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

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

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

Covid- 19 and the future of practicum in teacher education in Zimbabwe: Rethinking the ‘new normal’ in quality assurance for teacher certification - Moyo, Nathan (Journal of Education for Teaching, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2020.1802702 2129771:N9USNSSI 4502395:83EVNLIA

COVID-19 and the Digital Transformation of Education: What We Are Learning in South Africa - Mhlanga, David; Moloi, Tankiso (2020)
The study sought to gauge the impact of COVID-19 pandemic in unleashing digital transformation in the education sector in South Africa. In order to gauge the impact, the study tracked the rate at which the 4IR tools were used by various institutions during the COVID-19 lockdown. Data were obtained from secondary sources, mainly newspaper articles, magazines and peer-reviewed journals. The findings are that, in South Africa, during the lockdown, a variety of 4IR tools were unleashed from primary education to higher and tertiary education where educational activities switched to remote learning (online learning). These observations point to the fact that South Africa generally has, some pockets of excellence to drive the education sector into the 4IR, which has the potential to increase access. Access to education, particularly at a higher education level, has always been a challenge due to a limited number of spaces available. Much as this pandemic has brought with it massive human suffering across the globe, there is an opportunity to assess successes and failures of deployed technologies, costs associated with them, and scaling these technologies to improve access.
Publisher: Preprints KerkoCite.ItemAlsoKnownAs: 10.20944/preprints202004.0195.v1 2129771:XL2TPA77
Keywords: __C:filed:1

COVID-19 and the Digital Transformation of Education: What Are We Learning on 4IR in South Africa? - Mhlanga, David; Moloi, Tankiso (Education Sciences, 2020)
The study sought to assess the influence of the COVID-19 pandemic in motivating digital transformation in the education sector in South Africa. The study was premised on the fact that learning in South Africa and the rest of the world came to a standstill due to the lockdown necessitated by COVID-19. To assess the impact, the study tracked the rate at which the Fourth Industrial Revolution (4IR) tools were used by various institutions during the COVID-19 lockdown. Data were obtained from secondary sources. The findings are that, in South Africa, during the lockdown, a variety of 4IR tools were unleashed from primary education to higher and tertiary education where educational activities switched to remote (online) learning. These observations reflect that South Africa generally has some pockets of excellence to drive the education sector into the 4IR, which has the potential to increase access. Access to education, particularly at a higher education level, has always been a challenge due to a limited number of spaces available. Much as this pandemic has brought with it massive human suffering across the globe, it has presented an opportunity to assess successes and failures of deployed technologies, costs associated with them, and scaling these technologies to improve access.
Publisher: MDPI KerkoCite.ItemAlsoKnownAs: 10.3390/educsci10070180 2129771:FZ72LCBN 2129771:KGMAPFPF
Keywords: 4IR; COVID-19; South Africa; __C:filed:1; digital transformation; education

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

COVID-19 and teacher education: a literature review of online teaching and learning practices - Carrillo, Carmen; Flores, Maria Assunção (European Journal of Teacher Education, 2020)
The COVID-19 pandemic has impacted education at all levels in various ways. Institutions and teacher educators had to quickly respond to an unexpected and ‘forced’ transition from face-to-face to remote teaching. They also had to create learning environments for student teachers doing their preparation in the light of the requirements of teacher education programmes and the conditions in which both universities and schools had to operate. This paper provides a review of the literature on online teaching and learning practices in teacher education. In total, 134 empirical studies were analysed. Online teaching and learning practices related to social, cognitive and teaching presence were identified. The findings highlighted the need for a comprehensive view of the pedagogy of online education that integrates technology to support teaching and learning. The implications of this study for the development of online teaching and learning practices are discussed. Suggestions for further research are also examined.
Publisher: Routledge _eprint: https://doi.org/10.1080/02619768.2020.1821184 KerkoCite.ItemAlsoKnownAs: 10.1080/02619768.2020.1821184 2129771:IDTKRE42 2129771:K5S5HT2G 2129771:SREBALP3
Keywords: Covid-19; Online learning; online practices; teacher education

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

COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy - Murphy, Michael P. A. (Contemporary Security Policy, 2020)
The COVID-19 pandemic quickly led to the closure of universities and colleges around the world, in hopes that public health officials’ advice of social distancing could help to flatten the infection curve and reduce total fatalities from the disease. Drawing on Copenhagen school securitization theory and analyzing 25 declarations of emergency eLearning at American universities, I argue that in addition to COVID-19 being framed as a general threat, face-to-face schooling was also presented as a threat through these policies. A review of securitization theory—with particular attention to the question of advocacy and the relationship of desecuritization to emancipation—grounds the investigation theoretically. I argue that securitization theory is an important tool for educators not only for observing (and understanding) the phenomenon of emergency eLearning, but also for advocating the desecuritization of schooling after the COVID-19 crisis passes.
Publisher: Routledge _eprint: https://doi.org/10.1080/13523260.2020.1761749 KerkoCite.ItemAlsoKnownAs: 10.1080/13523260.2020.1761749 2129771:NX7XZ24B
Keywords: COVID-19; Securitization; __C:filed:1; desecuritization; emancipation; state of exception

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

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

COVID-19 and digital disruption in UK universities: afflictions and affordances of emergency online migration - Watermeyer, Richard; Crick, Tom; Knight, Cathryn; Goodall, Janet (Higher Education, 2020)
COVID-19 has caused the closure of university campuses around the world and migration of all learning, teaching, and assessment into online domains. The impacts of this on the academic community as frontline providers of higher education are profound. In this article, we report the findings from a survey of n = 1148 academics working in universities in the United Kingdom (UK) and representing all the major disciplines and career hierarchy. Respondents report an abundance of what we call ‘afflictions’ exacted upon their role as educators and in far fewer yet no less visible ways ‘affordances’ derived from their rapid transition to online provision and early ‘entry-level’ use of digital pedagogies. Overall, they suggest that online migration is engendering significant dysfunctionality and disturbance to their pedagogical roles and their personal lives. They also signpost online migration as a major challenge for student recruitment, market sustainability, an academic labour-market, and local economies.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10734-020-00561-y 2129771:6J5WM9SM
Keywords: __C:filed:1

COVID-19: An Accelerated Learning Challenge for Developing & Developed Countries Alike - Bella, Professor Hassan (Sudan Journal of Medical Sciences (SJMS), 2020)
Covid-19 is the fastest evolving and most horrific pandemic in the recent global history. It is perhaps the greatest and most daunting challenge humanity has faced since World War II and could bring on so many sequelae and a ‘recession with no parallel in the recent past’ [1]. The editors of the Sudan Journal of Medical Sciences have commissioned this timely issue of the journal to assess the implications of this unprecedented event on Sudan’s healthcare sector. Researching the literature for the purpose of this editorial, using Google Scholar and other authentic search engines, produced a seemingly infinite number of titles. Never in my career as medical teacher and researcher I have encountered such a vast volume of literature produced on one subject in such a very short time.
KerkoCite.ItemAlsoKnownAs: 10.18502/sjms.v15i5.6880 2129771:EHS6HGCQ 2339240:7ENNWCFG 2486141:YXYXMBFN
Keywords: _AcademicRecoveryOECS

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

Cover Note for COVID-19 Accelerated Funding Request - OECS (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:XFQST9JR

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

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

Country-Level Research Review: EdTech in Pakistan - Zubairi, Asma; Halim, Waqas; Kaye, Tom; Wilson, Sam (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4596486 2129771:3CUB9UK6 2339240:3JHAWKKZ 2405685:NZUHTJBG 2339240:NHJQTPKC
Keywords: _r:ImportedToMyEducationEvidence; dode_eth-src-eth; dode_eth-trf2-dode

Country-level research review: EdTech in Pakistan - Zubairi, Asma; Halim, Waqas; Kaye, Tom; Wilson, Samuel (2021)
Publisher: Working Paper]. EdTech Hub. https://doi. org/10.5281/zenodo. 4596486 …
Keywords: ⛔ No DOI found

Country-Level Research Review: EdTech in Ghana - Tsapali, Maria; Major, Louis; Damani, Kalifa; Mitchell, Joel; Taddese, Abeba (2021)
Publisher: EdTech Hub
Keywords: ⛔ No DOI found

Country-Level Research Review: EdTech in Bangladesh - Zubairi, Asma; Kreimeia, Adam; Kaye, Tom; Ashlee, Amy (2021)
Keywords: ⛔ No DOI found

Country Dashboard - G3ICT (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:KX7VZFJZ

Costing the implementation of public health interventions in resource-limited settings: a conceptual framework - Sohn, Hojoon; Tucker, Austin; Ferguson, Olivia; Gomes, Isabella; Dowdy, David (Implementation Science, 2020)
Background: Failing to account for the resources required to successfully implement public health interventions can lead to an underestimation of costs and budget impact, optimistic cost-effectiveness estimates, and ultimately a disconnect between published evidence and public health decision-making. Methods: We developed a conceptual framework for assessing implementation costs. We illustrate the use of this framework with case studies involving interventions for tuberculosis and HIV/AIDS in resource-limited settings. Results: Costs of implementing public health interventions may be conceptualized as occurring across three phases: design, initiation, and maintenance. In the design phase, activities include developing intervention components and establishing necessary infrastructure (e.g., technology, standard operating procedures). Initiation phase activities include training, initiation of supply chains and quality assurance procedures, and installation of equipment. Implementation costs in the maintenance phase include ongoing technical support, monitoring and evaluation, and troubleshooting unexpected obstacles. Within each phase, implementation costs can be incurred at the site of delivery (“site-specific” costs) or more centrally (“above-service” or “central” costs). For interventions evaluated in the context of research studies, implementation costs should be classified as programmatic, researchrelated, or shared research/program costs. Purely research-related costs are often excluded from analysis of programmatic implementation. Conclusions: In evaluating public health interventions in resource-limited settings, accounting for implementation costs enables more realistic estimates of budget impact and cost-effectiveness and provides important insights into program feasibility, scale-up, and sustainability. Assessment of implementation costs should be planned prospectively and performed in a standardized manner to ensure generalizability.

Costed plan tool - Teixeira, Beatriz (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/

Costed plan tool - Teixeira, Beatriz; Vijil-Morin, Alejandra; Villavicencio, Xuzel; Haßler, Björn (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10265580 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1051 ZenodoArchiveConcept: 10265579
Keywords: _internal; _r:AddedByMyEducationEvidence

Costed Implementation Plan - Vijil, Alejandra; Haßler, Björn (Organisation of Eastern Caribbean States, 2022)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0263 2129771:ADZ57F4H
Keywords: Author:OpenDevEd

Cost Measurement Guidance Note for Donor-Funded Education Programming. - Walls, Elena; Tulloch, Caitlin; Holla, Alaka (United States Agency for International Development, prepared for Building Evidence in Education (BE2), 2020)
The guidance note’s fundamental objective is to facilitate the adoption of robust cost measurement practices and for the results to improve the effectiveness of global investments in education development among funders and national governments. The closing section of the note presents recommended steps for instituting cost measurement practices in an international donor agency. Harmonizing cost measurement across the entire global sector will increase its value by allowing for comparisons of cost-efficiency and cost-effectiveness of interventions funded by different donors. Similar to international standards for evaluation studies, adopting clear standards for cost studies would allow us to build and use the knowledge base and ultimately improve the efficiency and effectiveness of international investments in education.
KerkoCite.ItemAlsoKnownAs: 2129771:KWXURUXY 2129771:QVKV492S 2129771:VGK8I54Y 2405685:VI4JKHFK

Cost-Effectiveness and EdTech: Considerations and case studies - Chuang, Rachel; Burnett, Nicholas; Robinson, Elizabeth (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:3I7YF8CE 4869029:ZQ2IXR4H

Cost-Effective EdTech Paper 1: A position piece on how the sector can make progress - Mitchell, Joel; D'Rozario, Jonny (EdTech Hub, 2022)
KerkoCite.ItemAlsoKnownAs: 4804264:MHVDI7G5
Keywords: Final_citation; cited; existing

Cost-Effective-Approaches-to-Improve-Global-Learning-What-Does-Recent-Evidence-Tell-Us-Are-Smart-Buys-for-Improving-Learning-in-Low-and-Middle-Income-Countries.pdf - GEEAP (Global Education Evidence Advisory Panel, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:H432I3KX
Keywords: Final_citation; cited; existing

Cost-effective approaches to improve global learning: What does recent evidence tell us are “Smart Buys” for improving learning in Low and Middle Income Countries? - World Bank (2020)
Cost-Effective Approaches to Improve Global Learning : What Does Recent Evidence Tell Us Are “Smart Buys” for Improving Learning in Low and Middle Income Countries? (English)
KerkoCite.ItemAlsoKnownAs: 2129771:W76267WA 2129771:WH8UKB5B 2339240:LB976C9V 2405685:J5BTUHXI 2405685:PXQZNUIT 2534378:DWVFIYUY
Keywords: _genre:LR-literature_review

Cost- and Learning-Adjusted Years of Schooling - Haßler, Björn (OpenDevEd, 2022)
ZenodoArchiveID: 6615141 ZenodoArchiveConcept: 6615140 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.279 2129771:TQIE4SXP
Keywords: Author:OpenDevEd; _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

CORONAVIRUS: OP-ED: Why it can’t be education as usual - Collective, Bua-lit (Daily Maverick, 2020)
In this time of the Covid-19 pandemic and school closures, we need to plan and strategise creatively so that ALL South African children – not just those with access to digital devices, data, and network coverage – can continue to learn.
Library Catalog: www.dailymaverick.co.za KerkoCite.ItemAlsoKnownAs: 2129771:TRCDE88E

Coronavirus 'could undo 30 years of UK's international development work' - McVeigh, Karen (The Guardian, 2020)
Impact of pandemic could be felt by world’s poorest for years to come, international development secretary tells MPs
KerkoCite.ItemAlsoKnownAs: 2129771:6I53V9HK
Keywords: Aid; Anne-Marie Trevelyan; Department for International Development (DfID); Foreign policy; Global development; Humanitarian response

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

Conversational AI Applications in Ed‐Tech Industry: An Analysis of Its Impact and Potential in Education - Chauhan, Deepika; Singh, Chaitanya; Rawat, Romil; Chouhan, Mukesh (Conversational Artificial Intelligence, 2024)

Contradictions in Learner Interactions in a Blended-Learning Writing Course in the ODL Context: An Activity Theory Analysis - Pullenayegem, Judy; Silva, K. Radhika M. De; Buddhini, Gayathri Jayatilleke (Journal of Learning for Development, 2021)
This paper reports on the use of Engeström’s (1987) Activity Theory (AT) framework to gain insights into the contradictions that emerge within the activity system of the online component of an advanced writing skills course, delivered in a blended-learning mode using the Process Approach. Activity theory, with its principle of contradictions, has been used successfully to identify tensions that arise in interactions between and among participates in online environments. The focus of this mixed-method study was to identify challenges participants experienced due to externally imposed conditions when engaging in the online activities. Data was collected through semi-structured interviews and the online log reports from the Learning Management System (LMS). Contradictions emerged between and among the elements of two activity triangles within the activity system of the online writing course. Implications of these contradictions were noted to take steps to improve the design of the online component of the writing course.
Number: 2
Keywords: Activity theory; Open and Distance learning; _genre:PR-primary_research; advanced writing skills; blended learning; contradictions; ⛔ No DOI found

Contract Type and Teacher Absenteeism in Benin: The Role of Teacher’s Supplemental Income - Senou, Barthelemy Mahugnon (2021)
Absenteeism is a phenomenon that has been noted in professional circles with consequences on the income of the wage earner as well as the profits of the firm, consequences that led, according to statistics from 2005, to losses in public finance amounting to close to 70 billion francs for the Government of Benin. Despite such losses, very few studies in economics have focused on the subject in order to try and give an understanding of the real causes of absenteeism and its consequences. The objective of this study is to explore the relationship between the status of the teacher, supplemental income of the teacher, and the absenteeism of the teacher. Using data from PASEC-CONFEMEN 2005, that will be applied to a theoretical model that we are developing, and through the use of a Tobit empirical method, after having taken the endogeneity bias on the practice of supplemental income generating activities by the teacher into account, this study demonstrates that the practice of income generating activities by teachers positively influences their absenteeism, with contract teachers being more frequently absent than those who are on permanent and pensionable employment contracts. Through linking the level of prices in a locality with absenteeism behaviours, we make it clear that the reasons for absenteeism are mostly related to low purchasing power in the context of earning relatively meagre salaries. These results elicit a set of recommendations that essentially suggest that there should be an improvement in the salaries and working conditions of teachers.
KerkoCite.ItemAlsoKnownAs: 2129771:G5ULT28D 4556019:RK7QIQGC
Keywords: C:Benin; ⛔ No DOI found

Continuous Teacher Learning Circles in Learner-Centered Pedagogy: A Case Study in the Democratic Republic of the Congo - Lund, Jennifer Anne (2020)
This dissertation explores how continuous teacher learning circles (TLCs) support the implementation of a learner-centered pedagogy in grades 5-10 at a school in a long-term refugee community located in the Democratic Republic of the Congo (DRC). Learner-centered pedagogy has gained notice as a means to improve educational outcomes in sub-Saharan Africa (Vavrus & Bartlett, 2012). Learner-centered pedagogy may be defined as education rooted in the interests of students, their prior knowledge, and pedagogy based on student inquiry with the goal of solving real-world problems (Dewey, 1916). TLCs are increasingly used by international educational development organizations, including in the DRC (Frisoli, 2014; Inter-Agency Network for Education in Emergencies, 2015). Focusing on sustained teacher and student learning, one U.S. non-profit has worked since 2011 to co-create learner-centered modules based on locally identified assets and problems. This qualitative case study seeks to illuminate how teacher learning and well-being are supported through the TLCs and what teachers and staff understand about learner-centered pedagogy as a teaching and learning paradigm in the context. Drawing from Kanu's (2005) precept that pedagogical ideas crossing borders are continually reinterpreted and reinvented, this study takes a closer look at how indigenous practices may influence or mediate teacher learning. By using Lave and Wenger’s (1991) concept of communities of practice as the principal theoretical framework, the study relied on data from onsite individual interviews, focus groups, classroom observations, and TLC observations as well as archival documents such as lesson plans, teacher reflections, and transcripts of cross-cultural Skype conversations between Congolese and American staff. Findings suggest that the TLCs viii help teachers gain confidence in learner-centered teaching tools that support safe, inclusive, and engaging classrooms while offering a supportive space to voice problems and receive feedback from peers as they engage in planning and implementing the innovative curriculum. Findings also highlight the need for increased teacher autonomy in lesson planning. Implications of these findings encourage future research to determine whether it is feasible for learner-centered pedagogy and TLCs to be operationalized and sustained over time in other similar settings.
KerkoCite.ItemAlsoKnownAs: 2129771:HKKSKFMH
Keywords: _C:Algeria DZA; _C:Angola AGO; _C:Azerbaijan AZE; _C:Belgium BEL; _C:Botswana BWA; _C:Cambodia KHM; _C:Canada CAN; _C:China CHN; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Congo; Republic COG; _C:Ethiopia ETH; _C:France FRA; _C:Gambia GMB; _C:Greece GRC; _C:Guinea GIN; _C:Italy ITA; _C:Japan JPN; _C:Malawi MWI; _C:Mali MLI; _C:Mexico MEX; _C:Namibia NAM; _C:Pakistan PAK; _C:Rwanda RWA; _C:Serbia SRB; _C:Sierra Leone SLE; _C:Singapore SGP; _C:South Africa ZAF; _C:Sudan SDN; _C:Switzerland CHE; _C:Tanzania TZA; _C:Thailand THA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Continuous professional development in Sierra Leone: Scoping Phase Overview - McBurnie, Chris; Plaut, Daniel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4774318 2129771:YE8VL5V7 2405685:EKMQD8WQ
Keywords: Author:OpenDevEd; _C:Sierra Leone SLE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

Continuing Professional Development (CPD) of Teacher Educators (TEs) within the ecological environment of the island territories of the Organisation of Eastern Caribbean States (OECS) - Antonio, Desiree (University of Liverpool, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:EJX99TXJ

Continue or reboot? Overarching options for education responses to COVID-19 in low- and middle-income countries - Haßler, Björn (Zenodo, 2020)
Björn Haßler, https://opendeved.net/2020/04/15/continue-or-reboot/, 2020-04-15, DOI: 10.5281/zenodo.3753513
EdTechHub.Source: <this> EdTechHub.Source: 2129771:MIMJJLN9 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3753513 2129771:AS5ALSKL 2129771:MIMJJLN9 2405685:36KIX7YE 2405685:696M6DK9
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _C:Germany DEU; _COVID-Continuity-Blogpost-01; __C:filed:1; __C:scheme:1; _bjoern_cv; _r:ImportedToMyEducationEvidence; _yl:p

Contingency plan - Villavicencio, Xuzel; Vijil-Morin, Alejandra (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10265445 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1050 ZenodoArchiveConcept: 10265444
Keywords: _internal; _r:AddedByMyEducationEvidence

Contingency plan - Villavicencio, Xuzel; Vijil-Morin, Alejandra (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/

Contemporary patterns and issues of school segregation and white flight in U.S. metropolitan areas: towards spatial inquiries - Zhang, Charlie H.; Ruther, Matt (GeoJournal, 2020)
Keywords: Lebanon_event_2021; _C:Chile CHL; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Consolidated Feedback on Tanzania Higher Education University Strategic Investment Plans - Adam, Taskeen; Koomar, Saalim; Haßler, Björn (EdTech Hub, 2020)
This EdTech Hub Helpdesk Response provides feedback on 15 Tanzania University Strategic Implementation Plans (USIPs) submitted to the Word Bank’s Higher Education for Economic Transformation Project (HEET). The feedback is intended to enhance and strengthen the plans provided by universities such that the US$300 million is allocated and spent most effectively.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3986727 2129771:B5Z854HJ 2339240:IEATEWRY 2405685:7AFXFRPC
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; dode_eth-src-eth; dode_eth-trf2-dode

Considerations for School Reopening in Ontario: Building a more resilient education system for recovery - Srivastava, Prachi (Education Publications, 2020)
Keywords: ⛔ No DOI found

Consequences for Adolescents When They Become Pregnant, and Become Mothers - Tull, Kerina (2020)
When an adolescent becomes pregnant, her life can change radically – especially if the pregnancy is unplanned. This rapid review presents information on consequences of adolescent pregnancy and adolescent motherhood in low-income countries, low- and middle-income countries (LMICs), and middle-income countries from Africa, Asia, and Latin America and the Caribbean (LAC). Treatment and effects on the adolescent in terms of health, education, employment opportunities, as well as after-effects on their family members are noted. This review finds that Evidence on the consequences of girls returning to school after they become pregnant is limited. Available information focuses more on whether pregnant girls go back to school after giving birth, but not so much on whether the conditions are favourable for adolescent mothers to re-enter school and concentrate on their studies.
Accepted: 2020-10-21T12:08:47Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:6MZXFRVA 4869029:T953IHTQ
Keywords: ⛔ No DOI found

Conducting surveys in Tanzanian schools – Second pilot - Villavicencio, Xuzel; Haßler, Björn; Toyinbo, Oluyemi (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10257420 ZenodoArchiveConcept: 10257419 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1036 2129771:EZ9EFDFS
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Conducting a systematic review in six weeks – experiences with and evaluation of an intensive team pilot project - Ames, Heather; Kornør, Hege; Evensen, Line Holtet; Lidal, Ingeborg Beate; Hafstad, Elisabet; Hestevik, Christine Hillestad; Jardim, Patricia Sofia Jacobsen; Hval, Gyri (Research Square (Research Square), 2023)
Abstract Background Evidence synthesis organisations worldwide are trying to meet commissioners’ need for rapid responses to their evidence synthesis commissions. In this project we piloted an intensive process, working to complete an evidence synthesis within six-weeks, rather than the standard lead time of 4-6 months. There were three objectives: 1) To develop a plan for and conduct an evidence synthesis in six weeks or less (“intensive pilot”) 2) To register time used for the intensive pilot 3) To evaluate the intensive pilot process and identify barriers, facilitators, learning points, areas for improvement or future implementation ideas. Methods The two project teams divided the pilot into three phases: Pre-planning, planning and intensive. During the pre-planning phase commissions were identified and researchers were recruited. During the planning phase the team interacted with the commissioner, completed the evidence synthesis protocol, and planned how they were going to work together during the intensive phase. During the intensive phase the team implemented their plan and completed the evidence synthesis they were assigned. We held reflective meetings and kept evaluator notes throughout the process. Results The team was able to achieve the project objectives. They developed and implemented a plan for conducting an evidence synthesis in six weeks. They registered their times use. During the pilot process the team reflected on and evaluated the process itself to identify barriers, facilitators, learning points, areas for improvement or future implementation ideas. The involved researchers preferred working in this intensive way. They felt that time use was more effective, and they were more focused. However, there are implications for project leadership and implementation that should be considered before implementing an intensive approach in future evidence synthesis projects. Conclusions The involved researchers preferred working intensively with one evidence synthesis over being involved with many projects at the same time. They felt that time use was more effective, and they were able to complete the tasks in a focused way. However, there are several implications for project management, leadership and further implementation that should be considered before implementing an intensive approach in future evidence syntheses.
openalex: W4383371218 KerkoCite.ItemAlsoKnownAs: 10.21203/rs.3.rs-3058440/v1 2129771:27XQHZ3N 5072953:4EKB8SEB
Keywords: openalex:citedBy; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

Conceptualizations and Measures of Student Engagement: A Worked Example of Systematic Review - Tai, Joanna; Ajjawi, Rola; Bearman, Margaret; Wiseman, Paul (Systematic Reviews in Educational Research: Methodology, Perspectives and Application, 2020)
This chapter provides a commentary on the potential choices, processes, and decisions involved in undertaking a systematic review. It does this through using an illustrative case example, which draws on the application of systematic review principles at each stage as it actually happened. The chapter firstly introduces the topic of ‘student engagement’ and explains why a review was decided appropriate for this topic. The chapter then provides an exploration of the methodological choices and methods we used within the review. Next, the issues of results management and presentation are discussed. Reflections on the process, and key recommendations for undertaking systematic reviews on education topics are made, on the basis of this review, as well as the authors’ prior experiences as researchers and authors of review papers.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-658-27602-7_6 2129771:4L2S6KIT

Conceptual Modeling: Topics, Themes, and Technology Trends - Storey, Veda C.; Lukyanenko, Roman; Castellanos, Arturo (ACM Computing Surveys, 2023)
Conceptual modeling is an important part of information systems development and use that involves identifying and representing relevant aspects of reality. Although the past decades have experienced continuous digitalization of services and products that impact business and society, conceptual modeling efforts are still required to support new technologies as they emerge. This paper surveys research on conceptual modeling over the past five decades and shows how its topics and trends continue to evolve to accommodate emerging technologies, while remaining grounded in basic constructs. We survey over 5,300 papers that address conceptual modeling topics from the 1970s to the present, which are collected from 35 multidisciplinary journals and conferences, and use them as the basis from which to analyze the progression of conceptual modeling. The important role that conceptual modeling should play in our evolving digital world is discussed, and future research directions proposed.
KerkoCite.ItemAlsoKnownAs: 10.1145/3589338 2129771:QLDXICWF 2405685:I4MW7HVE 2486141:DE5MJL8K
Keywords: _Added-ailr-2024

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

Computational thinking in higher education: A review of the literature - Lyon, Joseph A.; J. Magana, Alejandra (Computer Applications in Engineering Education, 2020)
Computational thinking is of growing interest to the science, technology, engineering, and mathematics (STEM) education research community. Calls from national agencies look to increase computation in STEM education. This review identifies key areas for future study by reviewing recent empirical studies that investigate computational thinking in teaching and learning contexts within higher education. Using a systematic process, this review identified four different databases for peer-reviewed research articles using keywords. Results were evaluated against inclusion and exclusion criteria. Studies were analyzed for types of methods, target population, the role of computational thinking, pedagogical designs used, and significant findings of the study. This process resulted in a final set of 13 studies. The results indicate that computational thinking research in higher education is growing, yet there are opportunities for more research. The findings of this study highlight the need for more concrete definitions and implementations of computational thinking within higher education spaces.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/cae.22295
Keywords: STEM education; computational thinking; higher education

Computational literature reviews: method, algorithms, and roadmap - Antons, D.; Breidbach, C.F.; Joshi, A.M. (Organizational Research Methods, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:L7W99F45 2129771:UI7VZAER 2405685:4JL8RZ7H 2486141:R52FLCHH
Keywords: _Added-ailr-2024; ⛔ No DOI found

Computational Grounded Theory: A Methodological Framework - Nelson, Laura K. (Sociological Methods & Research, 2020)
This article proposes a three-step methodological framework called computational grounded theory, which combines expert human knowledge and hermeneutic skills with the processing power and pattern recognition of computers, producing a more methodologically rigorous but interpretive approach to content analysis. The first, pattern detection step, involves inductive computational exploration of text, using techniques such as unsupervised machine learning and word scores to help researchers to see novel patterns in their data. The second, pattern refinement step, returns to an interpretive engagement with the data through qualitative deep reading or further exploration of the data. The third, pattern confirmation step, assesses the inductively identified patterns using further computational and natural language processing techniques. The result is an efficient, rigorous, and fully reproducible computational grounded theory. This framework can be applied to any qualitative text as data, including transcribed speeches, interviews, open-ended survey data, or ethnographic field notes, and can address many potential research questions.
Publisher: SAGE Publications Inc KerkoCite.ItemAlsoKnownAs: 10.1177/0049124117729703 2129771:4LFQQQV2 2129771:V765WS5J 2405685:IQFAV8I9 2486141:G3BE6P2T 2486141:WP4ANB2D
Keywords: _Added-ailr-2024

Comprehensive sexuality education in sub-Saharan Africa: adaptation and implementation challenges in universal access for children and adolescents - Wangamati, Cynthia Khamala (Sexual and Reproductive Health Matters, 2020)
Publisher: Taylor & Francis

Comprehensive review of solar radiation modeling based on artificial intelligence and optimization techniques: future concerns and considerations - Attar, Nasrin Fathollahzadeh; Sattari, Mohammad Taghi; Prasad, Ramendra; Apaydin, Halit (Clean Technologies and Environmental Policy, 2023)
Keywords: _z:no_pdf

Compassionate transitions: Reconnecting school communities post-Covid-19 closures - Crawford, Alison; Currie, Laura-Ann; Hannah, Beth; Ward, Jacqui; Wooton, Imogen (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:CMEL8DH4
Keywords: __C:filed:1; ⛔ No DOI found

Comparative Summary Report of Digital Literacy Skills Frameworks - Smart Africa Alliance (Smart Africa Alliance, 2024)
An output of the Open Development & Education, https://.opendeved.net/
ZenodoArchiveID: 10064705 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1027 ZenodoArchiveConcept: 10064704
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Comparative Education Review Guide to Searching for World Literature 2021 - Anderson-Levitt, Kathryn (Comparative Education Review, 2021)
Publisher: The University of Chicago Press Chicago, IL KerkoCite.ItemAlsoKnownAs: 2129771:MLPM6SBN 2129771:NTAHU7H6

Comparative cross-cultural study in digital literacy - GEMIKONAKLI, Orhan; GEZGIN, Deniz Mertkan; HAMUTOGLU, Nazire Burcin; DE RAFFAELE, Clifford (Eurasian Journal of Educational Research, 2020)
Publisher: Anı Yayıncılık KerkoCite.ItemAlsoKnownAs: 2129771:IVTTGDW2
Keywords: ⛔ No DOI found

Comparative Analysis Summary Report of Digital Literacy Skills Frameworks. - Macharia, Grace; Martin, Anna; Omboto, Charles; Waziri, Nafisa; Walker, Hannah; Haßler, Björn (Open Development and Education, 2023)
KerkoCite.ItemAlsoKnownAs: 2129771:E8B7P8CC 5242966:6EYECHIE

Comparative Analysis of Comfort Temperature of School Children and Their Teachers - Munonye, Charles; Ngobili, Michael; Umeora, Chukwunonso; Oluchi, Ifebi; Maduka, Nkechi; Onwuzuligbo, Chijioke (Research & Development, 2023)
Thermal comfort in learning environments influences the student’s focus and learning productivity. This study aims to evaluate and compare the adaptive thermal comfort of schoolchildren and their teachers in naturally ventilated primary schools in some selected cities in Imo State Nigeria. To achieve these objectives, the study analyzed the data collected from 330 pupils and 44 teachers in six surveyed classrooms in two types of classroom buildings. The recorded data in the surveyed classrooms consisted of four environmental factors and two personal factors. At the same time, the subjects filled out the questionnaires asking them about thermal sensation and thermal preferences against the classrooms’ thermal requirements. The results of the measurements showed that the indoor mean air temperature, relative humidity, and air velocity were 29.1°C, 71.2%, and 0.19m/s, respectively. The mean thermal sensation votes of the children were +0.16 while that of their teachers was +0.58. The preferred temperatures were 27.4°C and 29.4°C for the schoolchildren and the teachers, respectively. Furthermore, the comfort range of the students was between 25.8°C - 31.6°C, and that of the teachers was between 28.0°C - 29.9°C. Based on the results of this study conducted in primary school buildings located in warm and humid climates, the thermal comfort perception of children and adults differ. This information will serve as a guide to professionals in the built environment, especially architects when designing primary school buildings in the warm and humid climates.
openalex: W4380897799 KerkoCite.ItemAlsoKnownAs: 10.11648/j.rd.20230401.15 2129771:J9TERRN6 5072953:FP8NL8Q5 5072953:ZFR6WRQW
Keywords: C:Nigeria; _z:class:countries; _z:class:themes; oa:keyword:comfort temperature; oa:sdg:13 Climate action; oa:topic:T10121 Building Energy Efficiency and Thermal Comfort Optimization; openalex:n:1; openalex:yes

Comparative Advantages of Offline Digital Technology for Remote Indigenous Classrooms in Guatemala (2019-2020) - Wiebe, Adrienne; Crisostomo, Luis Javier; Perez, Ruben Feliciano; Anderson, Terry (Journal of Learning for Development, 2022)
Technology has been viewed as a means to improve the quality of education for children globally, particularly in remote and marginal communities. This study examines the comparative advantages of the use of appropriate technology (off-line servers with digital libraries connected to a classroom set of laptops) in ten intervention schools in Indigenous communities in Guatemala for one school year. The study was too short (due to pandemic restrictions) to demonstrate statistically significant differences for learning outcomes. However, using an instructional core model as a framework, qualitative findings supported four previously identified comparative advantages, and identified four additional ones relevant to remote Indigenous communities. The intervention validated the ability of technology to improve standardized instruction, differentiated instruction, opportunities for practice, and learner engagement. Newly identified advantages are: access to high-quality educational resources (substitution for print materials), teacher capacity-building, student technical skills and digital literacy, and sharing cultural knowledge.
Number: 1
Keywords: Guatemala bilingual and intercultural education; Maya-Mam education; _genre:PR-primary_research; appripriate technology for education in Guatemala; ⛔ No DOI found

Community | Safe Supportive Learning - American Institutes for Research (National Center on Safe Supportive Learning Environments, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:9V2XEHJ6 2486141:4Z6N56EJ

Communicating Scientific Uncertainty in an Age of COVID-19: An Investigation into the Use of Preprints by Digital Media Outlets - Fleerackers, Alice; Riedlinger, Michelle; Moorhead, Laura; Ahmed, Rukhsana; Alperin, Juan Pablo (Health Communication, 2021)
In this article, we investigate the surge in use of COVID-19-related preprints by media outlets. Journalists are a main source of reliable public health information during crises and, until recently, journalists have been reluctant to cover preprints because of the associated scientific uncertainty. Yet, uploads of COVID-19 preprints and their uptake by online media have outstripped that of preprints about any other topic. Using an innovative approach combining altmetrics methods with content analysis, we identified a diversity of outlets covering COVID-19-related preprints during the early months of the pandemic, including specialist medical news outlets, traditional news media outlets, and aggregators. We found a ubiquity of hyperlinks as citations and a multiplicity of framing devices for highlighting the scientific uncertainty associated with COVID-19 preprints. These devices were rarely used consistently (e.g., mentioning that the study was a preprint, unreviewed, preliminary, and/or in need of verification). About half of the stories we analyzed contained framing devices emphasizing uncertainty. Outlets in our sample were much less likely to identify the research they mentioned as preprint research, compared to identifying it as simply “research.” This work has significant implications for public health communication within the changing media landscape. While current best practices in public health risk communication promote identifying and promoting trustworthy sources of information, the uptake of preprint research by online media presents new challenges. At the same time, it provides new opportunities for fostering greater awareness of the scientific uncertainty associated with health research findings.
Publisher: Routledge _eprint: https://doi.org/10.1080/10410236.2020.1864892

Commonwealth Secretariat Strategic Plan 2021/22 – 2024/25 - Commonwealth Secretariat (2021)

Commonwealth Educational Leadership Handbook - Osman, Amina; Miller, Paul (Commonwealth iLibrary, 2022)
Commonwealth Education Ministers and stakeholders have consistently stressed the need to improve school leadership giventhe impact that it can have on school performance and learning outcomes. In 2018, at the 20th Commonwealth Conference of Education Ministers (20CCEM), ministers acknowledged that good governanceand effective educational management practices are central to realising equitable access to quality education. Ministers agreedthat high-quality teaching is a priority, and that the Member States should focus on how teachers and school leaders are trained,recruited and motivated and how the profession is governed. Effective and knowledgeable leaders and managers are essentialthroughout all areas of school management practice because they have an impact on the learning outcomes of children, youngpeople, families and the wider community. This handbook is a practical, immediate response to expressed needs in school leadership development. It aims to supportefforts to integrate school leadership development in the professional development of the education work force, includingthrough reflective practice and conversations about professional development and personal growth.

Commonwealth Collaboration to Build Back Better - Haßler, Björn (2022)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0275 2129771:DABFT2LD
Keywords: Author:OpenDevEd; AuthorFirst:Haßler; _bjoern_cv; _yl:c

Commonwealth Collaboration to Achieve The Sustainable Development Goals - Haßler, Björn (OpenDevEd, 2023)
ZenodoArchiveID: 7886836 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0290 ZenodoArchiveConcept: 7886835
Keywords: _comingsoon; _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

(coming soon) - Martin, Anna; Grace, Macharia; Ombeta, Magwari Charles (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
ZenodoArchiveID: 8392523 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1012 ZenodoArchiveConcept: 8392522
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

(coming soon) - Martin, Anna; Grace, Macharia; Ombeta, Magwari Charles (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
ZenodoArchiveID: 8392527 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1013 ZenodoArchiveConcept: 8392526
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Combined effects of ventilation rates and indoor temperatures on cognitive performance of female higher education students in a hot climate - Ahmed, Riham; Mumovic, Dejan; Bagkeris, Emmanouil; Ucci, Marcella (Indoor air, 2022)
Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 10.1111/ina.13004 2129771:7WXPHPA2 4682641:MM48GLCP
Keywords: BE:RELEVANT

College-Level Sex Education Courses: A Systematic Literature Review - Manning-Ouellette, Amber; Shikongo-Asino, Josephine (American Journal of Sexuality Education, 2022)
Understanding college-level sex education can help campus stakeholders understand student knowledge, inform policies, and influences on culture. Although there is a large amount of research on sexual health programming, little is known about the types of sex education curriculum on college campuses. This systematic literature review evaluates the breadth of postsecondary sex education research over the last 10 years. Three sex education course themes indicate research spans the following areas: philosophical and pedagogical considerations, perceived student knowledge and learning, and cultural and feminist-informed sex education. Finally, the results also indicate there are six types of courses taught at the college-level.
Publisher: Taylor & Francis _eprint: https://doi.org/10.1080/15546128.2022.2026850
Keywords: College; higher education; sex education

Collective impacts on a global education emergency: The power of network response - Moriarty, Kate (Prospects, 2020)
Publisher: Springer

Collaborative construction of artificial intelligence curriculum in primary schools - Dai, Yun; Liu, Ang; Qin, Jianjun; Guo, Yanmei; Jong, Morris Siu‐Yung; Chai, Ching‐Sing; Lin, Ziyan (Journal of Engineering Education, 2023)
Abstract Background The recent discussion of introducing artificial intelligence (AI) knowledge to K–12 students, like many engineering and technology education topics, has attracted a wide range of stakeholders and resources for school curriculum development. While teachers often have to directly interact with external stakeholders out of the public schooling system, few studies have scrutinized their negotiation process, especially teachers' responses to external influences, in such complex environments. Purpose Guided by an integrated theoretical framework of social constructionism, this research examined the process of how a teacher‐initiated AI curriculum was constructed with external influences. The research focused on teachers' perspectives and responses in mediating external influences into local schools and classrooms. Methods A 3‐year ethnographic study was conducted in relation to an AI curriculum project among 23 Computer Science (CS) teachers from primary schools. Data collected from ethnographic observation, teacher interviews, and artifacts, were analyzed using open coding and triangulation rooted in the ethnographic, interpretivist approach. Results Three sets of external influences were found salient for teachers' curriculum decisions, including the orientation of state‐level educational policies, AI faculty at a partner university, and students' media and technology environments. The teachers' situational logics and strategic actions were reconstructed with thick descriptions to uncover how they navigated and negotiated the external influences to fulfill local challenges and expectations in classrooms and schools. Conclusions The ethnographic study uncovered the dynamic and multifaceted negotiation involved in the collaborative curriculum development, and offers insights to inform policymaking, teacher education, and student support in engineering education.

COL in the Commonwealth: Sierra Leone - Commonwealth of Learning (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:8KSADXRZ 2405685:I3SFDGVA
Keywords: _C:Sierra Leone SLE

Cognitive performance was reduced by higher air temperature even when thermal comfort was maintained over the 24–28°C range - Lan, Li; Tang, Jieyu; Wargocki, Pawel; Wyon, David P; Lian, Zhiwei (Indoor Air, 2022)
This study managed to create thermal comfort conditions at three temperatures (24°C-T24, 26°C-T26, and 28°C-T28) by adjusting clothing and air velocity. Thirty- six subjects (18 males and 18 females) were exposed to each of the three conditions for 4.5 h in a design balanced for order of presentation of conditions. During each exposure, they rated the physical environment, their comfort, the intensity of acute subclinical health symptoms, and their mental load, and they performed a number of cognitive tasks. Their physiological reactions were monitored. The subjects rated T24 to be comfortably cool, T26 to be comfortably neutral, and T28 to be comfortably warm. Their self-estimated performance did not differ between conditions but 12 of 14 objective metrics of cognitive performance decreased significantly at the elevated temperatures: compared with T24, their average cognitive performance decreased by 10% at T26 and by 6% at T28. At the elevated temperatures, their parasympathetic nervous system activity (as indicated by PNN50) and their arterial blood oxygen saturation level (SpO2) were both lower, which would be expected to result in reduced cognitive performance. The subjects also rated their acute subclinical health symptoms as more intense and their workload as higher at the elevated temperatures. These results suggest that where cognitive performance is the priority, it is wise to ensure a comfortably cool environment. The present study also supports the use of fans or natural ventilation to reduce the need for mechanical cooling.
KerkoCite.ItemAlsoKnownAs: 10.1111/ina.12916 2129771:IZDK8FG8 4682641:CIQ8XNFD 4682641:M2MHIUAK
Keywords: BE:RELEVANT

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

Codebook for Systematic Literature Review: Understanding Quality Characteristics of EdTech Interventions and Implementation for Disadvantaged Pupils - McBurnie, Chris; Walker, Hannah; Haßler, Björn (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10697640 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1076 ZenodoArchiveConcept: 10697639
Keywords: Internal; _forthcoming; _r:AddedByMyEducationEvidence; coming soon

Cochrane Rapid Reviews. Interim Guidance from the Cochrane Rapid Reviews Methods Group​ - Garritty, C.; Gartlehner, G.; Kamel, C.; King, V.J.; Nussbaumer-Streit, B.; Stevens, A.; Hamel, C.; Affengruber, L. (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:HF4EKIYE

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

Co-design for a Competency Self-assessment Chatbot and Survey in Science Education - Durall, Eva; Kapros, Evangelos (Learning and Collaboration Technologies. Human and Technology Ecosystems, 2020)
This paper describes a co-design process for a formative assessment tool in the area of core competencies such as creativity, communication, collaboration, and critical thinking. This process has been carried out in the context of non-formal science education institutions in 19 countries in Europe and the Middle East. The results of the co-design have been influential in the design of a formative assessment chatbot and survey that supports learner competency and self-regulation. We also discuss some preliminary results from the use of the tool and introduce additional considerations with regard to inclusion, technical aspects, and ethics, towards a set of best practices in this area.
Keywords: Chatbots; Co-design; Competencies

Climate-resilient school buildings - Villavicencio, Xuzel; Hassler, Bjoern (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10203951 ZenodoArchiveConcept: 10203950 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1031 2129771:FVMXNR7R
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Climate impacts of the metaverse - Stoll, Christian; Gallersdörfer, Ulrich; Klaaßen, Lena (Joule, 2022)
Christian Stoll is a research affiliate at the Center for Energy Markets of the Technical University of Munich and at the Center for Energy and Environmental Policy Research of the Massachusetts Institute of Technology. He co-founded CCRI and works as a management consultant. His research focuses on the intersection of sustainability and cryptocurrencies. Ulrich Gallersdörfer is a research associate at the Department of Informatics of the Technical University of Munich. He is a co-founder and CEO of CCRI, a company providing intelligence and data for cryptocurrencies, blockchain, and related technologies. His research focuses on blockchain technology and adjacent fields. Lena Klaaßen is a PhD student at the Climate Finance and Policy group at ETH Zurich. She is also a co-founder of CCRI. Her research focuses on the role of the financial sector in acelerating investment in low-carbon energy technologies as well as the environmental impact of companies and technologies.
KerkoCite.ItemAlsoKnownAs: 2129771:IYGCXSV7 2129771:P8PSQK3D 2129771:PW39QGGI

Climate, Enviroment and Education - Presentation for the Tanzania Education Donors-Partners working group - Fab Inc; Laterite; Open Development and Education (2023)
Presentation for the Tanzania Education Donors-Partners working group – session on Education, Climate and Environment.
KerkoCite.ItemAlsoKnownAs: 2129771:FKT25FYV

Classroom Temperature and Learner Absenteeism in Public Primary Schools in the Eastern Cape, South Africa - Pule, Vicky; Mathee, Angela; Melariri, Paula; Kapwata, Thandi; Abdelatif, Nada; Balakrishna, Yusentha; Kunene, Zamantimande; Mogotsi, Mirriam; Wernecke, Bianca; Wright, Caradee Yael (International Journal of Environmental Research and Public Health, 2021)
Children spend a significant proportion of their time at school and in school buildings. A healthy learning environment that supports children should be thermally conducive for learning and working. Here, we aimed to study the relations between indoor classroom temperatures and learner absenteeism as a proxy for children’s health and well-being. This one-year prospective study that spanned two calendar years (from June 2017 to May 2018) entailed measurement of indoor classroom temperature and relative humidity, calculated as apparent temperature (Tapp) and collection of daily absenteeism records for each classroom in schools in and around King Williams Town, Eastern Cape province, South Africa. Classroom characteristics were collected using a standardized observation checklist. Mean indoor classroom temperature ranged from 11 to 30 °C, while mean outdoor temperature ranged from 6 °C to 31 °C during the sample period. Indoor classroom temperatures typically exceeded outdoor temperatures by 5 °C for 90% of the study period. While multiple factors may influence absenteeism, we found absenteeism was highest at low indoor classroom Tapp (i.e., below 15 °C). Absenteeism decreased as indoor Tapp increased to about 25 °C before showing another increase in absenteeism. Classroom characteristics differed among schools. Analyses of indoor classroom temperature and absenteeism in relation to classroom characteristics showed few statistically significant relations—although not exceptionally strong ones—likely because of the multiple factors that influence absenteeism. However, given the possible relationship between indoor temperature and absenteeism, there is a learning imperative to consider thermal comfort as a fundamental element of school planning and design. Furthermore, additional research on factors besides temperature that affect learner absenteeism is needed, especially in rural areas.
Number: 20 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph182010700 2129771:5X34U8BJ 4682641:BHIB2K49 4682641:DIRGNF86 4682641:FCN58JLB 4682641:H9CT2TIJ 4682641:K5QU8QEA
Keywords: BE:LMIC; BE:RELEVANT; climate change; cold; environmental health; heat; humidity; public health; schoolchildren

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

Class V + Class VI (Accelerated Teaching Syllabi) - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745153 2129771:8VUWYYJK 2129771:PFS92B3V
Keywords: SSEIP; _C:Sierra Leone SLE

Class III + Class IV (Accelerated Teaching Syllabi) - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745151 2129771:BX8FXSGM
Keywords: SSEIP; _C:Sierra Leone SLE

Class I + Class II (Accelerated Teaching Syllabi) - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745149 2129771:FCPVSMQ2
Keywords: SSEIP; _C:Sierra Leone SLE

Civic education teaching resources and teacher preparedness for secondary school competency-based curriculum in Lusaka, Zambia - Mulenga, Innocent Mutale; Ng’andu, Moonga (East African Journal of Education and Social Sciences (EAJESS), 2022)

Children's Privacy: An Evaluation of EdTech Privacy Policies - West, Tobi (2022)
Due to social distancing requirements at the onset of the pandemic many schools suddenly transitioned to online learning platforms. Additionally, minors create a significant amount of digital assets, often without regard for privacy or future use. Without ill intent, adults may encourage children to create digital assets containing private information, potentially leading to future embarrassment. During the child's younger years, they have the autonomy to create digital assets, yet they do not have the legal right to determine the use or deletion of those assets. Children's Online Privacy Protection Act (COPPA) is meant to protect children's privacy and as early adopters of new education technology, eager teachers are deciding which tools to use that may circumvent their school or district's approval processes. As features of their products, Education technology (EdTech) companies may share the data collected from children with third-party service providers to perform data analysis. Those service providers may not share the same compliance level in their privacy policy, putting the privacy and security of consumer data at further risk. This study reviews the privacy policies of three EdTech tools for COPPA compliance based on the Federal Trade Commission's tips for consumers. The report includes information about the privacy implications of third-party data processing, the legal consequences of privacy violations after the collection of minors' digital assets, and an explanation of the privacy policy evaluation reports of EdTech tools provided by Common Sense Media with suggestions for parents, teachers, and school administrators.
KerkoCite.ItemAlsoKnownAs: 4804264:BUDB5BCL 4804264:KWUDC3NI
Keywords: Final_citation; anystyle; existing

Children’s data protection in an education setting - Guidelines - Council of Europe (Council of Europe Publishing, 2021)
Children's digital footprint: guidelines to support organisations and individuals in the educational context to respect, protect and fulfil children's rights in the digital environmentThe digital environment shapes children’s lives in many ways, creating opportunities and risks to their well-being and enjoyment of Human Rights.This applies in the everyday life but also increasingly in education settings where tools designed for teaching, supervision, assessment of children are deployed without the various actors always being aware of the challenges to children’s private life and personal data protection.The introduction of digital tools to the classroom in effect opens up the school gates to a wide range and high volume of stakeholders who interact with children’s everyday activities. The majority of the devices and applications, software and learning platforms, adopted in educational settings are developed by private, commercial actors.The Guidelines on Children’s Data Protection in an Educational Setting aim at supporting organisations and individuals in the context of education to respect, protect and fulfil the data protection rights of the child in the digital environment, within the scope of Article 3 of the modernised Convention 108 (more commonly referred to as “Convention 108+”), and in accordance with the CoE instruments including the Guidelines on Children in the Digital Environment Recommendation CM/Rec(2018)7.
KerkoCite.ItemAlsoKnownAs: 4804264:77TDEBRB
Keywords: Final_citation; existing

Children in the digital environment: Revised typology of risks - OECD (OECD, 2021)
The digital environment has become an integral part of children’s everyday lives and interactions. The benefits can be tremendous, but there also risks. In 2011, the OECD adopted a Typology of Risks in an effort to broadly categorise those risks. Since then the digital environment has changed significantly, as risks have evolved in nature and new ones have emerged. This report informs the OECD’s broader work on children in the digital environment by examining these trends and presenting an updated Typology of Risks. The Typology provides a high-level overview of the risk landscape, and outlines four risk categories and their manifestations. The Typology also identifies and analyses risks that cut across these four risk categories, and that can therefore have wide-ranging effects on children’s lives.
KerkoCite.ItemAlsoKnownAs: 10.1787/9b8f222e-en 4804264:V32SB4F3
Keywords: Final_citation; existing

Children and the Internet: Learning, in the Times to Come - Mitra, Sugata (Journal of Learning for Development, 2020)
It is proposed that the purpose of education is to enable people to live happy, healthy and useful lives — now and in the future. A curriculum and framework for children’s education is derived from the above purpose. Using the results of over twenty years of research, the pedagogical and physical environments required that will enable children to learn are discussed in the post-pandemic world. Scenarios for schools and homes are presented with a special emphasis on the role of the Internet in children’s learning. New methods for assessment and certification are described to complete a framework for children’s education that is fit for purpose for our times.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:CH3DGJZT
Keywords: Internet; SOLE; assessment; certification; children’s education; curriculum; learning environments; pandemic; pedagogy; self-organization; ⛔ No DOI found

Child Rights Impact Assessment - A tool to realise children’s rights in the digital environment - Digital Futures Commission (2021)
KerkoCite.ItemAlsoKnownAs: 4804264:L7HEV347
Keywords: Final_citation

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

Child marriages skyrocket in Malawi as Covid-19 closes schools, figures show - Rigby, Jennifer (The Telegraph (UK), 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:M879ZVBE

ChatGPT’s ability to classify virtual reality studies in cardiology - Nakaya, Yuichiro; Higaki, Akinori; Yamaguchi, Osamu (European Heart Journal - Digital Health, 2023)
We recently published a novel categorization of studies related to virtual reality (VR) in your journal, European Heart Journal—Digital Health.1 Our categorization is based on the usage of VR devices, where type A studies refer to those in which healthcare providers use VR devices and type B studies refer to those in which patients use them. Using this simple definition, we clarified the study trends and characteristics of the two research directions. In this study, we used a classical natural language processing (NLP) methodology, specifically ‘term frequency–inverse document frequency’ to develop an automatic abstract categorizer, which is available as a web application at https://ahigaki-vr-categorizer-str-app-gb1m6v.streamlit.app. Meanwhile, ChatGPT, a conversational artificial intelligence (AI) system launched by OpenAI, has had a significant impact on the field of NLP.2 Several proposed uses of ChatGPT as a scholarly tool, including systematic review literature searches, have already been suggested.3 Therefore, we sought to test whether ChatGPT can also perform the classification task that we previously conducted using traditional NLP methods.

ChatGPT Pricing: How Much Does ChatGPT Cost? - Drapkin, Aaron (Tech.co, 2023)
ChatGPT has lots of different plans, models and services. But how much do they actually cost? We take a closer look.
KerkoCite.ItemAlsoKnownAs: 2129771:LMGJG373 2405685:AN26LXEA 2486141:XCIX2SMK

ChatGPT Pricing, Explained: Plus & Tokens (2024) - Ch, David (Guides.ai, 2023)
ChatGPT Plus costs $20 per month ($23.80/month for EU + UK). The ChatGPT API costs $0.002 for every 1000 tokens.
KerkoCite.ItemAlsoKnownAs: 2129771:IUPE5VYU 2405685:YISLU5WQ 2486141:5D3R2MC3

ChatGPT has entered the classroom: how LLMs could transform education - Extance, Andy (Nature, 2023)
Researchers, educators and companies are experimenting with ways to turn flawed but famous large language models into trustworthy, accurate ‘thought partners’ for learning.
KerkoCite.ItemAlsoKnownAs: 10.1038/d41586-023-03507-3 2129771:7KMJD2I5 2486141:YFGK5F89
Keywords: Computer science; Education; Machine learning; Mathematics and computing

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

Chatbot, the Future of Learning? - Ouatu, Bogdan-Ioan; Gîfu, Daniela (2020)
Our position is that, in order to improve the quality of Romanian education, an intelligent learning system could become a substantial and versatile tool for aiding the achievement of every student’s potential, always aiding and encouraging him/her. The limits of the conventional learning process and mental health are major issues in many education systems. Chatbots are centered on assisting humans in performing their tasks efficiently and require a low amount of digital literacy to interact with. Chatbots have been shown to be effective in the fields of education and well-being. Due to the substantial difference between artificial intelligence technology waves, the interaction process can occur in several ways depending on the communication interface. How can we combine both traditional and automated educational approaches in the digital age? On one hand, an artificial intelligence tutor does not get angry or annoyed explaining the same problem at the student’s discretion and can also function as a personal therapist, while a human professor could be empathic, trying to keep a balanced teaching method adapted to all students.

Chatbot-facilitated Nursing Education - Chang, Ching-Yi; Kuo, Shu-Yu; Hwang, Gwo-Haur (Educational Technology & Society, 2022)
Publisher: JSTOR KerkoCite.ItemAlsoKnownAs: 2129771:26E9DABC 2129771:3GK6A7RV 2129771:IAM3H3NX
Keywords: ⛔ No DOI found

Characteristics of Effective Technology-Enabled Teacher Learning Circles — Rapid Review of the Literature - Khalayleh, Abdullah; El-Serafy, Yomna; Megha-Bongnkar, Ghislaine; Haßler, Björn (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4537843 2129771:ZBHBQT7T 2405685:XX2BVQGM
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; _yl:a

Characteristics of effective teacher education in low- and middle-income countries: What are they and what role can EdTech play? - Allier-Gagneur, Zoe; McBurnie, Chris; Haßler, Björn; Chuang, Rachel (EdTech Hub, 2020)
EdTechHub.Source: 2405685:R9VVKUH5 EdTechHub.Source: 2405685:R9VVKUH5 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3873462 2129771:237CSM4W 2129771:IGN2QCEN 2129771:RMWSKUI5 2129771:TAFSP89V 2339240:4P99D7MN 2339240:5P9STQIK 2339240:K3RVT7JU 2339240:WP59YJ57 2405685:3TKLS2TH 2405685:BHY8AJBY 2405685:I62EYSDT 2405685:R9VVKUH5 2486141:IX4B74H9 10.5281/zenodo.3873462
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _C:Australia AUS; _C:Bangladesh BGD; _C:Benin BEN; _C:Botswana BWA; _C:Brazil BRA; _C:Burundi BDI; _C:China CHN; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Ghana GHA; _C:India IND; _C:Indonesia IDN; _C:Ireland IRL; _C:Jordan JOR; _C:Kenya KEN; _C:Malawi MWI; _C:Myanmar MMR; _C:New Zealand NZL; _C:Niger NER; _C:Nigeria NGA; _C:Pakistan PAK; _C:Paraguay PRY; _C:Portugal PRT; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Spain ESP; _C:Sri Lanka LKA; _C:State of Palestine PSE; _C:Tanzania TZA; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; _bjoern_cv; _forthcoming; _r:ImportedToMyEducationEvidence; _yl:h; _zenodoODE; docs.opendeved.net

Characteristics of effective teacher education in low- and middle-income countries: an overview (HDR10A) (forthcoming) - Haßler, Björn; McBurnie, Chris; Allier-Gagneur, Zoe (2020)
EdTechHub.Source: 2405685:HFKVA2IQ EdTechHub.Source: 2405685:HFKVA2IQ EdTechHub.Source: 2405685:HFKVA2IQ KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3873458 2129771:2BEHBMUH 2129771:C6TREICJ 2129771:GQ4U9R5Z 2129771:QFFBWT4D 2339240:H8RZC7AY 2339240:T5DE93E2 2405685:3HP24UTI 2405685:HFKVA2IQ 2405685:U2AQUAZ2 2486141:B8P7D4EU
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; C:Bangladesh; COV:COVID and reopening of schools; E:Pedagogy; E:Teacher education (pre-service and in-service); F: Helpdesk response; LP: English; _EdTechHub_Output; __C:filed:1; _cover:v1; _forthcoming; _r:ImportedToMyEducationEvidence; _yl:g; _zenodoETH; _zenodoODE; docs.opendeved.net; dode_eth-src-eth; dode_eth-trf2-dode

Characteristics of effective teacher education in low- and middle-income countries: an annotated bibliography (HDR10C) - McBurnie, Chris; Allier-Gagneur, Zoe; Haßler, Björn (2020)
EdTechHub.Source: 2405685:KXY7Q6VT EdTechHub.Source: 2405685:KXY7Q6VT KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3873460 2129771:3AV78BC7 2339240:FE5LM4QS 2405685:KXY7Q6VT
Keywords: Author:Haßler; Author:OpenDevEd; E:Pedagogy; E:Teacher education (pre-service and in-service); LP: English; _EdTechHub_Output; __C:filed:1; _cover:v1; _forthcoming; _r:ImportedToMyEducationEvidence; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Characteristics of academic publications, preprints, and registered clinical trials on the COVID-19 pandemic - Gianola, Silvia; Jesus, Tiago S.; Bargeri, Silvia; Castellini, Greta (PLOS ONE, 2020)
The COVID-19 pandemic has unleashed a deluge of publications. For this cross-sectional study we compared the amount and reporting characteristics of COVID-19-related academic articles and preprints and the number of ongoing clinical trials and systematic reviews. To do this, we searched the PubMed database of citations and abstracts for published life science journals by using appropriate combinations of medical subject headings (MeSH terms), and the COVID-19 section of the MedRxiv and BioRxiv archives up to 20 May 2020 (21 weeks). In addition, we searched Clinicaltrial.gov, Chinese Clinical Trial Registry, EU Clinical Trials Register, and 15 other trial registers, as well as PROSPERO, the international prospective register of systematic reviews. The characteristics of each publication were extracted. Regression analyses and Z tests were used to detect publication trends and their relative proportions. A total of 3635 academic publications and 3805 preprints were retrieved. Only 8.6% (n = 329) of the preprints were already published in indexed journals. The number of academic and preprint publications increased significantly over time (p<0.001). Case reports (6% academic vs 0.9% preprints; p<0.001) and letters (17.4% academic vs 0.5% preprints; p<0.001) accounted for a greater share of academic compared to preprint publications. Differently, randomized controlled trials (0.22% vs 0.63%; p<0.001) and systematic reviews (0.08% vs 5%) made up a greater share of the preprints. The relative proportion of clinical studies registered at Clinicaltrials.gov, Chinese Clinical Trial Registry, and EU Clinical Trials Register was 57.9%, 49.5%, and 98.9%, respectively, most of which were still “recruiting”. PROSPERO listed 962 systematic review protocols. Preprints were slightly more prevalent than academic articles but both were increasing in number. The void left by the lack of primary studies was filled by an outpour of immediate opinions (i.e., letters to the editor) published in PubMed-indexed journals. Summarizing, preprints have gained traction as a publishing response to the demand for prompt access to empirical, albeit not peer-reviewed, findings during the present pandemic.
Publisher: Public Library of Science
Keywords: COVID 19; Clinical trials; Database searching; Medical journals; Pandemics; Peer review; Randomized controlled trials; Systematic reviews

Chapter 16. Conclusion - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843372 2129771:FQNVW8J3
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a16

Chapter 15. Research Networks and Capacity Building - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4284067 2129771:NR27A8MA 2129771:RWKJ3VZH 2317526:K5A3S7E5
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a15

Chapter 14. Research Interests and Topics of the SCR Participants - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843368 2129771:33X2BQBP
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a14

Chapter 13. Challenges to Policy Implementation - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4284066 2129771:97VB57CK
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a13

Chapter 12. National Standards and Regulations - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843364 2129771:KUEBHHU8
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a12

Chapter 11. Non-state TVET Providers - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843362 2129771:SPB2WZRW
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a11

Chapter 10. State Authorities for TVET Management - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843360 2129771:PZHTKC94
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a10

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

Chapter 09. Inclusion-related Challenges and Policies - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4284065 2129771:MEW988CJ
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a9

Chapter 08. Models for Designing, Developing and Delivering Berufsbildung - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4284064 2129771:9PM7S9BZ
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a8

Chapter 07. Systematic Review of TVET Research - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843354 2129771:4DRTKGMG
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a7

Chapter 06. Themes, Perspectives and Current Debates in TVET Research - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4284063 2129771:55F63GQP
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a6

Chapter 05. TVET Actors - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
PreviousDOI: 10.5281/zenodo.3843350 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4284062 2129771:PUJKSC8I
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a5

Chapter 04. Conception and Practice of TVET - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
PreviousDOI: 10.5281/zenodo.3843348 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4284059 2129771:NP9ACE9G
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a4

Chapter 03. Overview of the Discovered Literature - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843346 2129771:JW22URSA
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a3

Chapter 02. Research Design - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843344 2129771:RJW8K8UD 2405685:668NNBDZ
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a2

Chapter 01. Introduction - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843342 2129771:8S9JNUH5
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a1

Chapter 00. Executive Summary - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
ConceptDOI: 10.5281/zenodo.3843339 PreviousDOI: 10.5281/zenodo.3843340 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4284052 2129771:FHIKPI9S
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a0

Changing climate change: The carbon budget and the modifying-work of the IPCC - Lahn, Bard; Lahn, Bård (Social Studies of Science, 2021)
Over the last 10 years, the concept of a global ‘carbon budget’ of allowable CO 2 emissions has become ubiquitous in climate science and policy. Since it was brought to prominence by the Fifth Assessment Report of the IPCC, the carbon budget has changed how climate change is enacted as an issue of public concern, from determining the optimal rate of future emissions to establishing a fixed limit for how much emissions should be allowed before they must be stopped altogether. Exploring the emergence of the carbon budget concept, this article shows how the assessment process of the IPCC has offered scientific experts the means to modify how the climate issue is problematized, and discusses the implications of this ‘modifying-work’ for the politics of climate change. It finds that the ‘modified climate issue’ must be seen as an outcome of the ordinary work within established scientific and political institutions, and the agency these institutions afford scientists to enact the issue differently. On this basis, it argues that the case of the carbon budget holds important insights not only for the relationship between climate science and policy, but also for the pragmatist literature on ‘issue formation’ in STS.
KerkoCite.ItemAlsoKnownAs: 10.1177/0306312720941933 2129771:DCRUJGCN 2129771:UVCUJV8U 4874017:DFI9G5HK 4874017:ZGXHX4VS

Challenging Systematic Prejudices - An Investigation into Bias Against Women and Girls in Large Language Models - Daniel van Niekerk; María Pérez-Ortiz; John Shawe-Taylor; Davor Orlič; Ivana Drobnjak; Jackie Kay; Noah Siegel; Katherine Evans; Nyalleng Moorosi; Tina Eliassi-Rad; Leonie Maria Tanczer; Wayne Holmes; et al. (UNESCO / IRCAI, 2024)
Open Access under the Attribution-ShareAlike 3.0 IGO (CC-BY-SA 3.0 IGO) license (https://creativecommons.org/licenses/by-sa/3.0/igo/).

Challenges to the Effective Teaching and Learning of Geography through ODeL at the Zimbabwe Open University - Tanyanyiwa, Vincent Itai; Madobi, Rejoice (Journal of Learning for Development, 2021)
ODeL offers a lot of opportunities and unique challenges for adult learners. In this paper, the authors sought to examine the main problems that influence the effective teaching and learning of geography and environmental studies in Zimbabwe through ODeL as perceived by the students at the ZOU's Harare/Chitungwiza Regional Campus. This single case study employed vital informant semi-structured interviews, documentary analysis and observations to solicit information from ten students and four tutors in the Geography and Environmental Studies Department (DGES) over three months. Thematic analysis and review of qualitative gained insight into the challenges that are faced by ODeL students in the DGES. The study found out that students in the department face personal and socio-economic challenges as well as related institutional challenges. The study recommends that the ZOU DGES should offer more academic support and improve its communication to the students so that they are aware of all university-related developments that impact on their studies. Keywords: challenges, teaching, learning, ODL, ODeL
Number: 2 KerkoCite.ItemAlsoKnownAs: 2129771:BCRJ5JGG
Keywords: _genre:PR-primary_research; ⛔ No DOI found

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

Challenges and opportunities for climate change education (CCE) in East Africa: A critical review - Apollo, Abigael; Mbah, Marcellus Forh (Climate, 2021)
It is undoubtedly clear that climate change is happening, and its adverse impacts could reverse the progress made toward meeting sustainable development goals. The global crisis poses one of the most severe challenges to reducing poverty and existing inequalities, especially in developing countries that are projected to be highly vulnerable to climate variability. However, the education sector provides an untapped opportunity for successful climate change adaptation and mitigation through knowledge and skill acquisitions, and consequently, positive behavioral change. Specifically, education can capacitate individuals and communities to make informed decisions and take practical actions for climate-resilient sustainable development. This study is focused on East Africa, a region whose economy heavily relies on climate-dependent activities. At present, East African governments are already embedding climate change in their school curriculum. However, they lack coherent approaches to leverage climate change education as a tool in their adaptation and mitigation strategies. Therefore, this review explores some of the critical barriers to climate change education and possible opportunities for leveraging learning to promote sustainable development in East Africa.
Publisher: MDPI openalex: W3166039787 KerkoCite.ItemAlsoKnownAs: 10.3390/cli9060093 2129771:4MR5RCYQ 5072953:4DQCFNDM
Keywords: _z:class:countries; _z:class:themes; oa:keyword:climate change; oa:keyword:climate change education; oa:topic:T10439 Adaptation to Climate Change in Agriculture; oa:topic:T10898 Factors Influencing Pro-environmental Behavior; oa:topic:T11336 Indoor Air Pollution in Developing Countries; openalex:n:1; openalex:yes

Challenges and burden of the Coronavirus 2019 (COVID-19) pandemic for child and adolescent mental health: a narrative review to highlight clinical and research needs in the acute phase and the long return to normality - Fegert, Jörg M.; Vitiello, Benedetto; Plener, Paul L.; Clemens, Vera (Child and Adolescent Psychiatry and Mental Health, 2020)
Background: The coronavirus disease 2019 (COVID-19) is profoundly affecting life around the globe. Isolation, contact restrictions and economic shutdown impose a complete change to the psychosocial environment in affected countries. These measures have the potential to threaten the mental health of children and adolescents significantly. Even though the current crisis can bring with it opportunities for personal growth and family cohesion, disadvantages may outweigh these benefits. Anxiety, lack of peer contact and reduced opportunities for stress regulation are main concerns. Another main threat is an increased risk for parental mental illness, domestic violence and child maltreatment. Especially for children and adolescents with special needs or disadvantages, such as disabilities, trauma experiences, already existing mental health problems, migrant background and low socioeconomic status, this may be a particularly challenging time. To maintain regular and emergency child and adolescent psychiatric treatment during the pandemic is a major challenge but is necessary for limiting long-term consequences for the mental health of children and adolescents. Urgent research questions comprise understanding the mental health effects of social distancing and economic pressure, identifying risk and resilience factors, and preventing long-term consequences, including—but not restricted to—child maltreatment. The efficacy of telepsychiatry is another highly relevant issue is to evaluate the efficacy of telehealth and perfect its applications to child and adolescent psychiatry. Conclusion: There are numerous mental health threats associated with the current pandemic and subsequent restrictions. Child and adolescent psychiatrists must ensure continuity of care during all phases of the pandemic. COVID-19-associated mental health risks will disproportionately hit children and adolescents who are already disadvantaged and marginalized. Research is needed to assess the implications of policies enacted to contain the pandemic on mental health of children and adolescents, and to estimate the risk/benefit ratio of measures such as home schooling, in order to be better prepared for future developments.
KerkoCite.ItemAlsoKnownAs: 10.1186/s13034-020-00329-3 2129771:2HQAR3KW
Keywords: __C:filed:1

Challenge-based learning in higher education: an exploratory literature review - Gallagher, Silvia Elena; Savage, Timothy (Teaching in Higher Education, 2020)
The application of Challenge-Based Learning (CBL) has increased in higher education institutions, fostering student transversal competencies, knowledge of sociotechnical problems, and collaboration with industry and community actors. However, a broad range of different frameworks, hybrid approaches, and educational interventions are using this term to define their approach. This lack of standardization creates definitional and conceptual challenges for the domain. A review of CBL literature was conducted to examine key characteristics, challenges and benefits, and educational factors. A total of 100 articles were reviewed using a qualitative thematic matrix. Results describe CBL benefits despite many institutional, practical and academic challenges. Although there was much variability in CBL approaches, eight common characteristics emerged from the literature. This research can support future research and implementation of CBL by providing a guiding conceptual framework and a preliminary classification of CBL approaches.
Publisher: Routledge _eprint: https://doi.org/10.1080/13562517.2020.1863354
Keywords: Challenge-based learning; educational methods; educational theories; higher education

Causal loop diagram (Wikipedia, 2023)
A causal loop diagram (CLD) is a causal diagram that aids in visualizing how different variables in a system are causally interrelated. The diagram consists of a set of words and arrows. Causal loop diagrams are accompanied by a narrative which describes the causally closed situation the CLD describes. Closed loops, or causal feedback loops, in the diagram are very important features of CLDs. The words with arrows coming in and out represent variables, or quantities whose value changes over time and the links represent a causal relationship between the two variables (i.e., they do not represent a material flow). A link marked + indicates a positive relation where an increase in the causal variable leads, all else equal, to an increase in the effect variable, or a decrease in the causal variable leads, all else equal, to a decrease in the effect variable. A link marked - indicates a negative relation where an increase in the causal variable leads, all else equal, to a decrease in the effect variable, or a decrease in the causal variable leads, all else equal, to an increase in the effect variable. A positive causal link can be said to lead to a change in the same direction, and an opposite link can be said to lead to change in the opposite direction, i.e. if the variable in which the link starts increases, the other variable decreases and vice versa. The words without arrows are loop labels. As with the links, feedback loops have either positive (i.e., reinforcing) or negative (i.e., balancing) polarity. CLDs contain labels for these processes, often using numbering (e.g., B1 for the first balancing loop being described in a narrative, B2 for the second one, etc.), and phrases that describe the function of the loop (i.e., "haste makes waste"). A reinforcing loop is a cycle in which the effect of a variation in any variable propagates through the loop and returns to reinforce the initial deviation (i.e. if a variable increases in a reinforcing loop the effect through the cycle will return an increase to the same variable and vice versa). A balancing loop is the cycle in which the effect of a variation in any variable propagates through the loop and returns to the variable a deviation opposite to the initial one (i.e. if a variable increases in a balancing loop the effect through the cycle will return a decrease to the same variable and vice versa). Balancing loops are typically goal-seeking, or error-sensitive, processes and are presented with the variable indicating the goal of the loop. Reinforcing loops are typically vicious or virtuous cycles. Example of positive reinforcing loop: The amount of the Bank Balance will affect the amount of the Earned Interest, as represented by the top blue arrow, pointing from Bank Balance to Earned Interest. Since an increase in Bank balance results in an increase in Earned Interest, this link is positive, which is denoted with a "+". The Earned interest gets added to the Bank balance, also a positive link, represented by the bottom blue arrow. The causal effect between these variables forms a positive reinforcing loop, represented by the green arrow, which is denoted with an "R".
Page Version ID: 1192291490 KerkoCite.ItemAlsoKnownAs: 2129771:6DPJ2Y3W

Catering for Diversity in Psychosocial and Learning Needs in a Low-Income Country - Mason, Miriam; Galloway, David; Joyce-Gibbons, Andrew (Diversifying Learner Experience: A kaleidoscope of instructional approaches and strategies, 2020)
This chapter reviews the work of three largely residential schools run by EducAid, a small NGO in Sierra Leone. Thousands of children had missed out on schooling following the rebel war (1991–2002). Marginalised children included child soldiers, children whose parents had died in the fighting and children returning from refugee camps. The post-conflict context was one in which many students had been exposed to violence, trauma and tragedy. The challenge was to provide a loving, learning community with appropriate teaching and learning methods for a wide range of ages, educational experience, competence and confidence. Some students have missed years of schooling, but others arrive at EducAid having missed little or none of their education. Consequently, some teenagers are illiterate on admission, with attainments below those of much younger children. EducAid, therefore, devised a personalised learning system that encourages children to take responsibility for their own learning, and to learn with and from peers, supported by teachers. Progression depends on reaching a specified standard in each module. The purpose-written modules cover the content of the national exams but provide opportunities for students to interact with each other in ways that challenge their previous negative and violent experiences. In other words, catering for diversity in learning can not be carried out independently of diversity in psychosocial experiences.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-981-15-9861-6_11 4869029:Y5AL5U74
Keywords: Low-income country; Marginalised children; Non-government organisation; Personalised learning

Caring for children with neurodevelopmental disability: Experiences from caretakers and health workers in rural eastern Uganda - Namazzi, Gertrude; Hanson, Claudia; Nalwadda, Christine; Tetui, Moses; Nampijja, Margaret; Waiswa, Peter; Tumwine, James K.; Hildenwall, Helena (Plos one, 2020)
Publisher: Public Library of Science San Francisco, CA USA

Caribbean Regional Communications Infrastructure Program (CARCIP) - Submarine Cable Map (Submarine Cable Map, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:LCULPLMK 2486141:HG7YTXV5

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

Care Is Not a Fad: Care Beyond COVID-19 - Bali, Maha (Reflecting Allowed, 2020)
I’ve been thinking recently about how some people who don’t normally focus on care are taking actions that show care. This is great. If you never thought about care in education, but th…
KerkoCite.ItemAlsoKnownAs: 2129771:L6DANBK3 2486141:2BKTFAA6

Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa - Cilliers, J; Fleisch, B; Kotze, J; Mohohlwane, N; Taylor, S; Thulare, T (2021)
We experimentally compare on-site with virtual coaching of South African teachers. After three years, on-site coaching improved students’ English oral language and reading proﬁciency by 0.31 and 0.13 SD, respectively. Virtual coaching improved English oral language proﬁciency (0.12 SD), had no impact on English reading proﬁciency, and an unintended negative eﬀect on home language literacy. Classroom observations show that on-site coaching improved teaching practice and that virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest that the use of technology did not preclude eﬀectiveness, but rather that in-person contact enabled more accountability and support.
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP_2020/050 2129771:92QV2788 2129771:HJFGEEK2 2339240:S43VPLWI 2405685:BYWDN798 2405685:ZT5C342T 2534378:SLV36H9G

Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa - Cilliers, J.; Fleischz, B.; Kotze, J.; Mohohlwanex, N.; Taylor, S.; Thulare, T. (2020)
We experimentally compare on-site with virtual coaching of South African teachers. After three years, on-site coaching improved students’ English oral language and reading proﬁciency by 0.31 and 0.13 SD, respectively. Virtual coaching improved English oral language proﬁciency (0.12 SD), had no impact on English reading proﬁciency, and an unintended negative eﬀect on home language literacy. Classroom observations show that on-site coaching improved teaching practice and that virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest that the use of technology did not preclude eﬀectiveness, but rather that in-person contact enabled more accountability and support.
KerkoCite.ItemAlsoKnownAs: 4804264:I5FWX4XN
Keywords: Final_citation; cited; existing

Can virtual replace in-person coaching? Experimental evidence on teacher professional development and student learning - Cilliers, J; Fleischz, B; Kotzex, J; Mohohlwanex, N; Taylor, S; Thulare, T (2020)
We experimentally compare on-site with virtual coaching of South African teachers. After three years, on-site coaching improved students’ English oral language and reading proﬁciency by 0.31 and 0.13 SD, respectively. Virtual coaching improved English oral language proﬁciency (0.12 SD), had no impact on English reading proﬁciency, and an unintended negative eﬀect on home language literacy. Classroom observations show that on-site coaching improved teaching practice and that virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest that the use of technology did not preclude eﬀectiveness, but rather that in-person contact enabled more accountability and support.
KerkoCite.ItemAlsoKnownAs: 2405685:PZ94P8BE 2405685:QGPR3S5E 2534378:SLV36H9G
Keywords: Important; Read; ⛔ No DOI found

Can technology help mitigate the impact of COVID-19 on education systems in Europe and Central Asia? - Patrinos, Harry; Shmis, Tigran (World Bank, 2020)
With the need to contain the virus, many countries are implementing measures to reduce gatherings of large crowds.
KerkoCite.ItemAlsoKnownAs: 2129771:B9649GK7

Can tablet apps support the learning of handwriting? An investigation of learning outcomes in kindergarten classroom - Bonneton-Botté, Nathalie; Fleury, Sylvain; Girard, Nathalie; Le Magadou, Maëlys; Cherbonnier, Anthony; Renault, Mickaël; Anquetil, Eric; Jamet, Eric (Computers & Education, 2020)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2020.103831 2129771:QS64JRJK
Keywords: __C:filed:1

Can’t Wait to Learn: A quasi-experimental mixed-methods evaluation of a digital game-based learning programme for out-of-school children in Sudan - Brown, Felicity L; Farag, Alawia I; Hussein Abd Alla, Faiza; Radford, Kate; Miller, Laura; Neijenhuijs, Koen; Stubbé, Hester; de Hoop, Thomas; Abdullatif Abbadi, Ahmed; Turner, Jasmine S.; Jetten, Andrea; Jordans, Mark J.D. (Journal of Development Effectiveness, 2020)
Innovations are needed to address the global issue of access to highquality education, particularly in low- and middle-income countries. This paper shows quasi-experimental evidence that a digital game-based learning programme (‘Can’t Wait to Learn’) led to significantly greater improvements in mathematics competency, Arabic literacy competency, and psychological wellbeing of children aged 7–9 in Sudan, compared to state-provided education for out-of-school children, 6 months after the start of the programme implementation (n = 221). These findings were corroborated and extended by qualitative data from 33 focus group discussions and key informant interviews with children, learning directors, caregivers, community leaders, and supervisory staff. We found no differ ence between groups on child-reported hope, and we found evidence for a significant negative intervention effect on child-reported self-esteem, though the psychometric properties of these instruments were not ade quate. We report several considerations related to the experience of local facilitators, programme implementation challenges, and the importance of community acceptance and engagement for fidelity of implementation.

Can maternal education sustain or enhance the benefits of early life interventions? Evidence from the Young Lives Longitudinal Study - Sabates, Ricardo; Di Cesare, Mariachiara (Compare: A Journal of Comparative and International Education, 2021)
This paper provides evidence on the predicted benefits of maternal education, in terms of reduced child malnutrition at ages 1 and 5, focusing specifically on the complementarities with early life interventions across contexts. Using data from the Young Lives Longitudinal Study for Ethiopia, India, Peru and Vietnam, results show the expected association of maternal education with reduced likelihood of malnutrition both at ages 1 and 5. However, the benefits of maternal education via access to an early life intervention (antenatal care), are found only in some countries and for some levels of maternal education. Inequalities in the risk of malnutrition between those with the highest endowments of maternal education and access to antenatal services, and those without these, are significant within countries. We conclude that programmes which aim to reduce the risks of malnutrition should consider local knowledge and realities in order to understand more fully the expected benefits.
Publisher: Routledge _eprint: https://doi.org/10.1080/03057925.2019.1653171 KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2019.1653171 2129771:WSICB8HM
Keywords: Maternal education; Young Lives; antenatal care; child nutrition; quantitative methods

Can Facebook groups enhance continuing professional development of teachers? Lessons from Kenya - Bett, Harry; Makewa, Lazarus (Asia-Pacific Journal of Teacher Education, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1080/1359866x.2018.1542662 4804264:SMY97FMW
Keywords: Final_citation; cited; existing

Can Facebook groups enhance continuing professional development of teachers? Lessons from Kenya - Bett, Harry; Makewa, Lazarus (Asia-Pacific Journal of Teacher Education, 2020)
Continuing Professional Development (CPD) for teachers in Kenya suffers from challenges such as inadequate resources, poor planning, competing interests, among others. Besides being traditional in approach, most CPD sessions are far between to be meaningfully helpful. With increasing uptake of technology and number of social media users in Kenya, Facebook can be a potential platform to enhance teachers’ professional development. This exploratory cross-sectional survey focussed on discussions teachers had in the month of February 2015 on one Facebook Group named ‘Teachers of English’. A directed content analysis of the 647 posts following Shulman’s category of teacher knowledge base revealed that interactions on the group centred on the teaching of English and Literature, as well as on other education-related matters. This study concludes that that Facebook Groups can be fertile avenues for teachers’ ongoing professional development, especially in developing countries where such opportunities are scarce.
Publisher: Routledge _eprint: https://doi.org/10.1080/1359866X.2018.1542662 KerkoCite.ItemAlsoKnownAs: 10.1080/1359866X.2018.1542662 10.1080/1359866x.2018.1542662 10/gg3988 2339240:FPKG4LA8 2405685:9BBCI3GD 2405685:9EFWDEUR 2534378:BJ75PKH4 2534378:F8XIDPG4 2534378:FNUR2CDH 2534378:N4ZG4GTY
Keywords: Content analysis; Education–Teaching Methods And Curriculum; English teachers; Facebook Groups; Kenya; Professional development; Social networks; Teacher education; Teachers; __:import:02; __:match:final; __:matched; __:study_id:2425933; __finaldtb; professional development

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

Cambridge Lower Secondary Global Perspectives Stage 9 Learner's Skills Book - Laycock, Keely (Cambridge University Press, 2020)
This series has been developed for the Cambridge Lower Secondary Global Perspectives Curriculum Framework (1129). This Stage 9 learner's skills book helps students develop key 21st century skills, including research, analysis and more. Written by experienced teacher and author, Keely Laycock, learners are encouraged to reflect on your chosen topics – such as sport and recreation or language and communication – at a personal, national and global level. This series enables students to develop skills for their future in a scaffolded and measurable way, and has been produced with feedback from teachers and students all around the world.

Cambodian Secondary School Teachers' Readiness for Online Teaching During the Covid-19 Pandemic - Chea, Phal; Chankoulika, Bo; Minami, Ryuto (2022)
This study intends to review alternative teaching methods during the Covid-19 pandemic and examine teacher readiness in adopting educational technology (edtech) for online teaching as well as factors associated with readiness in the context of secondary schools in Cambodia. To assess teacher readiness, we adopted the Technological Pedagogical Content Knowledge (TPACK), a framework developed by Mishra and Koehler (2006). Data analysis draws on the surveys of 687 teachers at 43 secondary schools in 10 Cambodian provinces collected in November 2021. The findings show that nearly all the sampled teachers experienced teaching online during the school closure, although about a third of them had completely returned to physical in-person teaching at the time of the interview. Although a good share of teachers adopted both synchronous and asynchronous teaching approaches for their online teaching, more than half of teachers who taught online used only one approach (either synchronous or asynchronous). Cambodian secondary teachers think their pedagogical and content knowledge is relatively high at 3.92 and 3.88 respectively. However, their technological knowledge is low at 2.87. The regression analysis suggests that at the individual level, factors that influence teacher readiness include gender, age, perceived challenge and perceived effectiveness of online teaching. Experience teaching at private schools and level of student-teacher interaction are also found to be positively associated with teacher readiness, while initial pre-service and in-service training are found to have little to no influence on teacher readiness. Teachers with access to computers seem to demonstrate a higher level of readiness for online teaching. As expected, teachers in Phnom Penh are likely to be more ready for online teaching, but to our surprise, teachers at resource schools exhibit a lower level of readiness than their peers at general schools.

Call for solidarity with students - People's Coalition (C19 People's Coalition, 2020)
Click here to add your voice Educators, students, administrators, parents, student organisations, unions and concerned members of the public. Help us ensure that no one is excluded or left behind due to universities and other institutions’ push toward online and remote learning. The COVID-19 crisis places all in grave jeopardy. Yet, institutions of higher learning […]
Library Catalog: c19peoplescoalition.org.za KerkoCite.ItemAlsoKnownAs: 2129771:HKQKZFV9

Calculating the Educational Impact of COVID-19 (Part II): Using Data from Successive Grades to Estimate Learning Loss | SharEd - Cummiskey, Chris (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:KPDYWPMJ 2405685:AR62GQMZ
Keywords: _COVID_DEAA-List

Calculating the Educational Impact of COVID-19: Closed Schools, Lost learning, Unequal Impact | SharEd - DeStefano, Joe (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:WU6E37IT

Cadre stratégique pour l'alphabétisation numérique des citoyens en Afrique - Smart Africa Alliance (Smart Africa Alliance, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10894668 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1121 ZenodoArchiveConcept: 10894667
Keywords: Coming soon; _r:AddedByMyEducationEvidence

bwallace/abstrackr-web - wallace, byron (2023)
web-based citation screening tool
original-date: 2010-11-23T17:57:59Z KerkoCite.ItemAlsoKnownAs: 2129771:QMER44B4 2405685:E5ERD9TQ 2486141:AQSINRND

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

Building on Solid Foundations: Prioritizing Universal, Early, Conceptual and Procedural Mastery of Foundational Skills - Belafi, Carmen; Hwa, Yue-Yi; Kaffenberger, MIchelle (Research on Improving Systems of Education (RISE), 2020)
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-RI_2020/021 2129771:YPURBMKV

Building effective COVID-19 Education Response Plans: Insights from Africa and Asia - Kimenyi, Eric; Otieno, Jennifer; Kaye, Tom (2020)
EdTechHub.Source: 2405685:6W2UWE89 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3884302 2129771:2MD2QL8K 2405685:6W2UWE89 2339240:7QEJ68RG
Keywords: COV:COVID and reopening of schools; F: Helpdesk response; LP: English; _C:Afghanistan AFG; _C:Bhutan BTN; _C:Gambia GMB; _C:Ghana GHA; _C:Malawi MWI; _C:Nepal NPL; _C:Nigeria NGA; _C:Pakistan PAK; _C:Rwanda RWA; _C:Somalia SOM; _C:South Sudan SSD; _C:Sudan SDN; _C:Uganda UGA; _C:Zambia ZMB; _C:Zimbabwe ZWE; _EdTechHub_Output; __C:filed:1; __C:scheme:1; _cover:v1; _r:ImportedToMyEducationEvidence; _zenodoETH; docs.opendeved.net; dode_eth-src-eth; dode_eth-trf2-dode

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

Building back better to avert a learning catastrophe: Estimating learning loss from COVID-19 school shutdowns in Africa and facilitating short-term and long-term learning recovery - Angrist, Noam; de Barros, Andreas; Bhula, Radhika; Chakera, Shiraz; Cummiskey, Chris; DeStefano, Joseph; Floretta, John; Kaffenberger, Michelle; Piper, Benjamin; Stern, Jonathan (International Journal of Educational Development, 2021)
We model learning losses due to the COVID-19 pandemic and the potential for cost-effective strategies to build back better. Data from Early Grade Reading Assessments in Ethiopia, Kenya, Liberia, Tanzania, and Uganda suggest half to over a year’s worth of learning loss. In modeling losses over time, we found that learning deficits for a child in grade 3 could lead to 2.8 years of lost learning by grade 10. While COVID-19 has stymied learning, bold, learning-focused reform consistent with the literature reviewed in this paper—specifically reform on targeted instruction and structured pedagogy—could improve learning even beyond pre-COVID-19 levels.
KerkoCite.ItemAlsoKnownAs: 2129771:2XDI3FGY 2129771:STJ6QKNQ 2129771:WVS47RMH
Keywords: COVID-19; Education; Foundational skills; Learning loss; Recovery

Building a More Sustainable Future in Uganda: One Brick at a Time - Nambatya, Margret Mauricia (2022)
Keywords: ⛔ No DOI found

Build Back Better: our plan for growth - Great Britain; Treasury (2021)
OCLC: 1246508765

Broadening artificial intelligence education in K-12: where to start? - Wong, Gary K. W.; Ma, Xiaojuan; Dillenbourg, Pierre; Huan, John (ACM Inroads, 2020)

Bringing Out the Best of Leaders, Teachers, and Students in the midst of COVID-19: Lessons Learned from Russell County, Alabama - Kilcrease, Adam (Teaching/Writing: The Journal of Writing Teacher Education, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:YJLCF2BW
Keywords: ⛔ No DOI found

Bridging the Human Rights Implementation Gap: A Commonwealth Survey - Secretariat, Commonwealth (Commonwealth iLibrary, 2023)
In January 2022, the Commonwealth Secretariat launched a survey of national frameworks for the implementation of international human rights obligations in Commonwealth member states. The primary objectives of the survey were to: a. Contribute to the body of knowledge, such as studies conducted by the Office of the United Nations High Commissioner for Human Rights (OHCHR) and other organisations, on the role and effectiveness of National Mechanisms for Implementation, Reporting and Follow-up (NMIRFs). Recent OHCHR studies have shown that NMIRFs are vital for improved implementation and reporting on human rights. They have identified several essential ‘capacities’ for enhanced performance, including engagement, co-ordination, consultation and information management. b. Map existing national systems for implementation, reporting and follow-up to understand how they implement their mandates, and thereby facilitate an exchange of good practice and lessons learnt. c. Understand specific needs for further technical assistance for Commonwealth member states to establish and/or strengthen NMIRFs. d. Provide information to be used in advocacy for formulating common guiding principles on NMIRFs.

Bridge or Barrier – Does generative AI contribute to more culturally inclusive higher education and research? - Atanasova, Dimitrinka (Bridge or Barrier – Does generative AI contribute to more culturally inclusive higher education and research?, 2023)
Whilst the ability of generative AI to produce text in English has been widely covered, the implications of its ability to translate and act as a cultural broker into English have received less att…
KerkoCite.ItemAlsoKnownAs: 2129771:758BHNAF 2405685:6SRCZ3LI 2486141:TJRDQHQD

Breaking Through Limitations: Enhanced Systematic Literature Reviews With Large Language Models - Reason, Tim; Langham, Julia; Gimblett, Andy; Malcolm, Bill; Klijn, Sven (Population, 2023)
KerkoCite.ItemAlsoKnownAs: 5440726:6HH3L69H
Keywords: ⛔ No DOI found

Breaking Through Limitations: Enhanced Systematic Literature Reviews With Large Language Models - Reason, Tim; Langham, Julia; Gimblett, Andy; Malcolm, Bill; Klijn, Sven (Population, 2023)
KerkoCite.ItemAlsoKnownAs: 2129771:PJB6DTDA 2405685:CBPEMXNV 2486141:ELIALEJV
Keywords: _Added-ailr-2024; ⛔ No DOI found

Breaking Open: Ethics, Epistemology, Equity, and Power - Bali, Maha; Adam, Taskeen; Cronin, Catherine; Friedrich, Christian; Walji, Sukaina; Hendricks, Christina (Open at the Margins, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:LPRUMBAD 2129771:Y3EEKT75
Keywords: Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Breaking old habits and adopting new ones: how to change teaching practice when change is hard - World Bank (2021)
The types of skills an effective educator hasare: being skilled in developing safe and supportive learning environments, checking for student understanding, adjusting instruction according to needs, developing socio- and emotional competences in their learners, among others.

Breaking: DFID merged with FCO - Worley, William (Devex, 2020)
Opponents say the announcement marks the culmination of a slow-drain on DFID's influence, and worry about what it means for the future direction of U.K. aid.
KerkoCite.ItemAlsoKnownAs: 2129771:LCCJCHG9

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

Boycott e-learning until all students are brought on board - Sascoc - Mokhoali, Veronica (2020)
The move to migrate to learning online has been met with a backlash from student organisations; with many accusing institutions of side-lining those from disadvantaged backgrounds.
Library Catalog: ewn.co.za KerkoCite.ItemAlsoKnownAs: 2129771:V82TUXBC

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

Book Review: Transforming Universities with Digital Distance Education: The Future of Formal Learning - Olcott, D. J. (Journal of Learning for Development, 2020)
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:MKGNAL87
Keywords: Ddigital distance education; ⛔ No DOI found

Book Review: McNaught & Gravett, Eds., Embedding Social Justice in Teacher Education and Development in South Africa - Gentles, Carol Hordatt (Journal of Learning for Development, 2022)
Number: 1
Keywords: Book Review; ⛔ No DOI found

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

Blueprint for Inclusive Research & Development in Education: A Data-Driven Approach to Organize and Articulate Research Data Needs for Equitable Evaluation - Pratihast, Susmita; Mote, Erin (2022)
In the field of education, there is a gap between research and practice. Lack of data standardization and collection inhibits comparability and generalizability of findings in the context of population heterogeneity. Mapping of education research inquiries to local heterogeneous data representations from different repositories is expensive and creates barriers for content comprehensiveness in research. The paper focuses on design and usability of the Blueprint, an organizing data framework that summarizes key elements to represent education data needs to improve articulation of data needs and allow practitioners to be part of an inclusive research and development process in collaboration with the research community. The design process included an exhaustive landscape analysis of established data standards, conceptual frameworks in education domains as well as publicly available databases and indicators. This was supported by the analysis of current evidence and research base with the use of natural language processing techniques and topic modeling approaches. This methodology was used to validate and inform the inclusion of different elements in the Blueprint. A large stakeholder review process was adopted to further enhance and refine the Blueprint. With a generalizability score of 77% across multiple pilot studies, the paper focuses on the results of the pilot studies and demonstrates the real-world use cases for widespread applicability and scalability in the sector.
KerkoCite.ItemAlsoKnownAs: 10.54808/ICSIT2022.01.19 2129771:DQMC8R7B 4426965:EBSY8SPP 4426965:ZKSZ4YV5

Blended and Hybrid Learning Initiatives: A curated list for El Salvador - Villavicencio, Xuzel; Coflan, Caitlin Moss (EdTech Hub, 2022)
This document was produced in response to a request from the UNICEF country office and Ministry of Education team of El Salvador that was submitted to the EdTech Hub Helpdesk in November 2021. The UNICEF team requested a curated list of global blended and hybrid initiatives with a focus on initiatives that have used a multimodal strategy, highlighting effective and ineffective practices. This report does not aim to cover every leading and innovative blended / hybrid initiative with relevance to the Salvadoran context. Rather, it presents a list of curated resources with examples of challenges, lessons learned, and teacher training approaches that can be used as a guide when designing a multimodal strategy for the education sector. Keywords: hybrid; blended; El Salvador; multimodal; teacher training; remote learning An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 6981598 ZenodoArchiveConcept: 6981597 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6981598 10.53832/edtechhub.0105 2405685:BDT76583
Keywords: _r:AddedByZotZen

Black Caribbean girls in England ‘twice as likely to be excluded from schools as white girls’ - Mohdin, Aamna (The Guardian, 2021)
Data also shows that school exclusions for girls are growing at higher rate than for boys
Keywords: Education; Exclusions; Inequality; Race; Schools; UK news; Women

Bitcoin price evolution versus energy consumption; trend analysis - Bejan, Crina Anina; Bucerzan, Dominic; Crăciun, Mihaela Daciana (Applied Economics, 2023)
Digital technology developments shape the behaviour, performances, standards of society, organizations and individuals imposing new ways of payments and new forms of money. In this environment in 2008 was developed a new type of currency, namely Bitcoin. Cryptocurrency, as this new form of money has been generically called, puts pressure on the traditional concept of money. Today, the economic value of cryptocurrencies is attested by their circulation and acceptance by user communities for trade. However, establishing this value raises debates in the literature. The research from this paper investigates and analyses if there is a strong enough connectedness between Bitcoin price evolution and energy consumption tendency (for mining), to influence Bitcoin value. Public data from January 2014 to July 2021 is used. An Artificial Neural Network (ANN) was used to study and predict the tendency of Bitcoin price and energy consumption. A comparison between the forecasting trend and the real trend (the evolution of energy consumption and Bitcoin price) was made. The conducted research starts with a quantitative one and ends with a qualitative one (trends). The obtained results show that qualitatively, there is a good correlation between monthly average values of BTC prices and electricity consumption for mining.
Publisher: Routledge _eprint: https://doi.org/10.1080/00036846.2022.2097194
Keywords: Artificial Neural Network (ANN); B23; C53; Cryptocurrency; E37; bitcoin; blockchain; energy consumption

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

Bioclimatic Strategies to Reduce Energy Consumption in Mixed-Used Buildings in Abuja, Nigeria - Ali, S.M.; Buhari, K.A. (at the “Second International Conference on Sustainable Built Environment in the Tropics (ICONSBET) at the Department of Architecture, 2024)
KerkoCite.ItemAlsoKnownAs: 2129771:5IXMN2WE 2129771:9E96ZSGY 2486141:HF56XA5V
Keywords: ⛔ No DOI found

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

Big EdTech - Williamson, Ben (Learning, Media and Technology, 2022)
Publisher: Routledge _eprint: https://doi.org/10.1080/17439884.2022.2063888 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2022.2063888 4804264:97I8AQB4
Keywords: Final_citation; cited; existing

Beyond sex and gender analysis: an intersectional view of the COVID-19 pandemic outbreak and response - Hankivsky, Olena; Kapilashrami, Anuj (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:J9PZ8T42

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

Beyond Data: Human Rights, Ethical and Social Impact Assessment in AI - Mantelero, Alessandro (T.M.C. Asser Press, 2022)
Keywords: AI Regulation; Artificial Intelligence; Data Protection; Ethics; Fundamental Rights; Human Rights; Human Rights Impact Assessment (HRIA); Impact Assessment; Open Access

Beyond Data - Mantelero, Alessandro (Beyond Data: Human Rights, Ethical and Social Impact Assessment in AI, 2022)
In a technology context dominated by data-intensive AI systems, the consequences of data processing are no longer restricted to the well-known privacy and data protection issues but encompass prejudices against a broader array of fundamental rights. Moreover, the tension between the extensive use of these systems, on the one hand, and the growing demand for ethically and socially responsible data use on the other, reveals the lack of a framework that can fully address the societal issues raised by AI.
Keywords: AI; Data protection; Ethical Impact Assessment; Human rights; Privacy Impact Assessment; Risk-based approach; Self-determination; Social Impact Assessment

Beyond COVID-19 supernova. Is another education coming? - Azorín, Cecilia (Journal of Professional Capital and Community, 2020)
Purpose This article explores social and educational responses to COVID-19 as seen through the lens of the Spanish education, in which professional capital and community is at the epicenter of the fight against the pandemic. Design/methodology/approach This is a reflective and forward-thinking piece in which educators are presented as first responders to the crisis. The article is structured in four parts. First, the opportunities and barriers that COVID-19 is encountering in 21st-century education are commented on. Second, there is recognition of the need to be connected more than ever; and the vital role of networks. Third, the article discusses the effort to realize the maxim “not to leave anyone behind.” Fourth, the last section summarizes the key points related to the aspects to which education should devote its efforts in the coming months and years in Spain. Findings There is a set of reasons why the Spanish education system is extremely vulnerable to the consequences caused by COVID-19, and these include, among others: the high rates of socioeconomic segregation, of school dropouts and of academic failure; poor culture of networking and collaboration; overcrowded classrooms that hinders quality education; an obsolete curriculum; the consideration of education as a political currency; the need to strengthen bimodal education; and teachers' obligation to update their digital competences. Originality/value The article questions whether another education is possible beyond the pandemic and promotes a deep reflection in this particular context for practitioners and policymakers on which topics more attention could be focused during this time of turmoil.
KerkoCite.ItemAlsoKnownAs: 10.1108/JPCC-05-2020-0019 2129771:RY9FT26V
Keywords: Collective capacity; Community engagement; Educational change; Networks; __C:filed:1

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

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

Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education - Manzano-León, Ana; Camacho-Lazarraga, Pablo; Guerrero, Miguel A.; Guerrero-Puerta, Laura; Aguilar-Parra, José M.; Trigueros, Rubén; Alias, Antonio (Sustainability, 2021)
Educational gamification consists of the use of game elements and game design techniques in the educational context. The objective of this study is to examine the existing evidence on the impact of educational gamification on student motivation and academic performance in the last five years in order to analyze its distribution over time, educational level, variables, and most used game elements, and know the advantages of its implementation in the classroom. For this, a systematic review is proposed through the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) methodology in three multidisciplinary databases, through an exhaustive search with inclusion and exclusion criteria on quantitative experimental studies that explore gamification in educational centers, which provide information about the most current lines of research. Fourteen studies were included in this review. These used experimental or quasi-experimental designs. Most of them report gamification as a valid learning strategy. The results support the conclusion that educational gamification has a potential impact on the academic performance, commitment, and motivation of students. Therefore, this study implies the need to expand research on the needs and challenges of students when learning with gamified techniques.
Number: 4 Publisher: Multidisciplinary Digital Publishing Institute
Keywords: academic achievement; engagement; gamification; motivation; systematic literature review

Best Practices in Middle Level Quaranteaching: Strategies, Tips and Resources Amidst COVID-19 - Pace, Christi; Pettit, Stacie; Barker, Kim (Becoming: Journal of the Georgia Association for Middle Level Education, 2020)
KerkoCite.ItemAlsoKnownAs: 10.20429/becoming.2020.310102 2129771:DEUSH5HH
Keywords: __C:filed:1