Radio: Rapid Evidence Review - Damani, Kalifa; Mitchell, Joel (2020)
This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of radio in education in low- and middle-income countries (LMICs). The present RER has been produced in response to the novel 2019 coronavirus (COVID-19), and the resulting widespread shutdown of schools. It, therefore, highlights transferable insights that may be applicable to educational responses resulting from the limitations caused by COVID-19. Established approaches to delivering distance education have renewed salience during this period because many students cannot access schooling in a school building due to social distancing requirements. As one of the longest-serving and most accessible types of educational technology (EdTech), and one that has had some success in education delivery in an LMIC context that was affected by an epidemic, it is particularly useful to focus on radio (Barnett et al., 2018; Hallgarten, 2020). Notably, the RER aims neither to advocate nor discourage the use of radio in education in response to the COVID-19 pandemic. Instead, it provides an accessible summary of existing evidence on the topic so that educators, policy makers and donors might make informed decisions about the potential of radio in education delivery.
Publisher: Zenodo Version Number: 1 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3948149 2129771:6MWFSK4C 2486141:3BTPFJEM

Radio: A Rapid Evidence Review - Damani, Kalifa; Mitchell, Joel (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:AFXL8QLA
Keywords: Final_citation; cited; existing

Race, Politics, and Pandemic Pedagogy: Education in a Time of Crisis - Giroux, Henry A. (Bloomsbury Publishing, 2021)
In this book Henry A. Giroux passionately argues that education and critical pedagogy are needed now more than ever to combat injustices in our society caused by fake news, toxic masculinity, racism, consumerism and white nationalism. At the heart of the book is the idea that pedagogy has the power to create narratives of desire, values, identity, and agency at time when these narratives are being manipulated to promote right wing populism and emerging global fascist politics. The book expands on the notion of the plague as not only a medical crisis but also a crisis of politics, ethics, education, and democracy itself. The chapters cover a range topics beginning with historical perspectives on fascism and moving on to issues of social atomization, depoliticization, neoliberal pedagogy, the scourge of staggering inequality, populism, and pandemic pedagogy. The book concludes with a call for educators to make education central to politics, develop a discourse of critique and possibility, reclaim the vision of a radical democracy, and embrace their role as powerful agents of change.
Google-Books-ID: 5HgPEAAAQBAJ KerkoCite.ItemAlsoKnownAs: 2129771:ELW7RPW8 2129771:LXLXXLFA 2129771:THUNTPRT
Keywords: Education / Philosophy; Theory & Social Aspects; Philosophy / Political; Political Science / Political Ideologies / Fascism & Totalitarianism; Social Science / Anthropology / Cultural & Social

Queer identity and theory intersections in mathematics education: a theoretical literature review - Moore, Alexander S. (Mathematics Education Research Journal, 2021)
Researchers have become aware of a need to focus on the continued development of gender and sexuality research in mathematics education, as frameworks and conceptual perspectives have been difficult to operationalize, particularly outside of the heteronormative categories of cis-male and cis-female studies. Early pioneers of this work have proposed intersectionality theory (e.g., Leyva, 2017) and queer theories (e.g., Dubbs 2016; Esmonde 2011; Sheldon and Rands 2013) as promising lenses for conceptualizing such research, as they allow for critical postmodern engagement by avoiding many of the structuralist gender commitments that have previously prevented it. In this paper, I build on this work by employing the notion of mathematical identity. I perform a systematic, theoretical review of the literature to articulate a basis for the intersection of mathematical identity and queer identity. I articulate the theoretical basis for this intersection of identities by building a framework that illustrates the intersectional nature of mathematical and queer identities and gives scholars a tool for conceptualizing future work in this area. This paper issues a call to the field to embrace the uncertainty of this new research borderland, because it is only through a radical vision of identity research in mathematics education—such as is offered here—that researchers can begin to situate students’ participation in mathematics within larger social and economic systems that have yet to be analyzed in depth with respect to queer identity.

Quantifying segregation on a small scale: how and where locality determines student compositions and outcomes taking Hamburg, Germany, as an example - Leist, Sebastian A.; Perry, Laura B. (School Effectiveness and School Improvement, 2020)
Increased social and academic segregation are known side effects of school choice policies in market-driven environments that facilitate competition amongst schools. Aiming at complementing foundational knowledge in quantifying segregation, this study first defines school markets (i.e., geographical context) based on student transitions from primary school to secondary school in Hamburg, Germany. Second, genuine spatial measures of segregation are applied to generate differentiated in-situ insights. In general, social segregation appears evident between school markets, school types, and individual schools and, thus, shapes social compositions of secondary schools. The pattern of student transfers across the city confirms that parents are selecting particular schools for their children, resulting in different schools servicing different composition of students and so markets. Furthermore, the findings suggest that school markets in both very affluent and very deprived areas are spatially isolated and hence persistently reproduce wealth and affluence as well as poverty and disadvantage.
Publisher: Routledge _eprint: https://doi.org/10.1080/09243453.2019.1688845
Keywords: Market models; _C:Australia AUS; _C:France FRA; _C:Germany DEU; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; school choice; segregation; socioeconomic status; student transitions

Quality Education in Rwanda: A Critical Analysis of Quality Indicators - de Dieu, Habyarimana Jean; Theogene, Hashakimana; Philothere, Ntawiha; Ke, Zhou (2020)
Keywords: ⛔ No DOI found

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

PV-Solar Power Generation in Educational Institutions - Oleiwi, Fadhil Mahmood; Kasim, Naseer K.; Atwan, Ahmed F. (Journal of Physics: Conference Series, 2021)
The PV solar system on the rooftop of buildings is a good source of renewable electric energy. Iraq has very large number of educational institutions with large non-invested rooftop with shortage of electrical energy supply. The present work aims at construction a simulation for PV-System action installed on rooftop of educational institutions in Baghdad using Green Power Solution (GPS) and PV-Syst programs. Based on the surface area of the schools’ roofs, the GPS program estimated three main PV-Systems which can be carried out, 63kW, 50kW, and 30kW in order to supply the electric power to selected school. Due to allocating few hours for school’s studying time along the year, the suitable PV-System is on-grid connection. The results indicated that the annual system performance ratio is 81.9% and the annual output power of these systems were 111.0 MWh/year, 88 MWh/year and 51.4 MWh/year respectively, 19.3MWh/year of them was consumed for this school and the rest is a feedback for grid. This green generation reduced the amount of emission CO2 by 73.981 tons, 62.216 tons and 36.3398 tons per year for systems 63kW, 50kW and 30kW respectively. The results also appear that the initial capital cost of each system can be recovered during the first six years of system operation.
Publisher: IOP Publishing KerkoCite.ItemAlsoKnownAs: 10.1088/1742-6596/1879/3/032070 2129771:39XT7PGU 2486141:25JPZZIV

Pupil premium: overview - UK Government (GOV.UK, 2023)
KerkoCite.ItemAlsoKnownAs: 2129771:3KSB7ZT9 2486141:3W93WMW4

Pulse Check on Digital Learning - UNICEF (UNICEF, 2022)
KerkoCite.ItemAlsoKnownAs: 4804264:5W278JTU
Keywords: Final_citation

Pulse Check on Digital Learning - UNICEF (2022)
On Digital Learning
KerkoCite.ItemAlsoKnownAs: 4804264:QILIXLDF
Keywords: Final_citation; cited; existing

Publication rate and citation counts for preprints released during the COVID-19 pandemic: the good, the bad and the ugly - Añazco, Diego; Nicolalde, Bryan; Espinosa, Isabel; Camacho, Jose; Mushtaq, Mariam; Gimenez, Jimena; Teran, Enrique (PeerJ, 2021)
Background Preprints are preliminary reports that have not been peer-reviewed. In December 2019, a novel coronavirus appeared in China, and since then, scientific production, including preprints, has drastically increased. In this study, we intend to evaluate how often preprints about COVID-19 were published in scholarly journals and cited. Methods We searched the iSearch COVID-19 portfolio to identify all preprints related to COVID-19 posted on bioRxiv, medRxiv, and Research Square from January 1, 2020, to May 31, 2020. We used a custom-designed program to obtain metadata using the Crossref public API. After that, we determined the publication rate and made comparisons based on citation counts using non-parametric methods. Also, we compared the publication rate, citation counts, and time interval from posting on a preprint server to publication in a scholarly journal among the three different preprint servers. Results Our sample included 5,061 preprints, out of which 288 were published in scholarly journals and 4,773 remained unpublished (publication rate of 5.7%). We found that articles published in scholarly journals had a significantly higher total citation count than unpublished preprints within our sample (p < 0.001), and that preprints that were eventually published had a higher citation count as preprints when compared to unpublished preprints (p < 0.001). As well, we found that published preprints had a significantly higher citation count after publication in a scholarly journal compared to as a preprint (p < 0.001). Our results also show that medRxiv had the highest publication rate, while bioRxiv had the highest citation count and shortest time interval from posting on a preprint server to publication in a scholarly journal. Conclusions We found a remarkably low publication rate for preprints within our sample, despite accelerated time to publication by multiple scholarly journals. These findings could be partially attributed to the unprecedented surge in scientific production observed during the COVID-19 pandemic, which might saturate reviewing and editing processes in scholarly journals. However, our findings show that preprints had a significantly lower scientific impact, which might suggest that some preprints have lower quality and will not be able to endure peer-reviewing processes to be published in a peer-reviewed journal.
Publisher: PeerJ Inc.

Public Universities with a Public Conscience - A Proposed Plan.pdf - Concerned Academics (2020)
A Proposed Plan for a Social Pedagogy Alternative in the Time of Pandemic
KerkoCite.ItemAlsoKnownAs: 2129771:475ZBNH8

Public-private partnerships for skills development: a governance perspective. Volume II, Case studies. - European Training Foundation. (Publications Office, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:N8JMF4AI
Keywords: Final_citation

PubGraph: A Large Scale Scientific Temporal Knowledge Graph - Ahrabian, Kian; Du, Xinwei; Myloth, Richard Delwin; Ananthan, Arun Baalaaji Sankar; Pujara, J. (ArXiv, 2023)
Research publications are the primary vehicle for sharing sci-entiﬁc progress in the form of new discoveries, methods, techniques, and insights. Publications have been studied from the perspectives of both content analysis and bibliometric structure, but a barrier to more comprehensive studies of scien-tiﬁc research is a lack of publicly accessible large-scale data and resources. In this paper, we present PubGraph , a new resource for studying scientiﬁc progress that takes the form of a large-scale temporal knowledge graph (KG). It contains more than 432M nodes and 15.49B edges mapped to the popular Wikidata ontology. We extract three KGs with varying sizes from PubGraph to allow experimentation at different scales. Using these KGs, we introduce a new link prediction benchmark for transductive and inductive settings with temporally-aligned training, validation, and testing partitions. Moreover, we develop two new inductive learning methods better suited to PubGraph, operating on unseen nodes without explicit features, scaling to large KGs, and outperforming existing models. Our results demonstrate that structural features of past citations are sufﬁcient to produce high-quality predictions about new publications. We also identify new challenges for KG models, including an adversarial community-based link prediction setting, zero-shot inductive learning, and large-scale learning.
Keywords: ⛔ No DOI found

PubGraph: A Large-Scale Scientific Knowledge Graph - Ahrabian, Kian; Du, Xinwei; Myloth, Richard Delwin; Ananthan, Arun Baalaaji Sankar; Pujara, J. (2023)
Research publications are the primary vehicle for sharing scientific progress in the form of new discoveries, methods, techniques, and insights. Unfortunately, the lack of a large-scale, comprehensive, and easy-to-use resource capturing the myriad relationships between publications, their authors, and venues presents a barrier to applications for gaining a deeper understanding of science. In this paper, we present PubGraph, a new resource for studying scientific progress that takes the form of a large-scale knowledge graph (KG) with more than 385M entities, 13B main edges, and 1.5B qualifier edges. PubGraph is comprehensive and unifies data from various sources, including Wikidata, OpenAlex, and Semantic Scholar, using the Wikidata ontology. Beyond the metadata available from these sources, PubGraph includes outputs from auxiliary community detection algorithms and large language models. To further support studies on reasoning over scientific networks, we create several large-scale benchmarks extracted from PubGraph for the core task of knowledge graph completion (KGC). These benchmarks present many challenges for knowledge graph embedding models, including an adversarial community-based KGC evaluation setting, zero-shot inductive learning, and large-scale learning. All of the aforementioned resources are accessible at https://pubgraph.isi.edu/ and released under the CC-BY-SA license. We plan to update PubGraph quarterly to accommodate the release of new publications.

Psychometric evaluation of the self-efficacy questionnaire for children (SEQ-C): validation among Chinese children and adolescents - Xie, Han; Shlonsky, Aron; Harrigan, Susy (Current Psychology, 2022)
The Self-Efficacy Questionnaire for Children (SEQ-C) is a well-established measure of self-efficacy including three specific task demands, that is, academic self-efficacy, social self-efficacy, and emotional self-efficacy. The present study examined the applicability of the SEQ-C for measuring children’s self-efficacy in a Chinese population. The sample was comprised of 1491 students in Grade 4 to 11 (boys = 52.8%; mean age = 13.0 years) in Wuhan, Hubei Province, China. Confirmatory factor analysis (CFA) was conducted to test the factor structure of the SEQ-C. Also, bivariate correlations between SEQ-C and children’s prosocial behavior, bullying behavior and victimized experience were tested to reflect the convergent validity of the SEQ-C. The results revealed that a modified 20-item Chinese version of the SEQ-C had excellent internal consistency reliability, good construct validity, overall acceptable convergent validity and measurement invariance across gender and school level. Only minor adaptions were necessary, and the rationale for making these adjustments was based on both content and performance of the measure. In addition to the cross-cultural validation, this study has extended the age range of the target users (14 to 17 years) by confirming the suitability of the SEQ-C for age groups spanning primary and secondary school children aged between 9 and 18 years. For those working and doing research in schools, this validation study increases confidence in the use of the Chinese SEQ-C and its subscales for identifying children’s self-efficacy in specific domains and for conducting research on interventions where self-efficacy is an important predictor or outcome.

Prototyping - McBurnie, Chris; Hassan, Mustafa Syed; Moustafa, Nariman; Walker, Hannah; Lurvink, Anne-Fleur; Macharia, Grace; Haßler, Björn (Open Development & Education, 2023)
This resource is an output of the Open Development & Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/.
ZenodoArchiveID: 8386687 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1010 ZenodoArchiveConcept: 8386686
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

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

Proposal to the Spencer Foundation: Research Grants on Education: School’s Out For . . . Spring? Understanding the Response of School Districts in the United States to COVID-19-Related Disruptions - Rosenberg, Joshua; Rutherford, Teomara; Anderson, Daniel; White, Rachel S.; Nguyen, Ha; Kimmon, Royce (Open Science Framework, 2020)
There is no doubt that public education has suffered as a result of the COVID-19 pandemic. Researchers are comparing the COVID slide to summer learning loss, noting this loss could be much worse for those already underserved by U.S. schools (Kuhfeld & Tarasawa, 2020). In order to understand who this loss impacts and how, we need data on school, district, and statewide responses to the pandemic as it unfolded. Luckily, these data are available, as school districts across the country updated their communities about plans for spring 2020. To capture these updates, our team uses multiple approaches for collecting COVID-19-related information via school district websites and social media to create a new, nationwide dataset of district responses.We also analyze how these responses relate to contextual characteristics of districts and their surrounding communities, which will provide a picture of how district characteristics may drive disparities in access to and quality of schooling during the pandemic. Identifying these associations are critical for understanding and disrupting the reproduction and deepening of educational inequality caused by the COVID-19 crisis. The resulting dataset will provide researchers with the information necessary to understand how education during the pandemic may impact students for years to come.
KerkoCite.ItemAlsoKnownAs: 10.31219/osf.io/9j2cu 2129771:H88X8NN8

Proposal for GPE accelerated funding for COVID-19 response (Malawi) - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:6YIHN6BN

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

Promising practices for equitable remote learning Emerging lessons from COVID-19 education responses in 127 countries - Dreesen, Thomas; Akseer, Spogmai; Brossard, Mathieu; Dewan, Pragya; Giraldo, Juan-Pablo; Kamei, Akito; Mizunoya, Suguru; Correa, Javier Santiago Ortiz (2020)

Promises to Keep: Impact of COVID-19 on Adolescents in Kenya - Population Council; Presidential Policy and Strategy Unit (Kenya) (Poverty, Gender, and Youth, 2021)

Proliferation of Papers and Preprints During the Coronavirus Disease 2019 Pandemic: Progress or Problems With Peer Review? - Vlasschaert, Caitlyn; Topf, Joel M.; Hiremath, Swapnil (Advances in Chronic Kidney Disease, 2020)
The coronavirus disease 2019 (COVID-19) pandemic has spread exponentially throughout the world in a short period, aided by our hyperconnected world including global trade and travel. Unlike previous pandemics, the pace of the spread of the virus has been matched by the pace of publications, not just in traditional journals, but also in preprint servers. Not all publication findings are true, and sifting through the firehose of data has been challenging to peer reviewers, editors, as well as to consumers of the literature, that is, scientists, healthcare workers, and the general public. There has been an equally exponential rise in the public discussion on social media. Rather than decry the pace of change, we suggest the nephrology community should embrace it, making deposition of research into preprint servers the default, encouraging prepublication peer review more widely of such preprint studies, and harnessing social media tools to make these actions easier and seamless.
KerkoCite.ItemAlsoKnownAs: 10.1053/j.ackd.2020.08.003 2129771:89FPW9DV
Keywords: Blog posts; COVID-19; Critical appraisal; Peer review; Preprints; Twitter; _genre:PR-primary_research

Projecting the potential impacts of COVID-19 school closures on academic achievement - Kuhfeld, Megan; Soland, James; Tarasawa, Beth; Johnson, Angela; Ruzek, Erik; Liu, Jing (2020)
With 55 million students in the United States out of school due to the COVID-19 pandemic, education systems are scrambling to meet the needs of schools and families, including planning how best to approach instruction in the fall given students may be farther behind than in a typical year. Yet, education leaders have little data on how much learning has been impacted by school closures. While the COVID-19 learning interruptions are unprecedented in modern times, existing research on the impacts of missing school (due to absenteeism, regular summer breaks, and school closures) on learning can nonetheless inform projections of potential learning loss due to the pandemic. In this study, we produce a series of projections of COVID-19-related learning loss and its potential effect on test scores in the 2020-21 school year based on (a) estimates from prior literature and (b) analyses of typical summer learning patterns of five million students. Under these projections, students are likely to return in fall 2020 with approximately 63-68% of the learning gains in reading relative to a typical school year and with 37-50% of the learning gains in math. However, we estimate that losing ground during the COVID-19 school closures would not be universal, with the top third of students potentially making gains in reading. Thus, in preparing for fall 2020, educators will likely need to consider ways to support students who are academically behind and further differentiate instruction.
Publisher: EdWorkingPapers.com KerkoCite.ItemAlsoKnownAs: 10.26300/CDRV-YW05 2129771:DVXWEXD6
Keywords: __C:filed:1

Project updates for Climate, Environment and Education Adaptation Research (CLEEAR) Tanzania Steering Committee - Villavicencio, Xuzel; Haßler, Björn; Jengo, Eunice (2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10944958 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1130 ZenodoArchiveConcept: 10944957
Keywords: _r:AddedByMyEducationEvidence

Project updates for Climate, Environment and Education Adaptation Research (CLEEAR) Tanzania Steering Committee - Villavicencio, Xuzel; Hassler, Bjoern (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10203975 ZenodoArchiveConcept: 10203974 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1032 2129771:6V9PMAJB
Keywords: _r:AddedByMyEducationEvidence

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

Project Appraisal Document: Sierra Leone Free Education Project - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:3IHMX3GM 2486141:T9DW3TCU
Keywords: _C:Sierra Leone SLE

Progress Towards Meaningful Women’s Participation in Conflict Prevention and Peacebuilding Decision-making - Lenhardt, Amanda (2021)
The Women, Peace and Security or Gender Peace and Security (WPS/GPS) agenda has expanded significantly over the 20+ years of concerted efforts at many levels to expand the role of women in conflict resolution and peacebuilding. Yet many authors note that the expansion of international agreements and national plans to support greater women’s participation in decision-making have yet to translate into concrete changes. This report examines progress in promoting women’s meaningful participation in decision making processes in conflict prevention and peacebuilding, with a focus on changes since 2018. Evidence on women’s meaningful participation in decision-making tends to focus on a small range of measurable outcomes with some studies considering the outcomes of women’s involvement in those processes to determine the extent to which they might be ‘meaningful’. Few studies examine differential outcomes of such initiatives for different groups of women, and most data does not allow for the disaggregation of intersecting identities between gender, ethnicity, race, disability, migration status and other key factors. Evidence collected for this report suggests that policies and programmes seeking to support greater women’s participation in decision-making in conflict prevention and peacebuilding often struggle to address the broader structural factors that inhibit women’s empowerment. Tackling longstanding and often deeply embedded harmful social norms has proven challenging across sectors, and in conflict or post-conflict settings with highly complex social dynamics, this can be especially difficult. Many of the issues highlighted in the literature as hindering progress on the WPS agenda relate to cross-cutting issues at the heart of gender inequality. Multiple authors from within women’s movements in conflict and post-conflict settings emphasise the need for policies and programmes that support women to act as agents of change in their own communities and which amplify their voices rather than speak on their behalf. Recent achievements in South Sudan and the Pacific region are indicative of the potential of women’s movements to affect change in conflict prevention and peacebuilding and suggest progress is being made in some areas, though gender equality in these processes may be a long way off.
Accepted: 2022-05-03T12:44:23Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2022.044 2129771:M5GQ4Y2Q 4869029:U6YZPPKZ

Progress in climate change adaptation research - Sietsma, Anne J.; Ford, James D.; Callaghan, Max W.; Minx, Jan C. (Environmental Research Letters, 2021)
Publisher: IOP Publishing

Programmes to Support Foundational Learning in South Asia - Fitzpatrick, Rachel (2022)
Despite great achievements in improving school enrolment and completion levels in South Asia, a high proportion of learners continue to live in learning poverty, with approximately 50 per cent of learners unable to read or understand a simple text by age ten (UNICEF, 2021). Learning levels were severely impacted by large scale school closures as a result of Covid-19, with approximately 434 million learners impacted in the region (UNICEF, 2021). Improving foundational learning outcomes, particularly for the most marginalised, is a key policy priority for many South Asian countries. This report draws together learning from seven programmes in South Asia aimed at improving foundational learning, to provide insight into effective approaches that have previously or continue to have an impact on foundational learning levels.
Accepted: 2022-08-15T15:29:47Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2022.081 2129771:TVUKNCXY 4869029:EJZK3AXU

Program Assessment of Kolibri FLY - Open Development and Education (OpenDevEd, 2022)
ZenodoArchiveID: 6422473 ZenodoArchiveConcept: 6422472 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0202 10.53832/opendeved.0270 2129771:6ZQ9VHHC 2129771:V8RPQRWX
Keywords: _r:AddedByZotZen

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

Professional Development in the OECS Gets an Upgrade! - Warner-Arnold, Tracey (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:MT3PK89M 2486141:445QDQRK

Professional Development for Primary School Teachers in Cameroon: Is the Cascade PD Model Effective? - Moulakdi, André; Bouchamma, Yamina (Creative Education, 2020)
Teacher professional development (TPD), a constant concern on the minds of education leaders, is conducted in various ways in education systems around the world. Using Guskey’s professional development assessment model, we evaluated a cascade model of teacher professional development in Cameroon’s primary education system by examining the responses of the teachers who experienced these activities. Our findings indicate that the professional growth activities undertaken in cascade format, particularly professional development (PD) days, teacher evaluations, demonstration and group lessons did not adequately address the teachers’ training needs and expectations and this because this model of training is not suitable to improve teaching practices in the context.

Principles for Digital Development in Education - amendments, tenets, questions - Haßler, Björn (2020)
Principles for Digital Development in Education An adaptation of the Principles for Digital Development for use in education Björn Haßler, Open Development & Education, 2019 About this document Recommended acknowledge- ment. Please acknowledge/cite this document as indicated. Haßler, B. ...
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4516583 2129771:PDXPLXA5 2486141:2QQKXZ5U
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _yl:q

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

Principles for Digital Development - Digital Impact Alliance (Principles for Digital Development, 2021)
Resources & Expertise for the Digital Principles
Library Catalog: digitalprinciples.org KerkoCite.ItemAlsoKnownAs: 2129771:QZ5HZAK6 2129771:YVTEFS7V
Keywords: ___duplicate_item; auto_merged

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

Primary Schooling for Children with Disabilities: A Review of African Scholarship - Singal, Nidhi; Spencer, Carrie; Mitchell, Rafael (2021)
Publisher: Research Report
Keywords: ⛔ No DOI found

Preservice teachers' perceptions about the use of blended learning in a science education methods course - Yılmaz, Özkan; Malone, Kathy L (Smart Learning Environments, 2020)
The purpose of this quantitative study was to determine the effectiveness of blended learning within the context of a science education methods course for early childhood elementary preservice teachers in Turkey. Elementary teachers historically fear science and avoid using it in their classes. This course was blended to allow the students to experience active science learning during face to face sessions. Student perceptions about their experiences in a blended methods course were collected using a previously validated survey. The data analysis of the post-test only survey research design demonstrated that students’ perceptions were positive towards the use of blended learning within their science education methods course. However, the analysis determined that students felt that certain technical aspects of the blended learning environment hindered their learning.
Place: Heidelberg Publisher: Springer Nature B.V. KerkoCite.ItemAlsoKnownAs: 2534378:8UNKTUGE 2534378:QAQ7MRJ3 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2414586316?accountid=9851
Keywords: Blended learning; Data analysis; Education; Education–Teaching Methods And Curriculum; Elementary preservice teachers; Higher education; Learning; Learning environment; Science education; Science instruction; Science methods courses; Students; Teachers; Teaching methods; __:import:01; __:match:final; __:matched; __:study_id:2095728; __finaldtb

Presentation for Internationalisierungsoffensive go-international - Haßler, Björn (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10850031 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1117 ZenodoArchiveConcept: 10850030
Keywords: Internal; _r:AddedByMyEducationEvidence

Preprints with The Lancet are here to stay - Kleinert, Sabine; Horton, Richard (The Lancet, 2020)
We started our collaboration with the freely accessible preprint platform SSRN in June, 2018.1 From then on, we asked all authors of research papers across Lancet journals at submission stage whether they would like to post their paper as a preprint. We started this as a trial to learn more about uptake and the perceptions of the medical and health community, particularly as a latecomer to the preprint concept.
Publisher: Elsevier

Preprints Involving Medical Research—Do the Benefits Outweigh the Challenges? - Flanagin, Annette; Fontanarosa, Phil B.; Bauchner, Howard (JAMA, 2020)
A preprint is a complete manuscript posted to a preprint server by authors before peer review and publication in a journal. The goals of preprints are to enable authors to obtain timely feedback and comments on research before submission to a peer-reviewed journal, to claim provenance of an idea, and to facilitate and expedite dissemination of and access to research. Preprints can be amended or updated, commented on by others, and remain on the preprint server even if subsequently published in a journal. They can be cited and indexed and increasingly are given attention in the news and social media.

Preprints During the COVID-19 Pandemic: Public Health Emergencies and Medical Literature - September 23, J. Hosp Med 2020 October;15:634-636 Published Online First; 2020 | 10.12788/Jhm.3491 (Journal of Hospital Medicine, 2020)
1Department of Neurology, University of California, San Francisco, California; 2Department of Radiation Oncology, Memorial Sloan Kettering Cancer Center, New York, New York.

Preprinting the COVID-19 pandemic - Fraser, Nicholas; Brierley, Liam; Dey, Gautam; Polka, Jessica K.; Pálfy, Máté; Nanni, Federico; Coates, Jonathon Alexis (bioRxiv, 2021)
The world continues to face a life-threatening viral pandemic. The virus underlying the COVID-19 disease, SARS-CoV-2, has caused over 98 million confirmed cases and 2.2 million deaths since January 2020. Although the most recent respiratory viral pandemic swept the globe only a decade ago, the way science operates and responds to current events has experienced a paradigm shift in the interim. The scientific community has responded rapidly to the COVID-19 pandemic, releasing over 125,000 COVID-19 related scientific articles within 10 months of the first confirmed case, of which more than 30,000 were hosted by preprint servers. We focused our analysis on bioRxiv and medRxiv, two growing preprint servers for biomedical research, investigating the attributes of COVID-19 preprints, their access and usage rates, as well as characteristics of their propagation on online platforms. Our data provides evidence for increased scientific and public engagement with preprints related to COVID-19 (COVID-19 preprints are accessed more, cited more, and shared more on various online platforms than non-COVID-19 preprints), as well as changes in the use of preprints by journalists and policymakers. We also find evidence for changes in preprinting and publishing behaviour: COVID-19 preprints are shorter and reviewed faster. Our results highlight the unprecedented role of preprints and preprint servers in the dissemination of COVID-19 science, and the impact of the pandemic on the scientific communication landscape.
Publisher: Cold Spring Harbor Laboratory Section: New Results KerkoCite.ItemAlsoKnownAs: 10.1101/2020.05.22.111294 2129771:5BNWNCDU 2129771:73S9KNMK
Keywords: _genre:PR-primary_research

Prediction of coastal flooding risk under climate change impacts in South Korea using machine learning algorithms - Park, Sang-Jin; Lee, Dong-Kun (Environmental Research Letters, 2020)
Abstract Coastal areas have been affected by hazards such as floods and storms due to the impact of climate change. As coastal systems continue to become more socially and environmentally complex, the damage these hazards cause is expected to increase and intensify. To reduce such negative impacts, vulnerable coastal areas and their associated risks must be identified and assessed. In this study, we assessed the flooding risk to coastal areas of South Korea using multiple machine learning algorithms. We predicted coastal areas with high flooding risks, as this aspect has not been adequately addressed in previous studies. We forecasted hazards under different representative concentration pathway climate change scenarios and regional climate models while considering ratios of sea level rise. Based on the results, a risk probability map was developed using a probability ranging from 0 to 1, where higher values of probability indicate areas at higher risk of compound events such as high tides and heavy rainfall. The accuracy of the average receiver operating characteristic curves was 0.946 using a k-Nearest Neighbor algorithm. The predicted risk probability in 10 year increments from the 2030s to the 2080s showed that the risk probability for southern coastal areas is higher than those of the eastern and western coastal areas. From this study, we determined that a probabilistic approach to analyzing the future risk of coastal flooding would be effective to support decision-making for integrated coastal zone management.
Keywords: _z:no_pdf

Predicting Student Performance Using Data Mining and Learning Analytics Techniques: A Systematic Literature Review - Namoun, Abdallah; Alshanqiti, Abdullah (Applied Sciences, 2021)
The prediction of student academic performance has drawn considerable attention in education. However, although the learning outcomes are believed to improve learning and teaching, prognosticating the attainment of student outcomes remains underexplored. A decade of research work conducted between 2010 and November 2020 was surveyed to present a fundamental understanding of the intelligent techniques used for the prediction of student performance, where academic success is strictly measured using student learning outcomes. The electronic bibliographic databases searched include ACM, IEEE Xplore, Google Scholar, Science Direct, Scopus, Springer, and Web of Science. Eventually, we synthesized and analyzed a total of 62 relevant papers with a focus on three perspectives, (1) the forms in which the learning outcomes are predicted, (2) the predictive analytics models developed to forecast student learning, and (3) the dominant factors impacting student outcomes. The best practices for conducting systematic literature reviews, e.g., PICO and PRISMA, were applied to synthesize and report the main results. The attainment of learning outcomes was measured mainly as performance class standings (i.e., ranks) and achievement scores (i.e., grades). Regression and supervised machine learning models were frequently employed to classify student performance. Finally, student online learning activities, term assessment grades, and student academic emotions were the most evident predictors of learning outcomes. We conclude the survey by highlighting some major research challenges and suggesting a summary of significant recommendations to motivate future works in this field.
Number: 1 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/app11010237 4804264:7R5USFXP
Keywords: Final_citation; academic performance; cited; educational data mining; existing; learning analytics; machine learning; performance prediction; student learning outcomes; student success; systematic literature review

Predicting global patterns of long-term climate change from short-term simulations using machine learning - Mansfield, Laura A.; Nowack, Peer J.; Kasoar, Matt; Everitt, Richard G.; Collins, William J.; Voulgarakis, Apostolos (npj Climate and Atmospheric Science, 2020)
Publisher: Nature Publishing Group UK London

Predicting and resolving non-completion in higher (online) education – A literature review - Delnoij, Laurie E. C.; Dirkx, Kim J. H.; Janssen, José P. W.; Martens, Rob L. (Educational Research Review, 2020)
Non-completion in higher education is a persistent problem and even worse of a problem in higher online education. Although there is a lot of research on predictors of non-completion, less is known about what interventions resolve the non-completion problem and to what extent these interventions focus on relevant predictors of non-completion. To close that gap, the literature was systematically reviewed with a twofold aim: 1. Identify modifiable predictors of non-completion in higher (online) education 2. Investigate characteristics of effective interventions to reduce non-completion in higher (online) education. Results showed that study- or learning strategies, academic self-efficacy, (academic) goals and intentions, institutional or college adjustment, employment, supportive network, and faculty-student interaction are modifiable consistent predictors of non-completion. Coaching, remedial teaching, and peer mentoring are promising interventions to resolve the problem of non-completion in higher education. Interventions aimed at increasing completion rates are limited in targeting relevant modifiable predictors of non-completion.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.edurev.2020.100313 2129771:BT5DD437
Keywords: Higher education; Intervention; Non-completion; Predictors; Review

Predicting academic success in higher education: literature review and best practices - Alyahyan, Eyman; Düştegör, Dilek (International Journal of Educational Technology in Higher Education, 2020)
Student success plays a vital role in educational institutions, as it is often used as a metric for the institution’s performance. Early detection of students at risk, along with preventive measures, can drastically improve their success. Lately, machine learning techniques have been extensively used for prediction purpose. While there is a plethora of success stories in the literature, these techniques are mainly accessible to “computer science”, or more precisely, “artificial intelligence” literate educators. Indeed, the effective and efficient application of data mining methods entail many decisions, ranging from how to define student’s success, through which student attributes to focus on, up to which machine learning method is more appropriate to the given problem. This study aims to provide a step-by-step set of guidelines for educators willing to apply data mining techniques to predict student success. For this, the literature has been reviewed, and the state-of-the-art has been compiled into a systematic process, where possible decisions and parameters are comprehensively covered and explained along with arguments. This study will provide to educators an easier access to data mining techniques, enabling all the potential of their application to the field of education.

Practical lessons for phone-based assessments of learning - Angrist, Noam; Bergman, Peter; Evans, David K.; Hares, Susannah; Jukes, Matthew C. H.; Letsomo, Thato (BMJ Global Health, 2020)
School closures affecting more than 1.5 billion children are designed to prevent the spread of current public health risks from the COVID-19 pandemic, but they simultaneously introduce new short-term and long-term health risks through lost education. Measuring these effects in real time is critical to inform effective public health responses, and remote phone-based approaches are one of the only viable options with extreme social distancing in place. However, both the health and education literature are sparse on guidance for phone-based assessments. In this article, we draw on our pilot testing of phone-based assessments in Botswana, along with the existing literature on oral testing of reading and mathematics, to propose a series of preliminary practical lessons to guide researchers and service providers as they try phone-based learning assessments. We provide preliminary evidence that phone-based assessments can accurately capture basic numeracy skills. We provide guidance to help teams (1) ensure that children are not put at risk, (2) test the reliability and validity of phone-based measures, (3) use simple instructions and practice items to ensure the assessment is focused on the target skill, not general language and test-taking skills, (4) adapt the items from oral assessments that will be most effective in phone-based assessments, (5) keep assessments brief while still gathering meaningful learning data, (6) use effective strategies to encourage respondents to pick up the phone, (7) build rapport with adult caregivers and youth respondents, (8) choose the most cost-effective medium and (9) account for potential bias in samples.
Publisher: BMJ Specialist Journals Section: Practice KerkoCite.ItemAlsoKnownAs: 10.1136/bmjgh-2020-003030 2129771:I9JVVRP2 2129771:J74DVLWC
Keywords: __C:filed:1; health economics; health services research; public health

Potential long-term consequences of school closures: Lessons from the 2013-2016 Ebola pandemic - Smith, William C. (In Review, 2020)
Abstract The COVID-19 pandemic has seen an unprecedented shutdown of society. Nearly 1.725 billion children across the globe have been affected as over 95% of countries closed schools as the virus spread in April 2020. Much attention has been given to school closures as non-pharmaceutical mitigation tools to stem the spread of the disease through ensuring social distancing. Within education, focus has been given to keep students connected through remote learning and the immediate needs of schools upon reopening. This study takes a longer-term view. Using Demographic Health Surveys and Multiple Indicator Cluster Surveys from before and after the 2013-2016 Ebola outbreak in Guinea and Sierra Leone, this study examines changes in enrolment and dropout patterns, with targeted consideration given to traditionally marginalized groups. With schools closed for seven and nine months in the two countries, the length and intensity of the Ebola pandemic is the only health crises in the past century to come close to the school closures being experienced in 2020. Findings suggest that youth in the poorest households see the largest increase in dropout rates post-Ebola and that this impact can persist for years. Two years after being declared Ebola-free an additional 22,000 of the poorest secondary age youth remained out of school than would have been expected based on the pre-outbreak dropout rate. To halt the likely expansion in inequality post-pandemic, these results point to the need for longer term, sustainable planning that includes comprehensive financial support packages to groups most likely to be impacted.
KerkoCite.ItemAlsoKnownAs: 10.21203/rs.3.rs-51400/v1 2129771:2WY88F3D
Keywords: _C:Sierra Leone SLE

Postgraduate Students’ Perception of the Use of E-portfolios as a Teaching Tool to Support their Learning in an Open and Distance Education Institution - Modise, Mphoentle Puleng (Journal of Learning for Development, 2021)
E-portfolios have been used for decades in education; however, it is still a new trend in some developing countries as they continue to adopt e-learning practices. The study investigated postgraduate students’ experiences and perceptions of using an e-portfolio as a teaching tool to support their learning in an open and distance e-learning (ODeL) university in South Africa. A sample of 74 students registered for an online module were selected and an online questionnaire administered via Lime Survey. The results show that more than half of the respondents (71%) were using the e-portfolio for the first time. The study also revealed the contrasting views of the support received from the lecturer and institution for the e-portfolio platform, especially with technical issues. This study suggests that distance education institutions that are using e-portfolios need to strategically choose user-friendly technology tools and design appropriate student support strategies for delivering online modules. Higher education institutions that are planning to implement e-portfolios may find the results of this paper useful; however, further investigation of the learners’ needs, and available tools may assist with creative and appropriate designs of support strategies for their contexts.
Number: 2 KerkoCite.ItemAlsoKnownAs: 2129771:YD42YYYK
Keywords: COVID-19; Community of Inquiry (CoI); Mahara; Open Distance Learning (ODL); _genre:PR-primary_research; e-learning; e-portfolio; student support; ⛔ No DOI found

Post‐abyssal ethics in education research in settings of conflict and crisis: Stories from the field - Cremin, Hilary; Aryoubi, Hogai; Hajir, Basma; Kurian, Nomisha; Salem, Hiba (British Educational Research Journal, 2021)
KerkoCite.ItemAlsoKnownAs: 10.1002/berj.3712 2129771:6BXVYGTZ 4556019:9CNUEB3F 4556019:XPCIAV5E

Possible Retrofit Interventions for Classrooms (Infographic) - Toyinbo, Oluyemi; Villavicencio Peralta, Xuzel Ana; Megogo Bokamba, Tania Elena (Open Development & Education, 2023)
The infographic presents different options explored so far for possible modifications that could be implemented in classrooms in Tanzania. The interventions chosen will depend on the conditions of each classroom studied in the ‘Improving Learning Conditions through Classroom Experience’ programme.
KerkoCite.ItemAlsoKnownAs: 2129771:I6HJ2EJ3

Positioning large language model artificial intelligence tools within discourse analysis: Opportunities, challenges and ethical considerations - Anand, Pranit; Li, Dongmei; Keen, Joel; Henrickson, Leah (ASCILITE Publications, 2023)

Poor indoor climate: Its impact on health and life satisfaction, as well as its wider socio-economic costs - Phillips, William; Janta, Barbara; Gehrt, Daniel; Flemons, Lillian; Gkousis, Evangelos; Cole, Sam; Smith, Pamina; Hafner, Marco (2022)
KerkoCite.ItemAlsoKnownAs: 2129771:GLCGM6ZP 4682641:NHR73DX9
Keywords: BE:Annotated; BE:RELEVANT

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

'Political vandalism': DfID and Foreign Office merger met with anger by UK charities - Ford, Liz (The Guardian, 2020)
Unicef, Save the Children and Christian Aid among organisations warning move will harm those most in need and reduce UK’s power overseas
KerkoCite.ItemAlsoKnownAs: 2129771:BA7P88TW
Keywords: Aid; Boris Johnson; Department for International Development (DfID); Global development; Politics; Society; UK news; World news

Policy Response, Social Media and Science Journalism for the Sustainability of the Public Health System Amid the COVID-19 Outbreak: The Vietnam Lessons - La, Viet-Phuong; Pham, Thanh-Hang; Ho, Manh-Toan; Nguyen, Minh-Hoang; P. Nguyen, Khanh-Linh; Vuong, Thu-Trang; Nguyen, Hong-Kong T.; Tran, Trung; Khuc, Quy; Ho, Manh-Tung; Vuong, Quan-Hoang (Sustainability, 2020)
Having geographical proximity and a high volume of trade with China, the first country to record an outbreak of the new Coronavirus disease (COVID-19), Vietnam was expected to have a high risk of transmission. However, as of 4 April 2020, in comparison to attempts to containing the disease around the world, responses from Vietnam are seen as prompt and effective in protecting the interests of its citizens, with 239 confirmed cases and no fatalities. This study analyzes the situation in terms of Vietnam’s policy response, social media and science journalism. A self-made web crawl engine was used to scan and collect official media news related to COVID-19 between the beginning of January and April 4, yielding a comprehensive dataset of 14,952 news items. The findings shed light on how Vietnam—despite being under-resourced—has demonstrated political readiness to combat the emerging pandemic since the earliest days. Timely communication on any developments of the outbreak from the government and the media, combined with up-to-date research on the new virus by the Vietnamese science community, have altogether provided reliable sources of information. By emphasizing the need for immediate and genuine cooperation between government, civil society and private individuals, the case study offers valuable lessons for other nations concerning not only the concurrent fight against the COVID-19 pandemic but also the overall responses to a public health crisis.
Number: 7 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/su12072931 2129771:QKI33LFP
Keywords: COVID-19; SARS-CoV-2; Vietnam; _C:Australia AUS; _C:Belgium BEL; _C:Brazil BRA; _C:China CHN; _C:France FRA; _C:Germany DEU; _C:India IND; _C:Iran IRN; _C:Italy ITA; _C:Korea XKOR; _C:Korea; Republic KOR; _C:Nigeria NGA; _C:Switzerland CHE; _C:Thailand THA; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; __C:filed:1; __C:scheme:1; coronavirus; pandemic; policy response; public health system; science journalism; social media

Policy Makers and Girls' Education in Emergencies in Kenya: Initial findings from first round of interviews - Megha-Bongnkar, Ghislaine; Gichuhi, Loise; Khalayleh, Abdullah (2021)

Policy Makers and Girls’ Education in Emergencies in Kenya - Megha-Bongnkar, Ghislaine; Gichuhi, Loise; Khalayleh, Abdullah (2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5110135

Policy Linking for Measuring Global Learning Outcomes - USAID; World Bank; Foreign, Commonwealth, and Development Office; Australian Council for Education Research; MSI (2021)
Check out the policy linking video below , Express Interest in an Upcoming Training , USAID has worked closely with global partners including with the World Bank, UNESCO Institute for Statistics (UIS)
zotzenLib.CopiedFrom: 2486141:BPX74X9X KerkoCite.ItemAlsoKnownAs: 2129771:ZDT4DEFV 2486141:BPX74X9X

Policy Learning with Adaptively Collected Data - Zhan, Ruohan; Zhimei, Ren; Athey, Susan; Zhou, Zhengyuan (2021)
KerkoCite.ItemAlsoKnownAs: 4804264:EEZYXSIW
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Policy Implications for Teaching during the Health Emergency - Rudder, Roderick (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:L89GKITE 2486141:VE5Y4IEW
Keywords: _Added to LR; _T:reviewed

Policies and interventions to remove gender-related barriers to girls' school participation and learning in low- and middle-income countries: A systematic review of the evidence - Psaki, Stephanie; Haberland, Nicole; Mensch, Barbara; Woyczynski, Lauren; Chuang, Erica (Campbell Systematic Reviews, 2022)
Background Gender disparities in education continue to undermine girls' opportunities, despite enormous strides in recent years to improve primary enrolment and attainment for girls in low- and middle-income countries (LMICs). At the regional, country and subnational levels gender gaps remain, with girls in many settings less likely to complete primary school, less likely to complete secondary, and often less likely to be literate than boys. The academic and policy literatures on the topic of gender-related barriers to girls' education are both extensive. However, there remain gaps in knowledge regarding which interventions are most likely to work in contexts with different combinations of barriers. Objectives This systematic review identified and assessed the strength of the evidence of interventions and exposures addressing gender-related barriers to schooling for girls in LMICs. Search Methods The AEA RCT Registry, Africa Bibliography, African Education Research Database, African Journals Online, DEC USAID, Dissertation Abstracts, EconLit, ELDIS, Evidence Hub, Global Index Medicus, IDEAS-Repec, Intl Clinical Trials Registry, NBER, OpenGrey, Open Knowledge Repository, POPLINE, PsychINFO, PubMed, Research for Development Outputs, ScienceDirect, Sociological Abstracts, Web of Science, as well as relevant organization websites were searched electronically in March and April of 2019. Further searches were conducted through review of bibliographies as well as through inquiries to authors of included studies, relevant researchers and relevant organizations, and completed in March 2020. Selection Criteria We included randomized controlled trials as well as quasi-experimental studies that used quantitative models that attempted to control for endogeneity. Manuscripts could be either published, peer-reviewed articles or grey literature such as working papers, reports and dissertations. Studies must have been published on or after 2000, employed an intervention or exposure that attempted to address a gender-related barrier to schooling, analyzed the effects of the intervention/exposure on at least one of our primary outcomes of interest, and utilized data from LMICs to be included. Data Collection and Analysis A team of reviewers was grouped into pairs to independently screen articles for relevance, extract data and assess risk of bias for each included study. A third reviewer assisted in resolving any disputes. Risk of bias was assessed either through the RoB 2 tool for experimental studies or the ROBINS-I tool for quasi-experimental studies. Due to the heterogeneity of study characteristics and reported outcome measures between studies, we applied the GRADE (Grading of Recommendation, Assessment, Development and Evaluation) approach adapted for situations where a meta-analysis is not possible to synthesize the research. Results Interventions rated as effective exist for three gender-related barriers: inability to afford tuition and fees, lack of adequate food, and insufficient academic support. Promising interventions exist for three gender-related barriers: inadequate school access, inability to afford school materials, and lack of water and sanitation. More research is needed for the remaining 12 gender-related barriers: lack of support for girls' education, child marriage and adolescent pregnancy, lack of information on returns to education/alternative roles for women, school-related gender-based violence (SRGBV), lack of safe spaces and social connections, inadequate sports programs for girls, inadequate health and childcare services, inadequate life skills, inadequate menstrual hygiene management (MHM), poor policy/legal environment, lack of teaching materials and supplies, and gender-insensitive school environment. We find substantial gaps in the evidence. Several gender-related barriers to girls' schooling are under-examined. For nine of these barriers we found fewer than 10 relevant evaluations, and for five of the barriers—child marriage and adolescent pregnancy, SRGBV, inadequate sports programs for girls, inadequate health and childcare services, and inadequate MHM—we found fewer than five relevant evaluations; thus, more research is needed to understand the most effective interventions to address many of those barriers. Also, nearly half of programs evaluated in the included studies were multi-component, and most evaluations were not designed to tease out the effects of individual components. As a result, even when interventions were effective overall, it is often difficult to identify how much, if any, of the impact is attributable to a given program component. The combination of components varies between studies, with few comparable interventions, further limiting our ability to identify packages of interventions that work well. Finally, the context-specific nature of these barriers—whether a barrier exists in a setting and how it manifests and operates—means that a program that is effective in one setting may not be effective in another. Authors' Conclusions While some effective and promising approaches exist to address gender-related barriers to education for girls, evidence gaps exist on more than half of our hypothesized gender-related barriers to education, including lack of support for girls' education, SRGBV, lack of safe spaces and social connections, inadequate life skills, and inadequate MHM, among others. In some cases, despite numerous studies examining interventions addressing a specific barrier, studies either did not disaggregate results by sex, or they were not designed to isolate the effects of each intervention component. Differences in context and in implementation, such as the number of program components, curricula content, and duration of interventions, also make it difficult to compare interventions to one another. Finally, few studies looked at pathways between interventions and education outcomes, so the reasons for differences in outcomes largely remain unclear.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/cl2.1207 KerkoCite.ItemAlsoKnownAs: 2129771:3QB864LP 2129771:QGX3RJ8Q

Play in Crisis: support for parents and carers - Casey, Theresa (International Play Association, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:BCPPAWWK 2486141:VLI2BK26

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

Planning maize hybrids adaptation to future climate change by integrating crop modelling with machine learning - Zhang, Liangliang; Zhang, Zhao; Tao, Fulu; Luo, Yuchuan; Cao, Juan; Li, Ziyue; Xie, Ruizhi; Li, Shaokun (Environmental Research Letters, 2021)
Publisher: IOP Publishing
Keywords: _z:no_pdf

Planning for School Reopening and Recovery After COVID-19 - Carvalho, Shelby; Rossiter, Jack; Angrist, Noam; Hares, Susannah; Silverman, Rachel (Centre for Global Development, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:SR4B656L
Keywords: ⛔ No DOI found

Pitch Deck: Academic Recovery Programme Phase II - Gonsalves, Sarah-Lee; Regis, Callista; Haßler, Björn (Organisation of Eastern Caribbean States, 2022)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0258 2129771:VCDTU7ES
Keywords: Author:OpenDevEd

Piloting Qatar’s First Edtech TestBed: The Journey Towards Best Practice, Sustainable Partnerships and Innovation - Lee, Seungah S.; Basma, Victoria (WISE, Qatar Foundation, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:SAGJ3X3V 4426965:SFQ2AURG
Keywords: Carmen

Pico Datalogger with Integrated Power-Management - Haßler, Björn; Bablok, Bernhard (Open Development & Education, 2023)
Pico board for data-logging with power-management and micro-sd storage
original-date: 2023-05-22T21:54:19Z
Keywords: _r:ImportedToMyEducationEvidence

Pico board for data-logging with power-management and micro-sd storage - Bablok, Bernhard; Haßler, Björn (Open Development & Education, 2023)
Pico board for data-logging with power-management and micro-sd storage
original-date: 2023-05-22T21:54:19Z
Keywords: _r:ImportedToMyEducationEvidence

Phone survey on the Covid crisis in Senegal - Le Nestour, Alexis; Moscoviz, Laura; Mbaye, Samba (Centre for Global Development, 2020)
EdTechHub.Source: 2405685:GWDNCCPA KerkoCite.ItemAlsoKnownAs: 2129771:EC2R6KUT 2405685:GWDNCCPA
Keywords: _COVID-Continuity-Blogpost-01

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

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

Perspectives and Metaphors of Learning: A Commentary on James Lester’s Narrative-Centered AI-Based Environments - Vivitsou, Marianna (AI in Learning: Designing the Future, 2023)
This commentary aims to discuss perspectives on narrative-centered learning and metaphors of AI-based learning environments. To this end, the commentary draws from James Lester’s keynote and an interview with a focus on the narrative element that underlies the use of AI in Learning. In both texts, Lester offers an account of the narrative-centered learning environments that he has been developing with his research group. One example of such environments is Crystal Island, an AI-based game for K-12 students learning science. Along with Crystal Island, more metaphors of learning emerge. Based on these, this chapter uses Paul Ricoeur’s narrative theory and metaphor theory to reflect on the role of characters and the narrative plot in relation to Lester’s visualization of the future of learning with AI-based technologies. In this process, new roles in AI-based learning are introduced. One such example is the role of drama manager. The drama manager is a novel metaphor in game-based learning. In addition, more conventional metaphors, such as the tutorial dialogue, are brought forward as well as technological metaphors. The multiplicity of metaphors have agency at the core, as connecting tissue. Agency, although not explicitly articulated in the keynote and the interview, is an all-encompassing metaphor in learning. As technological advancement shakes the boundaries of thinking about agency nowadays, new dynamic metaphors are needed in AI-based learning. Toward this direction, the commentary draws from new materialist and post-humanist thinkers to raise these issues and the need to take the narrative further.
Keywords: Agency; Crystal Island; Metaphors of learning; Narrative; Narrative-based learning

Personalized education and artificial intelligence in United States, China, and India: A systematic review using a Human-In-The-Loop model - Bhutoria, Aditi (Computers and Education: Artificial Intelligence, 2022)
The traditional “one size fits all” education system has been largely criticized in recent years on the ground of its lacking the capacity to meet individual student needs. Global education systems are leaning towards a more personalized, student-centered approach. Innovations like Big Data, Machine Learning, and Artificial Intelligence (AI) have given the modern-day technology to accommodate the distinctive features of human beings - smart machines and computers have been built to understand individual-specific needs. This opens an avenue for “personalization” in the education sector. From, mushrooming of Education Technology (EdTech) start-ups to government funding in AI research, it is evident that the next generation educational reforms would take a quantum leap forward piloted by Big Data analysis and AI. The objective of this paper is to organize the vast literature on the use of AI for personalization of education and to shed light on the key themes by which an AI-driven approach makes structural modifications to the existing education system. To this effect, the paper employed a systematic review using a Human-In-The-Loop natural language processing model of past two years' literature (2019–2021) in English language from IEEE Xplore on countries China, India and the USA. This process yielded more than 2000 search results at first and these were eventually shortlisted to 353 relevant papers for in-depth analysis. Being the pioneers in EdTech innovations, insights from research done in these three countries provides valuable input for the development of global education systems and research. The findings bring forward AI's success in catering to specific learning requirements, learning habits, and learning abilities of students and guiding them into optimized learning paths across all three countries. Not just that, it is also evident from the literature that AI augments educational content, customizes it for any individual according to their needs, and raises the flag of caution for anticipated learning difficulties. This recalibrates the role of instructors as well as optimizes the teaching-learning environment for a better learning experience. The upward trajectory of educational development with AI opens a new horizon of personalized education for the future generation, but also comes with its challenges. Data privacy issues, availability of digital resources, and affordability constraints have been reported in the recent literature as impediments in the way of promoting such technologies for day-to-day practice.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.caeai.2022.100068 2129771:J4Q99UYW 2129771:MJJTLAUJ 2129771:SNQL9SJR
Keywords: Artificial intelligence; Big data; China; India; Personalized education; USA; _genre:LR-literature_review

Personalization in bert with adapter modules and topic modelling - Braga, Marco; Raganato, Alessandro; Pasi, Gabriella (Proceedings of the 13th Italian Information Retrieval Workshop (IIR 2023). Pisa, Italy, 2023)
Keywords: ⛔ No DOI found

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

Period teasing, stigma and knowledge: A survey of adolescent boys and girls in Northern Tanzania - Benshaul-Tolonen, Anja; Aguilar-Gomez, Sandra; Heller Batzer, Naomi; Cai, Rebecca; Nyanza, Elias Charles (PloS one, 2020)
Publisher: Public Library of Science San Francisco, CA USA KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pone.0239914 2129771:PR524GTH
Keywords: _yl:b

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

Perception of gender in children's voices - Barreda, Santiago; Assmann, Peter F. (The Journal of the Acoustical Society of America, 2021)

Perception of gender in children's voices - Barreda, Santiago; Assmann, Peter F. (The Journal of the Acoustical Society of America, 2021)
Publisher: Acoustical Society of America KerkoCite.ItemAlsoKnownAs: 10.1121/10.0006785 2129771:HI6VSIF4

Perceived air quality and cognitive performance decrease at moderately raised indoor temperatures even when clothed for comfort - Lan, Li; Xia, Lulu; Hejjo, Rihab; Wyon, David P.; Wargocki, Pawel (Indoor Air, 2020)
This study investigated whether adjusting clothing to remain in neutral thermal comfort at moderately elevated temperature is capable of avoiding negative effects on perceived acute subclinical health symptoms, comfort, and cognitive performance. Two temperatures were examined: 23°C and 27°C. Twelve subjects were able to remain thermally comfortable at both temperatures by adjusting their clothing. 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. Their performance of several tasks was significantly worse at 27°C, and they reported increased mental load at this temperature. Skin temperature and humidity and respiration rate were higher, while blood oxygen saturation (SpO2) and pNN50 were lower at this temperature, the latter indicating increased stress. It is inferred that the observed physiological responses were mainly responsible for the negative effects on performance, as the subjects did not indicate any increased intensity of acute subclinical health symptoms although perceived air quality was worse at the higher temperature. The present results suggest that moderately elevated temperatures should be avoided even if thermal comfort can be achieved, as it may lead to reduced performance.
Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 10.1111/ina.12685 2129771:22S8LX8P 2129771:AV9UG7ZZ 2129771:ZYKJGVQX 4682641:6U56RJSF 4682641:NY7JHG8I
Keywords: BE:RELEVANT

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

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

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

PER5. Strategies for Effective Teaching and Learning [English, Arabic] - Haßler, Björn; Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane (Activating EdTech, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4498234 2129771:YWK43MTI
Keywords: Author:Haßler; Author:OpenDevED; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence; _yl:f; language:Arabic; language:English

PER4. UIS EdTech Indicators [English/Arabic] - Alawamleh, Nour; Abed, Reema; Khalayleh, Abdullah; Metni, Eliane; Haßler, Björn (Activating EdTech, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4498776 2129771:C8DVUY2N
Keywords: Author:Haßler; Author:OpenDevED; _r:ImportedToMyEducationEvidence; language:Arabic; language:English

PER3. Principles for Digital Development in Education - Haßler, Björn (Activating EdTech, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4516595 2129771:MASKQE78
Keywords: Author:Haßler; Author:OpenDevED; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence; _yl:e

PER2. Characteristics of effective teacher education in low- and middle-income countries: What are they and what role can EdTech play? [English/Arabic] - Haßler, Björn; Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane (Activating EdTech, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4518856 2129771:HTCRZNIB
Keywords: Author:Haßler; Author:OpenDevED; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence; _yl:d

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

Pedagogical design of K-12 artificial intelligence education: A systematic review - Yue, Miao; Jong, Morris Siu-Yung; Dai, Yun (Sustainability, 2022)
Publisher: MDPI

Pedagogía del abrazo: una propuesta educativa - Vijil-Morin, Alejandra (2020)
La alfabetización es una experiencia transformadora a nivel cognitivo, biológico, emocional y político, pero ¿Cómo están aprendiendo lxs niñxs a leer y escribir en Nicaragua? ¿Cómo se reflejan las políticas educativas del régimen en pruebas estandarizadas de desempeño lector? ¿Qué esperanza le queda a un país empobrecido; a una infancia cargada de traumas, violencia, pandemias; a un sistema educativo rehén de la dictadura? En este escrito me gustaría rescatar la importancia de la alfabetización a través de una revisión de investigaciones; luego, dejar en evidencia las carencias de una administración educativa que se jacta de haber superado el analfabetismo. Y, finalmente, proponer una alternativa sencilla pero profundamente política para transformar la educación en Nicaragua: un abrazo.
KerkoCite.ItemAlsoKnownAs: 2486141:MI6IXF3G
Keywords: Author:OpenDevEd; ⛔ No DOI found

Patterns of cognitive returns to Information and Communication Technology (ICT) use of 15-year-olds: Global evidence from a Hierarchical Linear Modeling approach using PISA 2018 - Bhutoria, Aditi; Aljabri, Nayyaf (Computers & Education, 2022)
Existing literature shows varying impacts of Information and Communication Technology (ICT) on learning outcomes depending on the type and quality of technology used. However, current research on the optimal level of ICT use for the cognitive development of students is scarce and has remained country-specific, primarily focusing on developed economies. This paper undertakes a cross-country comparison across 79 nations, investigating ICT use and its association with cognitive gain patterns as determined by reading, mathematics, and science test scores of 15-year-olds. The Programme for International Student Assessment (PISA) 2018 dataset collected by the Organisation of Economic Cooperation and Development (OECD) has been used by applying two-stage regression analysis. The first stage involves a three-level Hierarchical Linear Modeling (HLM) factoring for data nested at the student-, school-, and country-level. The second stage of the empirical model involves a heterogeneity analysis to evaluate variance in ICT use patterns across different groups of countries, clustered on the basis of their level of ICT development. The results show a positive impact of ICT engagement on the test scores of students across all the subjects. However, returns to ICT use tend to start diminishing after the engagement level of students crosses a medium threshold of using ICT several times within a week. Furthermore, the heterogeneity analysis supports conspicuous diminishing patterns in ICT use irrespective of the economic status of the students. Cross-country comparisons show that diminishing returns to ICT use are more prominent in countries with well-developed ICT infrastructure than in less-developed ones. Where diminishing returns hold, excessive use of ICT in education is not an optimal choice, and significant cognitive gains can be achieved by using the complementarity between traditional learning techniques with ICT-based learning in different blended settings.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2022.104447 2129771:ETM3LPH2 2129771:QZSRV7RA 2129771:RPJ6C8FM
Keywords: Concave returns; Hierarchical linear modeling (HLM); Information and communication technology (ICT); Organisation of economic cooperation and development (OECD); Programme for international student assessment (PISA); _genre:PR-primary_research

Participatory visual methods and school-based responses to HIV in rural South Africa: insights from youth, preservice and inservice teachers - MacEntee, Katie (Sex Education: Sexuality, Society and Learning, 2020)
This paper explores students', preservice teachers' and inservice teachers' perceptions of the contributions and challenges of using participatory visual methodologies (PVM) to enhance HIV education in rural schools. Drawing on findings from three research projects conducted in KwaZulu Natal, South Africa, four positive contributions are identified: 1) novelty, fun and engagement; 2) amplifying youth voices; 3) the facilitation of teachers' reflexive learning; and 4) the production of local resources in under-resourced schools. Challenges include: 1) limited technology access; 2) teacher discomfort; and 3) resistance to PVM integration. Teachers and young people, especially in under resourced rural settings, can benefit from integrating such methodologies into their responses to HIV and AIDS. However, sustainable integration must rely on choosing the most appropriate participatory visual methodologies given the technological resources available in school. The paper concludes with recommendations to optimise participatory visual methodologies integration into rural school-based HIV responses.
Publisher: Routledge, Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106 KerkoCite.ItemAlsoKnownAs: 10.1080/14681811.2019.1661833 2534378:2R8BXPSR 2534378:EMFZWYAL 2534378:TQ38MU35 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2396852077?accountid=9851
Keywords: Acquired Immunodeficiency Syndrome (AIDS); Children And Youth - About; Disadvantaged Schools; ERIC; Current Index to Journals in Education (CIJE); Educational Resources; Foreign Countries; HIV; Health Education; Higher Education; Media Selection; Photography; Postsecondary Education; Preservice Teachers; Rural Schools; Secondary Education; Secondary School Students; Sex Education; South Africa; Story Telling; Student Attitudes; Teacher Attitudes; Teaching Methods; Visual Aids; __:import:01; __:match:final; __:matched; __:study_id:2096729; __finaldtb; participatory visual methodology; rural education; sexual health education

Participatory Case Study Work: Approaches, Authenticity and Application in Ageing Studies - Williams, Sion; Keady, John (2021)

Pareto optimality and game theory approach for optimal deployment of DG in radial distribution system to improve techno-economic benefits - Nagaballi, Srinivas; Kale, Vijay S. (Applied Soft Computing, 2020)
This paper discusses the application of nature-inspired swarm intelligence methods for optimal allocation and sizing of distributed generation (DG) in the radial distribution system (RDS). Introducing DG units in the RDS will enhance the technical and economic benefits if they are optimally deployed. The objective functions considered are to improve the technical aspects and net economical saving cost with DG units integration on RDS. In this paper, a weighted multi-objective index considers a wide range of technical issues such as active and reactive power losses of the system, voltage profile, line loading, and the voltage stability, these are assumed as technical improvement aspects in the RDS. A recent optimization method, i.e. improved raven roosting optimization (IRRO) algorithm has been implemented for optimal deployment of DG in RDS. The state of the art of IRRO algorithm parameters will improve the ability for exploration and prevent premature convergence. Pareto optimality is used in making a set of the best solutions between two conflicting objectives considered, i.e. technical and economical aspects. The main contribution in this paper is to utilize a game theory based (minimax) algorithm in taking the best decision from a set of non-dominated solutions obtained by Pareto optimality criteria. IEEE 33-bus and 69-bus RDS’s are considered as the test systems for verifying the effectiveness of the IRRO algorithm. A comparative analysis with other nature-inspired swarm optimization techniques such as particle swarm optimization (PSO), modified teaching learning based optimization (MTLBO), Jaya algorithm (JAYA), and grey wolf optimizer (GWO) is also presented in this work. The simulation results of IRRO are compared with similar existing papers. It is observed that the IRRO algorithm can produce better results for the considered multi-objective functions. The MATLAB software is employed for the purpose. The novelty of the paper lies in the use of Pareto optimal and game theory in obtaining better results to the problem of optimal deployment of DG in RDS to improve technical as well as economic benefits.
Keywords: Distributed generation; Game theory; Improved raven roosting optimization; Pareto optimality; Radial distribution system; Swarm intelligence algorithms; Technical and economical issues

Parental involvement in low-achieving children’s learning: The role of household wealth in rural India - Cashman, Laura; Sabates, Ricardo; Alcott, Benjamin (International Journal of Educational Research, 2021)
Existing research recognises that while parents often aspire to be involved in their children’s education, some face barriers that prevent this. Studies situated in the Global North recognise economic constraints as a barrier, presenting a steep gradient whereby the richer households are, the higher their parental involvement levels. This paper analyses the influence of household wealth on parental involvement in low-achieving children's education in a resource-constrained area in rural Uttar Pradesh, India. Based on regression models from a sample of 13,558 households, we corroborate evidence from wealthier contexts: wealthier parents are consistently more likely to be involved in low-achieving children’s learning. This suggests that stakeholders should be aware of the potential influence of household wealth on parental involvement in rural India.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijer.2020.101701 2129771:AQXJKJKK
Keywords: Asset ownership; India; Parental involvement; Principal component analysis; Wealth

Parametric Climate Insurance Using Blockchain Technology: A Feasibility Study on Technical and Economic Viability in Fiji - Secretariat, Commonwealth (Commonwealth iLibrary, 2022)
Blockchain technology has the potential to drive efficiencies throughout the insurance value chain. This study aimed to investigate the likely customer demand for, technical feasibility and economic viability of blockchain-based climate catastrophe insurance (BBCCI) in Fiji. The report analysed BBCCI’s application in the context of Fiji by undertaking a technical feasibility assessment, which was followed by an economic feasibility assessment. Based on these assessments, a roadmap for the implementation of BBCCI in Fiji is recommended.

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

Pandemic underscores gross inequalities in South Africa, and the need to fix them - Graham, Lauren (The Conversation, 2020)
While small businesses will be partially cushioned by government support measures, there's no support for the most vulnerable workers.
Library Catalog: theconversation.com KerkoCite.ItemAlsoKnownAs: 2129771:HT28YU32

Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children - Baloch, Imdad; Kaye, Tom; Koomar, Saalim; McBurnie, Chris (EdTech Hub, 2020)
EdTechHub.Source: 2405685:9TKV7H6E KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3885606 10.5281/zenodo.3885606 10/ghgnfw 2129771:IK97VLY8 2129771:MXTVUGAA 2129771:VAP9K6BW 2339240:2ZVLRPTQ 2339240:7PXTZ2FQ 2339240:ZE9V9N4R 2405685:8IJT433J 2405685:9TKV7H6E 2405685:BBLQFJKE 2405685:Z2VNN7ER
Keywords: Author:OpenDevEd; F: Helpdesk response; L:Out-of-school populations; LP: English; _C:Bangladesh BGD; _C:China CHN; _C:India IND; _C:Kenya KEN; _C:Liberia LBR; _C:Malaysia MYS; _C:Maldives MDV; _C:Mexico MEX; _C:Mongolia MNG; _C:Nepal NPL; _C:Pakistan PAK; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:Sri Lanka LKA; _C:Tanzania TZA; _EdTechHub_Output; _GS:indexed; __C:filed:1; __C:scheme:1; _cover:v1; _r:CopiedFromEvLib; _r:ImportedToMyEducationEvidence; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children - Lynch, Paul; Kaye, Tom; Terlektsi, Emmanouela (EdTech Hub, 2020)
The COVID-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable now that schools are closed. They are isolated at home and unable to access information as easily as when they were attending school. This brief presents some of the practices that are reportedly working well for deaf children in different contexts.
EdTechHub.Source: 2405685:LP4PGMNA KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3891379 2129771:3YH4WC8N 2129771:7J2S7YUK 2129771:J35ZR45N 2339240:CUSR6ZBJ 2339240:FS3CFIBL 2339240:N7RDGZGY 2339240:V229A7WT 2405685:4PAZ4ZQH 2405685:LP4PGMNA 2405685:XIQ5CL9B 2405685:YY4LI6EI
Keywords: C:Pakistan; F: Helpdesk response; L:Special education needs and disabilities (SEND); LP: English; _C:Bangladesh BGD; _C:Ethiopia ETH; _C:India IND; _C:Ireland IRL; _C:Kenya KEN; _C:Pakistan PAK; _C:Rwanda RWA; _C:United Kingdom GBR; _C:United States USA; _DOILIVE; _EdTechHub_Output; _GS:indexed; __C:filed:1; __C:scheme:1; _cover:v1; _r:CopiedFromEvLib; _r:ImportedToMyEducationEvidence; _zenodoETH; docs.opendeved.net; dode_eth-src-eth; dode_eth-trf2-dode

Pakistan Digital Learning Landscape Analysis - Zubairi, Asma; Khalayleh, Abdullah; Baloch, Imdad; Mazari, Haani; Kaye, Tom; Groeneveld, Caspar (EdTech Hub, 2022)

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

Overview of emerging country-level response to providing educational continuity under COVID-19 What are the lessons learned from supporting education for marginalised girls that could be relevant for EdTech responses to COVID-19 in lower- and middle-income countries? - Naylor, Ruth; Gorgen, Kristine (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:3VR6UC7F 2339240:NCZSLKX5 2405685:C6QUC3Z7 2405685:SLJSKY8J 2405685:Z3XYMJZN 2339240:3HJRFVNR
Keywords: COV:COVID and reopening of schools; L:Gender and education; LP: English; _EdTechHub_Output; _cover:other:ok; _zenodoETH; ⛔ No DOI found

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

Overall effects of temperature steps in hot summer on students' subjective perception, physiological response and learning performance - Liu, Jiajing; Kang, Jian; Li, Zeyu; Luo, Hanbin (Energy and Buildings, 2021)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.enbuild.2021.111124 2129771:SUQEEL9Z 4682641:7BF3Z8EW
Keywords: BE:RELEVANT

Outputs Register: The impact of GIS-supported teacher allocation in Sierra Leone - McBurnie, Chris (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6396199 2129771:KC58MGKU 2405685:WXBISTFE
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

Outputs register for Tich Me Ar Tich Dem - Haßler, Björn (OpenDevEd, 2022)
ZenodoArchiveID: 6472483 ZenodoArchiveConcept: 6472482 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0272 2129771:PTGJQVPU
Keywords: Author:OpenDevEd; _r:AddedByZotZen

Outputs register for HLR3 - Teacher Allocation Sierra Leone - Haßler, Björn; McBurnie, Chris; Beoku-Betts, Iman (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6472492 10.53832/edtechhub.0089 2129771:3J4TNGDZ 2405685:9XJGEX5Z
Keywords: Author:OpenDevEd; _C:Sierra Leone SLE; _r:AddedByZotZen

Outputs Register for HLR 3: The Impact of GIS-Supported Teacher Allocation in Sierra Leone - Haßler, Björn; McBurnie, Chris; Beoku-Betts, Iman (EdTech Hub, 2023)

Outil d'évaluation de la littératie numérique - Smart Africa Alliance; Hassan, Mansour; Grace, Macharia; Waziri, Nafisa; Haßler, Björn (Smart Africa Alliance, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10894678 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1122 ZenodoArchiveConcept: 10894677
Keywords: Coming soon; _r:AddedByMyEducationEvidence

Our Rights, Our Lives, Our Future (O3): Making positive sexual and reproductive health and education outcomes a reality for adolescents and young people in sub-Saharan Africa. - UNESCO (2020)

Organisation of Eastern Caribbean States - Wikipedia (Wikipedia, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:I9DIURH2 2486141:F565CH54

Orange Education Portal - Orange Sierra Leone (2020)
Library Catalog: www.orange.sl KerkoCite.ItemAlsoKnownAs: 2129771:STMA8EXT 2405685:YV3WDQAQ

Optimizing thermal comfort and energy use for learning environments - Taylor, Mary; Brown, Nathan C.; Rim, Donghyun (Energy and Buildings, 2021)
Thermal comfort is a critical component of indoor environments, especially in schools where learning is the main objective. However, thermal comfort comes at a price that many schools are unable to afford. Therefore, it is critical to determine a method to lower the energy costs of a building while still maintaining occupant thermal comfort. The objective of this study is to investigate how three indoor environmental parameters of air speed, humidity, and air temperature influence energy and thermal comfort in classroom environments. We employed a multi-objective optimization method that considers all three thermal parameters in the design and operation of a classroom. This method is demonstrated for three distinct climate locations (very hot and humid, cold and humid, warm and marine). Overall, our findings demonstrate significant energy savings from 1.3 to 9.1 kWh/year/m2 for cases where energy reduction is achieved. These values are for cases where the total annual number of hours that more than 10% of people are dissatisfied in a space are 0 to 42 in Miami and San Francisco and 26 to 49 in Boston. This translates to a cost savings of $3,000 to $12,800 per year for the entire building at current market rates. Note that for all locations, there were also cases where the number of hours that more than 10% of people were dissatisfied were reduced from the baseline value while still reducing energy use. This optimization framework shows promise for building mechanical designers seeking to maintain increased levels of thermal comfort throughout the year while lowering energy use.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.enbuild.2021.111181 2129771:JGWBQ9ZN 4682641:MNJ28P67 4682641:VRCRT79Y
Keywords: Air speed; BE:RELEVANT; Building energy; Classroom; Humidity; Multi-objective optimization; Thermal comfort

Optimising thermostat settings in school and office buildings for thermal comfort, cognitive performance and energy efficiency - Wyon, David P.; Wargocki, Pawel (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:SP7WSIUB 4682641:RUCTJFP3
Keywords: BE:RELEVANT; ⛔ No DOI found

OPT: Open Pre-trained Transformer Language Models - Zhang, Susan; Roller, Stephen; Goyal, Naman; Artetxe, Mikel; Chen, Moya; Chen, Shuohui; Dewan, Christopher; Diab, Mona; Li, Xian; Lin, Xi Victoria; Mihaylov, Todor; Ott, Myle; et al. (arXiv, 2022)
Large language models, which are often trained for hundreds of thousands of compute days, have shown remarkable capabilities for zero- and few-shot learning. Given their computational cost, these models are difficult to replicate without significant capital. For the few that are available through APIs, no access is granted to the full model weights, making them difficult to study. We present Open Pre-trained Transformers (OPT), a suite of decoder-only pre-trained transformers ranging from 125M to 175B parameters, which we aim to fully and responsibly share with interested researchers. We show that OPT-175B is comparable to GPT-3, while requiring only 1/7th the carbon footprint to develop. We are also releasing our logbook detailing the infrastructure challenges we faced, along with code for experimenting with all of the released models.
arXiv:2205.01068 [cs]
Keywords: Computer Science - Computation and Language; Computer Science - Machine Learning

Openness reexamined: teachers’ practices with open educational resources in online language teaching - Pulker, Hélène; Kukulska-Hulme, Agnes (Distance Education, 2020)
Open educational practices (OEP) as a research field is relatively new. One aspect that has received limited attention is the impact of using open educational resources (OER) on the development of OEP. This article, based on a doctoral study (Pulker, 2019), considers teachers’ activities when reusing and adapting OER, with a view to providing evidence of reuse and understanding whether these activities influence teaching practices. A qualitative study following a constructivist grounded theory methodology was undertaken with 17 part-time online language teachers via semi-structured interviews. The article presents the five-step model of reuse that emerged from the data analysis. We suggest that OER reuse has a positive impact, even though teachers’ practices might not be open as defined up until now. A graphic representation depicts the process that teachers engage with when using and adapting OER. The research brings new understanding of teachers’ experiences of reuse, showing that the principal motivation is enhancing students’ learning.
Publisher: Routledge _eprint: https://doi.org/10.1080/01587919.2020.1757412
Keywords: OEP; OER; closed spaces; distance education; language teaching

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

OpenCitations Meta - Massari, Arcangelo; Mariani, Fabio; Heibi, Ivan; Peroni, Silvio; Shotton, David (2023)
OpenCitations Meta is a new database that contains bibliographic metadata of scholarly publications involved in citations indexed by the OpenCitations infrastructure. It adheres to Open Science principles and provides data under a CC0 license for maximum reuse. The data can be accessed through a SPARQL endpoint, REST APIs, and dumps. OpenCitations Meta serves three important purposes. Firstly, it enables disambiguation of citations between publications described using different identifiers from various sources. For example, it can link publications identified by DOIs in Crossref and PMIDs in PubMed. Secondly, it assigns new globally persistent identifiers (PIDs), known as OpenCitations Meta Identifiers (OMIDs), to bibliographic resources without existing external persistent identifiers like DOIs. Lastly, by hosting the bibliographic metadata internally, OpenCitations Meta improves the speed of metadata retrieval for citing and cited documents. The database is populated through automated data curation, including deduplication, error correction, and metadata enrichment. The data is stored in RDF format following the OpenCitations Data Model, and changes and provenance information are tracked. OpenCitations Meta and its production. OpenCitations Meta currently incorporates data from Crossref, DataCite, and the NIH Open Citation Collection. In terms of semantic publishing datasets, it is currently the first in data volume.
Publisher: [object Object] Version Number: 1
Keywords: Digital Libraries (cs.DL); FOS: Computer and information sciences

OpenAlex: A fully-open index of scholarly works, authors, venues, institutions, and concepts - Priem, Jason; Piwowar, Heather A.; Orr, Richard (ArXiv, 2022)
OpenAlex is a new, fully-open scientific knowledge graph (SKG), launched to replace the discontinued Microsoft Academic Graph (MAG). It contains metadata for 209M works (journal articles, books, etc); 2013M disambiguated authors; 124k venues (places that host works, such as journals and online repositories); 109k institutions; and 65k Wikidata concepts (linked to works via an automated hierarchical multi-tag classifier). The dataset is fully and freely available via a web-based GUI, a full data dump, and high-volume REST API. The resource is under active development and future work will improve accuracy and coverage of citation information and author/institution parsing and deduplication.
Keywords: ⛔ No DOI found

Open Textbooks and Social Justice: Open Educational Practices to Address Economic, Cultural and Political Injustice at the University of Cape Town - Cox, Glenda; Masuku, Bianca; Willmers, Michelle (Journal of Interactive Media in Education, 2020)
There is currently a clarion call to address social injustice in South African higher education (HE) in order to achieve greater equity in access. Within this context, current social injustices pertain to financial exclusion as well as epistemic marginalisation and are embodied in the predominance of expensive textbooks which are authored in the Global North, meaning that they are unaffordable for many students and do not represent local realities. This paper provides evidence from the Digital Open Textbooks for Development (DOT4D) project at the University of Cape Town (UCT), on the potential of open textbooks to address social injustice in South African HE and the practices utilised by UCT staff to address these challenges. The paper uses Nancy Fraser’s (2005) trivalent lens to examine inequality, specifically as relates to the following dimensions: economic (maldistribution of resources); cultural (misrecognition of culture and identities); and political (misrepresentation or exclusion of voice). This enables the authors to critically analyse the UCT context and the extent to which open textbook production as well as open education practices within the classroom promote social justice through “parity of participation”. The findings presented demonstrate that open textbooks have the potential to disrupt histories of exclusion in South African HE institutions by addressing issues of cost and marginalisation through the creation of affordable, contextually-relevant learning resources. In addition to this, they provide affordances which enable lecturers to change the way they teach, include student voices and create innovative pedagogical strategies.
Number: 1 Publisher: Ubiquity Press KerkoCite.ItemAlsoKnownAs: 10.5334/jime.556 2129771:8U5FFJEI 2129771:NC9PSJRA 2447227:RRU8VRP5
Keywords: open textbooks; pedagogy; social justice

Open Praxis: Three Perspectives, One Vision - Kuhn, Caroline H.; Adam, Taskeen; Pete, Judith (Open at the Margins, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:AHPB5YUC 2129771:VA3IWM3Y
Keywords: Author:OpenDevEd; _r:ImportedToMyEducationEvidence

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

Open Pedagogy: A Systematic Review of Empirical Findings - Clinton-Lisell, Virginia (Journal of Learning for Development, 2021)
Open licensing used in open educational resources allows for teaching and learning practices that are not possible with traditional copyright. There is a growing body of empirical research on open pedagogy. However, definitions and instantiations of open pedagogy vary in the literature. The purpose of this review was to systematically search and synthesize empirical findings on open pedagogy. In this, the definitions of open pedagogy across empirical reports were examined. Generally, open pedagogy was defined in the context of open licensing affordances; however, there were exceptions particularly when examining faculty experiences with open pedagogy. Synthesized findings may be used by faculty to inform use of open pedagogy especially when considering issues with student confusion and changing power dynamics.
Number: 2
Keywords: open education; open pedagogy; systematic review; ⛔ No DOI found

Open Knowledge Repository - World Bank (2023)
KerkoCite.ItemAlsoKnownAs: 4804264:Q8PJ5X35
Keywords: Final_citation

Open Issues and Conclusions - Mantelero, Alessandro (Beyond Data: Human Rights, Ethical and Social Impact Assessment in AI, 2022)
Having discussed in previous chapters the valuable contribution that an assessment model encompassing human rights, ethical and societal issues can provide to the development and regulation of AI, these concluding remarks address some of the challenges we face in implementing this approach in tangible reality. The focus on future global regulatory scenarios in the field of AI shows how the holistic HRESIA model, which includes the contextualisation of human rights and socio-ethical values in a given area, could be an effective answer for both the countries which have a human rights-based AI regulation and those who do not. In addition, holistic assessment and values-oriented design procedures can build trust in the development of AI, addressing the increasing public concern for invasive and pervasive AI applications, as well as the growing attention of policy makers to the side effects of AI use in the presence of concentration of power in digital services.
Keywords: AI regulation; Data protection; Digital ecosystems; Human rights; Risk assessment; Trust

Open Educational Resources in Africa: A Curated Resource List - Koomar, Saalim; Jull, Stephen (2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3906041 2129771:ZDMGMGMJ 2405685:7JSP4PFC 2405685:DMSLLEQV 2405685:V44Z75Z3
Keywords: C: Ghana; H: Open resources; LP: English; __C:filed:1

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

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

Open educational practices (OEP) in the design of digital competence assessment - Maina, Marcelo Fabián; Santos-Hermosa, Gema; Mancini, Federica; Ortiz, Lourdes Guàrdia (Distance Education, 2020)
This article presents the implementation of an assessment model for generic competences in K-12 enabled by open educational practices. It showcases a digital competence assessment model that outlines the design of competence assessment scenarios constructed by means of a collaborative process involving teachers from six European countries, learning designers, and researchers. Our study draws attention to the concept of open educational practices as a broad descriptor of four areas of teacher practice regarding design, content, teaching, and assessment. The process unfolds through three phases, where teachers’ engagement with collaborative processes and network-based tools facilitate the construction of active shared learning. It analyzes the joint creation of open practices, and the production of open educational resources. The scalability, flexibility, and adaptability of competence assessment scenarios underline their transferability to similar contexts. The experience may benefit educational institutions and communities of teachers interested in innovating and opening up education.
Publisher: Routledge _eprint: https://doi.org/10.1080/01587919.2020.1757407
Keywords: K-12 assessment; collaborative teaching; digital competence; open educational practices; pedagogy of integration

Open Development & Education Statement on Black Lives Matter - administrator (Open Development & Education, 2020)
Ending racism is a fundamental part of human rights, we unequivocally assert that Black Lives Matter. We at Open Development & Education Reject the discriminatory practices against Black people in the United States of America. We stand in solidarity with those calling for an end to all forms of racial discrimination around the world. Through […]
Library Catalog: opendeved.net KerkoCite.ItemAlsoKnownAs: 2129771:7YU7H3E5

Open at the Margins - Adam, Taskeen; Allen, Nicole; Amiel, Tel; Asino, Tutaleni; Atenas, Javiera; Bali, Maha; Barnes, Naomi; Bourg, Chris; Bouterse, Siko; Caines, Autumm; Campbell, Lorna M.; Cangialosi, Karen; et al. (Rebus Community, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:8Q7MBRTS
Keywords: Author:OpenDevEd; _C:Austria AUT; _C:Brazil BRA; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Cuba CUB; _C:Egypt EGY; _C:Finland FIN; _C:France FRA; _C:Georgia GEO; _C:Germany DEU; _C:Greece GRC; _C:India IND; _C:Iran IRN; _C:Ireland IRL; _C:Israel ISR; _C:Italy ITA; _C:Jordan JOR; _C:Malaysia MYS; _C:Mexico MEX; _C:Netherlands NLD; _C:Nigeria NGA; _C:Portugal PRT; _C:Rwanda RWA; _C:Saudi Arabia SAU; _C:Somalia SOM; _C:South Africa ZAF; _C:Spain ESP; _C:State of Palestine PSE; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; _C:Venezuela VEN; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence

Open and Innovative Schooling: An Implementation Experience in Fifteen Secondary Schools across Mozambique - Cossa, Sérgio Paulo; Nakala, Lurdes Patrocínia Matavela; Cherinda, Nilsa Adelaide Issufo Enoque Pondja (Journal of Learning for Development, 2021)
This case study explores the open and innovative schooling model piloted in fifteen secondary schools across all regions of Mozambique in the period 2018 to 2020. The model involved provision of access to curriculum-based digital Open Educational Resources (OER) using an Aptus device to enable sharing offline. Learning support centres offering access to some ICT as well as opportunities for individual use or structured tutorials were established in fifteen schools around the country. A mixed methods tracer study was designed and implemented using quantitative analysis to ascertain student enrolment, retention and success and then used qualitative focus surveys and focus groups to gauge the satisfaction of students, teachers and managers with the OIS model to inform future planning. While the pilot was generally considered successful in augmenting existing secondary schooling provision, access to devices, teacher development and support and expansion of curriculum coverage were all found to be in critical need of improvement if the model is to be scaled.
Number: 3
Keywords: Aptus; OER; _genre:PR-primary_research; learing support; open schooling; secondary schooling; tracer study; ⛔ No DOI found

Open Access: challenges and opportunities for Low- and Middle- Income Countries and the potential impact of UK policy - Harle, Jon; Warne, Verity (2020)
Keywords: ⛔ No DOI found

Online tutoring works: Experimental evidence from a program with vulnerable children - Gortazar, Lucas; Hupkau, Claudia; Roldán-Monés, Antonio (Journal of Public Economics, 2024)
We provide evidence from a randomized controlled trial on the effectiveness of a novel, 100-percent online math tutoring program, targeted at secondary school students from highly disadvantaged neighborhoods. The intensive, eight-week-long program was delivered in groups of two students during after-school hours, mostly by qualified math teachers. The intervention significantly increased standardized test scores (+0.26 SD) and end-of-year math grades (+0.49 SD), while reducing the probability of repeating the school year. The intervention also raised aspirations, as well as self-reported effort at school. The two-on-one design allows us to significantly reduce costs and improve scalability, while showing similar results as one-on-one tutoring programs.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jpubeco.2024.105082 4804264:KTVPY99P
Keywords: Child outcomes; Final_citation; Mathematics; Mentoring; Online tutoring; RCT

Online initial teacher education: a systematic review of the literature - Dyment, Janet E.; Downing, Jillian Jane (Asia-Pacific Journal of Teacher Education, 2020)
This paper presents a systematic review of the literature on online initial teacher education. This review is timely given the growing numbers of online students studying teacher education in Australia and beyond. The paper begins with a presentation of the search protocol including search terms, databases, and inclusion/exclusion criteria that resulted in 492 refereed articles being included in the review. Analysis of title and abstract of these articles allowed insight into a variety of factors and trends, including journal of publication, year of publication, research approach, and key focal areas. Two well-established research focal areas emerged: technological pedagogical innovations and student experiences of studying teacher education online. Two emerging research focal areas were teacher educator experiences of teaching online and online teacher education in traditionally experiential specialisations, such as drama and outdoor education. When all the articles are considered holistically, a fragmented and siloed research approach is revealed, evidenced by a large number of journals publishing articles on multiple focal areas, leading to considerable repetition among the evidences presented across the articles. As such, this paper highlights the need for a more coherent and organised approach to research in online teacher education and its dissemination to all stakeholders.
Publisher: Routledge _eprint: https://doi.org/10.1080/1359866X.2019.1631254
Keywords: Online; blended; initial teacher education; pre-service; systematic review; teacher education

Onder de motorkap: Onderzoek naar EdTech testbeds in Europa - Boot, N.; Jukema, H.; Stappen, E. van der (2022)
Het onderwijs is voortdurend in ontwikkeling. Studenten hebben behoefte aan afwisselend onderwijs dat aansluit op hun eigen belevingswereld. Terwijl docenten het best mogelijke onderwijs willen
KerkoCite.ItemAlsoKnownAs: 2129771:F3XRUSEQ 4426965:XRDE9W3H

On the Ventilation performance of low momentum confluent jets supply device in a classroom - Andersson, Harald; Kabanshi, Alan; Cehlin, Mathias; Moshfegh, Bahram (Energies, 2020)
Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/en13205415 2129771:2ZISVLLE 4682641:XZMS6XBQ
Keywords: BE:RELEVANT

On the use of computer‐assistance to facilitate systematic mapping - Haddaway, Neal R.; Callaghan, Max W.; Collins, Alexandra M.; Lamb, William F.; Minx, Jan C.; Thomas, James; John, Denny (Campbell Systematic Reviews, 2020)
Abstract The volume of published academic research is growing rapidly and this new era of “big literature” poses new challenges to evidence synthesis, pushing traditional, manual methods of evidence synthesis to their limits. New technology developments, including machine learning, are likely to provide solutions to the problem of information overload and allow scaling of systematic maps to large and even vast literatures. In this paper, we outline how systematic maps lend themselves well to automation and computer‐assistance. We believe that it is a major priority to consolidate efforts to develop and validate efficient, rigorous and robust applications of these novel technologies, ensuring the challenges of big literature do not prevent the future production of systematic maps.
KerkoCite.ItemAlsoKnownAs: 10.1002/cl2.1129 2129771:7P6YBE3W 5072953:J52LILYB
Keywords: selected_for:effects of climate ch...on learning...LMICs 2024; tagged

OER4Schools - Research Overview - Haßler, Björn (2020)
This report provides a very brief overview of the research that is connected to the OER4Schools programme. The references papers are listed below.
EdTechHub.ItemAlsoKnownAs: 2129771:LJWIPFRA
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence; _yl:c

OECS Regional Education Statistical Digest 2017-18 - OECS (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:T8K6CWPA 2486141:EUT8GDEY

OECS Programme for Educational Advancement and Relevant Learning (PEARL) - OECS Secretariat (2021)
KerkoCite.ItemAlsoKnownAs: 2486141:MT3SLNVW zotzenLib.CopiedFrom: 2486141:MT3SLNVW

OECS Instructional Content and Engagement Framework - OECS Commission; McBurnie, Chris; Megha-Bongnkar, Ghislaine (2021)
zotzenLib.CopiedFrom: 2486141:XLA2EQNW KerkoCite.ItemAlsoKnownAs: 2129771:KTGBGFBZ 2486141:XLA2EQNW
Keywords: Author:OpenDevEd

OECS Education Sector Response and Recovery Strategy to COVID-19 - OECS (Organisation of Eastern Caribbean States, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:2Z78XQSJ 2129771:WQSFDH5Q 2486141:9AHRMFB3

OECS Education Forum Meeting Report - Gonsalves, Sarah-Lee; Regis, Callista; Haßler, Björn (Organisation of Eastern Caribbean States, 2022)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0260 2129771:EQ69UM4U
Keywords: Author:OpenDevEd

OECS Declaration on Education Statement - Gonsalves, Sarah-Lee; Regis, Callista; Theeb, Thaer AlSheikh; Haßler, Björn (Organisation of Eastern Caribbean States, 2022)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0261 2129771:79LLTCAU
Keywords: Author:OpenDevEd; _bjoern_cv

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

OECD Legal Instruments - OECD (2021)
KerkoCite.ItemAlsoKnownAs: 4804264:9RLC6T98 4804264:AX8FPILQ
Keywords: Final_citation; anystyle; existing

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

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

Occupants’ responses to window views, daylighting and lighting in buildings: A critical review - Vasquez, Natalia Giraldo; Rupp, Ricardo Forgiarini; Andersen, Rune Korsholm; Toftum, Jørn (Building and Environment, 2022)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.buildenv.2022.109172 2129771:ACWLIE85 4682641:BBG374H3
Keywords: BE:RELEVANT

‘Obuntu Bulamu’–Development and Testing of an Indigenous Intervention for Disability Inclusion in Uganda - Bannink Mbazzi, Femke; Nalugya, Ruth; Kawesa, Elizabeth; Nambejja, Harriet; Nizeyimana, Pamela; Ojok, Patrick; Van Hove, Geert; Seeley, Janet (Scandinavian Journal of Disability Research, 2020)
Publisher: Stockholm University Press

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

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

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

Nudges to Improve Learning and Gender Parity: Preliminary findings on supporting parent-child educational engagement during Covid-19 using mobile phones - Aurino, Elisabetta; Tsinigo, Edward; Wolf, Sharon (EdTech Hub, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:JEGTZC6L 4804264:BRI65DQI
Keywords: Final_citation; cited; existing

Notes from the Field: 'Nurses International' Uses OER to Support Nurse Educators - Ewing, Helen; Chickering, Miriam; Burner, Lindsay; Keating, Stacen A.; Berland, Alex; Frank, Erica (Journal of Learning for Development, 2020)
Educating nurses in developing countries is challenging due to limited resources. Nurses International advances nursing education through the use of Open Educational Resources which provides a unique model to teach and mentor nurse educators globally. Using current resources and materials that are free online and teacher-facing, an innovative program has been established that can be employed to scale up education of the healthcare workforce through teaching the teachers and enhancing the education of nurses.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:VMU46C4R
Keywords: Open Educational Resources; educator development; nurse education; ⛔ No DOI found

No teacher is an Island - Open Development & Education - Lurvink, Anne-Fleur; Bokamba, Tania Elena Megogo; Mason, Miriam; Godwin, Katie; Godwin, Tania Elena Megogo Bokamba, Miriam Mason and Katie Godwin, Anne-Fleur Lurvink, Tania Elena Megogo Bokamba, Miriam Mason and Katie, Anne-Fleur Lurvink (2022)
When we step into the head-teacher’s office in one of our project schools, Foday, the facilitator comes in and greets us. He asks us to be patient while they sort out lunch for the children and get the teachers together. We sit back and relax, and watch the hundreds of learners receive their rice

No Teacher is an Island: A case study on the enablers and barriers for effective school-based teacher professional development in Sierra Leone - Lurvink, Anne-Fleur; Bangura, Zainab; Fortune, Alhaji; George, Alex H.; Godwin, Katie; Mason-Sesay, Miriam; Moseray, David; Tholley, Ibrahim; Turay, Emmanuel B.; Haßler, Björn (OpenDevEd, 2022)
ZenodoArchiveID: 7004902 ZenodoArchiveConcept: 7004901 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0284 2129771:N665IBBE 2129771:XEJUQ9H6
Keywords: Author:OpenDevEd; _bjoern_cv; _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

No teacher is an island - Lurvink, Anne-Fleur; Godwin, Katie; Mason-Sesay, Miriam (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10302497 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1059 ZenodoArchiveConcept: 10302496
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Nine takeaways from our reviews of COVID-19 education responses - Chuang, Rachel; Moss Coflan, Caitlin; Kaye, Thomas; Koomar, Saalim; McBurnie, Chris (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:2QRPWY7P

New Hub Aims to Help Schools Find the Right Ed-Tech Products During COVID-19 - Bradley, Brian (Market Brief, 2020)
The World Bank-supported project offers a growing database of ed-tech platforms meant to help schools use technology more effectively.
Library Catalog: marketbrief.edweek.org Section: Marketplace K-12 KerkoCite.ItemAlsoKnownAs: 2129771:LJS6JQDU
Keywords: __C:filed:1

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

Negotiating a Better Future: How Interpersonal Skills Facilitate Intergenerational Investment* - Ashraf, Nava; Bau, Natalie; Low, Corinne; McGinn, Kathleen (The Quarterly Journal of Economics, 2020)
Abstract Using a randomized controlled trial, we study whether a negotiation skills training can improve girls’ educational outcomes in a low-resource environment. We find that a negotiation training given to eighth-grade Zambian girls significantly improved educational outcomes over the next three years, and these effects did not fade out. To better understand mechanisms, we estimate the effects of two alternative treatments. Negotiation had much stronger effects than an informational treatment, which had no effect. A treatment designed to have more traditional girls’ empowerment effects had directionally positive but insignificant educational effects. Relative to this treatment, negotiation increased enrollment in higher-quality schooling and had larger effects for high-ability girls. These findings are consistent with a model in which negotiation allows girls to resolve incomplete contracting problems with their parents, yielding increased educational investment for those who experience sufficiently high returns. We provide evidence for this channel through a lab-in-the-field game and follow-up survey with girls and their guardians.
KerkoCite.ItemAlsoKnownAs: 10.1093/qje/qjz039 2129771:83GHHZII

Needs assessment: Current state of Comprehensive Sexual Education for Young People with Disabilities in the East and Southern African region. - UNESCO (2021)

Navigating the ‘Data Revolution’: A Case Study on the One Tablet Per School Programme in Sierra Leone - McBurnie, Chris (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4430545 2129771:4LIQQUDW 2129771:5UVWHG6S 2129771:VFG8KQPH 2339240:94IZR4ET 2339240:TST2YB8H 2405685:FEXGB4IJ 2405685:ZGYUEEZQ 4426965:S8FRGESP
Keywords: Author:OpenDevEd; _C:Sierra Leone SLE; _DOILIVE; _EdTechHub_Output; _cover:v3; _zenodoETH; dode_eth-src-dode; dode_eth-trf2-dode

National Tutoring Programme: Nimble RCTs - EEF (EEF, 2021)
The EEF is an independent charity dedicated to breaking the link between family income and educational achievement.
KerkoCite.ItemAlsoKnownAs: 4804264:2ZRSS79A
Keywords: Final_citation; cited; existing

National population mapping from sparse survey data: A hierarchical Bayesian modeling framework to account for uncertainty - Leasure, Douglas R.; Jochem, Warren C.; Weber, Eric M.; Seaman, Vincent; Tatem, Andrew J. (Proceedings of the National Academy of Sciences, 2020)
Population estimates are critical for government services, development projects, and public health campaigns. Such data are typically obtained through a national population and housing census. However, population estimates can quickly become inaccurate in localized areas, particularly where migration or displacement has occurred. Some conflict-affected and resource-poor countries have not conducted a census in over 10 y. We developed a hierarchical Bayesian model to estimate population numbers in small areas based on enumeration data from sample areas and nationwide information about administrative boundaries, building locations, settlement types, and other factors related to population density. We demonstrated this model by estimating population sizes in every 10- m grid cell in Nigeria with national coverage. These gridded population estimates and areal population totals derived from them are accompanied by estimates of uncertainty based on Bayesian posterior probabilities. The model had an overall error rate of 67 people per hectare (mean of absolute residuals) or 43% (using scaled residuals) for predictions in out-of-sample survey areas (approximately 3 ha each), with increased precision expected for aggregated population totals in larger areas. This statistical approach represents a significant step toward estimating populations at high resolution with national coverage in the absence of a complete and recent census, while also providing reliable estimates of uncertainty to support informed decision making.
Publisher: National Academy of Sciences Section: Social Sciences
Keywords: Bayesian statistics; demography; geographic information systems; international development; remote sensing

National guidelines for school re-entry in early learning and basic education - Ministry of Education (Population Council, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:E5SL84PN 2129771:UNIYDIXY

National Education Sector Investment Plan 2020-2030 - Malawi Ministry of Education (2020)

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

National Digital Literacy Framework - National Information Technology Development Agency (2023)
KerkoCite.ItemAlsoKnownAs: 2129771:RQBLIA6Q 5242966:9JFB76NA

Multiple Users’ Experiences of an AI-Aided Educational Platform for Teaching and Learning - Niu, Shuanghong Jenny; Li, Xiaoqing; Luo, Jiutong (AI in Learning: Designing the Future, 2023)
This chapter aims to provide a better understanding of how AI technology can be used to assist in teaching and learning at schools. The Smart Learning Partner (SLP) educational platform is based on AI technology to provide new possibilities for individualized learning and more educational resources. We used a case study approach to investigate how this AI-aided SLP platform helped to assist in teaching and learning from the multiple users’ perspectives of students, teachers, and the principal at a Chinese school. This chapter starts with a description of AI used in education and learning. The AI-aided SLP educational platform is then presented to illustrate in what ways it works to assist in teaching and learning. Based on the users’ self-reported experience, this platform can support students’ learning by providing students with individualized diagnostic feedback and assessments as well as information about the progress of their learning. In addition, students receive recommendations of micro lectures from the platform to aid improvement based on the students’ assessment results. Additionally, students can also access various micro lectures according to their interests. This platform provides teachers with reports of real-time learning situations and progress at the individual or class level. Accordingly, teachers can better adjust their pedagogical decision and teaching according to the students’ needs. The principal used the information to allocate resources and assist in curriculum planning at school. In conclusion, all users positively stated that this AI-aided SLP platform assisted in teaching and learning at school even though there were still certain challenges. At the end of the chapter, recommendations for the future platform design are offered.
Keywords: AI-aided educational platform; Artificial intelligence (AI); Multiple perspectives; Teaching and learning

Multimodal digital classroom assessments - Fjørtoft, Henning (Computers & Education, 2020)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2020.103892 2129771:C5KU3694
Keywords: __C:filed:1

Multi-Stage Prompting for Knowledgeable Dialogue Generation - Liu, Zihan; Patwary, Mostofa; Prenger, Ryan; Prabhumoye, Shrimai; Ping, Wei; Shoeybi, Mohammad; Catanzaro, Bryan (Findings of the Association for Computational Linguistics: ACL 2022, 2022)
Existing knowledge-grounded dialogue systems typically use finetuned versions of a pretrained language model (LM) and large-scale knowledge bases. These models typically fail to generalize on topics outside of the knowledge base, and require maintaining separate potentially large checkpoints each time finetuning is needed. In this paper, we aim to address these limitations by leveraging the inherent knowledge stored in the pretrained LM as well as its powerful generation ability. We propose a multi-stage prompting approach to generate knowledgeable responses from a single pretrained LM. We first prompt the LM to generate knowledge based on the dialogue context. Then, we further prompt it to generate responses based on the dialogue context and the previously generated knowledge. Results show that our knowledge generator outperforms the state-of-the-art retrieval-based model by 5.8% when combining knowledge relevance and correctness. In addition, our multi-stage prompting outperforms the finetuning-based dialogue model in terms of response knowledgeability and engagement by up to 10% and 5%, respectively. Furthermore, we scale our model up to 530 billion parameters and demonstrate that larger LMs improve the generation correctness score by up to 10%, and response relevance, knowledgeability and engagement by up to 10%. Our code is available at: https://github.com/NVIDIA/Megatron-LM.

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

Mother Language Day 2021: Improving data on mother-tongue languages for better learning outcomes - Haßler, Björn; Castillejo, Alice; Marzotto, Mia; El-Serafy, Yomna; Khalayleh, Abdullah; Koomar, Saalim; Langa, Ancha; Nyilinkindi, Jacques; Saadeddin, Zeina; Tegha, Ghislaine; Villavicencio Peralta, Xuzel Ana (EdTech Hub, 2021)
To celebrate International Mother Language Day 2021, EdTech Hub’s Björn Haßler spoke with Alice Castillejo and Mia Marzotto of Translators without Borders. They talked about the importance of mother tongue-based education and the need to support speakers of marginalised languages. This blog post captures their conversation. “How do we know that speakers of marginalised languages are left behind?” Alice: Research…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707931 2129771:KYDTS9PR 2405685:E65E8VY5
Keywords: Author:OpenDevEd; _DOILIVE; _EdTechHub_Output; _zenodoETH

Mother Language Day 2021 - Haßler, Björn; Castillejo, Alice; Marzotto, Mia; El-Serafy, Yomna; Khalayleh, Abdullah; Koomar, Saalim; Langa, Ancha; Nyilinkindi, Jacques; Saadeddin, Zeina; Tegha, Ghislaine; Villavicencio Peralta, Xuzel Ana (2021)
To celebrate International Mother Language Day 2021, Björn spoke with Alice Castillejo and Mia Marzotto at Translators without Borders. We talked about the importance of mother tongue-based education and the need to support speakers of marginalised languages. Research around the world shows that educational outcomes are worse for students studying in a second language. The use of an unfamiliar language is linked to high dropout rates and low academic achievement. We also know that 40% of children worldwide are not educated in a language they speak at home. We need to put aside our assumptions about what languages people speak and understand. For example, Portuguese is only one of many languages spoken in Mozambique. To really understand the richness of different languages, we need to collect, share, and visualise the real picture. Having done that, we can then apply this information. Do children who speak a particular language drop out early? We can then develop multilingual educational tools for learners and teachers based on improved data about relevant languages. We can also track educational outcomes by primary language, to ensure no learner is left behind. We can use language data to take action on three levels: children, teachers, and systems. With children, we can identify which language groups didn’t register for school, dropped out early, or consistently underperform. We can then adjust our communication and programming to meet their needs, leaving no one behind. We can also take action to support teachers. With language data, we can also take action on a system level. If over 40% of children are educated in a language they don’t speak at home, we need to know how this affects their education. Much as we did for gender, if we don’t gather the data on inequality, we cannot begin to address it. Collective gathering and sharing of language data can allow us to understand how to increase learning outcomes for speakers of marginalised languages and provide the support they need and deserve.
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Keywords: Author:OpenDevEd; _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:other:ok; _r:AddedByZotZen; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoODE; dode_eth-src-dode; dode_eth-trf2-dode

More Than "If Time Allows": The Role of Ethics in AI Education - Garrett, Natalie; Beard, Nathan; Fiesler, Casey (Proceedings of the AAAI/ACM Conference on AI, Ethics, and Society, 2020)

More Data, More Relations, More Context and More Openness: A Review and Outlook for Relation Extraction - Han, Xu; Gao, Tianyu; Lin, Yankai; Peng, Hao; Yang, Yaoliang; Xiao, Chaojun; Liu, Zhiyuan; Li, Peng; Zhou, Jie; Sun, Maosong (Proceedings of the 1st Conference of the Asia-Pacific Chapter of the Association for Computational Linguistics and the 10th International Joint Conference on Natural Language Processing, 2020)
Relational facts are an important component of human knowledge, which are hidden in vast amounts of text. In order to extract these facts from text, people have been working on relation extraction (RE) for years. From early pattern matching to current neural networks, existing RE methods have achieved significant progress. Yet with explosion of Web text and emergence of new relations, human knowledge is increasing drastically, and we thus require “more” from RE: a more powerful RE system that can robustly utilize more data, efficiently learn more relations, easily handle more complicated context, and flexibly generalize to more open domains. In this paper, we look back at existing RE methods, analyze key challenges we are facing nowadays, and show promising directions towards more powerful RE. We hope our view can advance this field and inspire more efforts in the community.

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

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

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

Monitoring and Evaluation Framework - Vijil-Morin, Alejandra; Villavicencio, Xuzel; Haßler, Björn (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10264244 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1048 ZenodoArchiveConcept: 10264243
Keywords: _internal; _r:AddedByMyEducationEvidence

Monitoring and Evaluation Framework - Vijil-Morin, Alejandra; Villavicencio, Xuzel; Haßler, Björn (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/

Monitoring and evaluating radio in education - McBurnie, Chris (2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4283503 2129771:E77BS5IR 2405685:PLW5MPU5
Keywords: Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Monitoring and Assessment of Indoor Environmental Conditions after the Implementation of COVID-19-Based Ventilation Strategies in an Educational Building in Southern Spain - Aguilar, Antonio J.; de la Hoz-Torres, María L.; Martínez-Aires, Mª; Ruiz, Diego P. (Sensors, 2021)
Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/s21217223 2129771:XZFHV8UQ 4682641:DWETE6D8 4682641:SP2AIEN2
Keywords: BE:RELEVANT

MOLDOVA – DIGITAL EDUCATION READINESS ASSESSMENT 2021-22 - Rajasekaran, Subhashini; Casap, Lucia (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 4804264:CCMRTN9Y 4804264:CZ8Q2EKC 4804264:R5WK3K53
Keywords: Final_citation; anystyle; existing; ⛔ No DOI found

Module 4: Diagnosing adaptive challenges - Moustafa, Nariman; Walker, Hannah; Lurvink, Anne-Fleur; Macharia, Grace; Haßler, Björn (Open Development & Education, 2023)
This resource is an output of the Open Development & Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/.
ZenodoArchiveID: 8386666 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1006 ZenodoArchiveConcept: 8386665
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Module 3: Case Study Scenarios - McBurnie, Chris; Walker, Hannah; Lurvink, Anne-Fleur; Moustafa, Nariman; Macharia, Grace; Haßler, Björn (Open Development & Education, 2023)
This resource is an output of the Open Development & Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/.
ZenodoArchiveID: 8386658 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1005 ZenodoArchiveConcept: 8386657
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Module 3: Case Study Evidence Pack - McBurnie, Chris; Walker, Hannah; Lurvink, Anne-Fleur; Moustafa, Nariman; Macharia, Grace; Haßler, Björn (Open Development & Education, 2023)
This resource is an output of the Open Development & Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/.
ZenodoArchiveID: 8386653 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1004 ZenodoArchiveConcept: 8386652
Keywords: _comingsoon; _r:AddedByMyEducationEvidence