floods and droughts, and human migration patterns. It is not clear, however, that Africa is (or will be) maximally benefitting from those AI tools, particularly since they are largely developed by highly developed countries using data sets that are specific to those same countries. It is therefore important to characterize the efforts underway to use AI in a way that specifically benefits Africa in climate change adaptation. These efforts include projects undertaken physically in Africa as well as those that have Africa as their focus. In exploring AI projects in or about Africa, this chapter also looks at the sufficiency of such efforts and the variety of approaches taken by researchers working with AI to address climate change in Africa.
KerkoCite.ItemAlsoKnownAs: 2129771:QETNHH33 2129771:UWQS9ERY

Use of Twitter Technology in Educational Learning - Sunday, Ajibo Anthony (The Turkish Online Journal of Educational Technology, 2021)
KerkoCite.ItemAlsoKnownAs: 4804264:L7FAMQE9
Keywords: Final_citation; cited; existing; ⛔ No DOI found

User Journey Mapping and Ideation - McBurnie, Chris; Hassan, Mustafa Syed; Moustafa, Nariman; Walker, Hannah; Lurvink, Anne-Fleur; Macharia, Grace; Haßler, Björn (Open Development & Education, 2023)
This resource is an output of the Open Development & Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/.
ZenodoArchiveID: 8386685 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1009 ZenodoArchiveConcept: 8386684
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Using AI to Automate Literature Reviews - Haßler, Björn; Hassan, Mustafa; Klune, Christopher (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 10529049 ZenodoArchiveConcept: 10529048 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1003 2129771:JC66TBWQ 2405685:BVD8JX7V
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

Using artificial intelligence to visualize the impacts of climate change - Luccioni, Alexandra; Schmidt, Victor; Vardanyan, Vahe; Bengio, Yoshua (IEEE Computer Graphics and Applications, 2021)
Publisher: IEEE

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

Using DeepSpeed and Megatron to Train Megatron-Turing NLG 530B, A Large-Scale Generative Language Model - Smith, Shaden; Patwary, Mostofa; Norick, Brandon; LeGresley, Patrick; Rajbhandari, Samyam; Casper, Jared; Liu, Zhun; Prabhumoye, Shrimai; Zerveas, George; Korthikanti, Vijay; Zhang, Elton; Child, Rewon; et al. (arXiv, 2022)
Pretrained general-purpose language models can achieve state-of-the-art accuracies in various natural language processing domains by adapting to downstream tasks via zero-shot, few-shot and fine-tuning techniques. Because of their success, the size of these models has increased rapidly, requiring high-performance hardware, software, and algorithmic techniques to enable training such large models. As the result of a joint effort between Microsoft and NVIDIA, we present details on the training of the largest monolithic transformer based language model, Megatron-Turing NLG 530B (MT-NLG), with 530 billion parameters. In this paper, we first focus on the infrastructure as well as the 3D parallelism methodology used to train this model using DeepSpeed and Megatron. Next, we detail the training process, the design of our training corpus, and our data curation techniques, which we believe is a key ingredient to the success of the model. Finally, we discuss various evaluation results, as well as other interesting observations and new properties exhibited by MT-NLG. We demonstrate that MT-NLG achieves superior zero-, one-, and few-shot learning accuracies on several NLP benchmarks and establishes new state-of-the-art results. We believe that our contributions will help further the development of large-scale training infrastructures, large-scale language models, and natural language generations.
arXiv:2201.11990 [cs]
Keywords: Computer Science - Computation and Language

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

Using EdTech to Support Effective Data Monitoring: A Curated Resource List. - Koomar, Saalim; Blest, Harriet (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:EK3RTX6F
Keywords: Final_citation

Using EdTech to Support Learning Remotely in the Early Years. Rapid Literature Review of Evidence from the Global Response to Covid-19. - Korin, Astrid (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
previousDOI: 10.5281/zenodo.4664510 zotzenLib.CopiedFrom: 2405685:RTQ64R3P KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4664510 10.5281/zenodo.4746391 2129771:RTW79DEP 2339240:CJNJNHNU 2405685:RTQ64R3P
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _genre:LR-literature_review; _r:AddedByZotZen; _zenodoETH