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

Effects of airing behaviours on bedroom air pollutants during sleep - Liao, Chenxi; Fan, Xiaojun; Petrova Bivolarova, Mariya; Mainka, Anna; Sekhar, Chandra; Laverge, Jelle; Lan, Li; Akimoto, Mizuho; Wargocki, Pawel (CLIMA 2022 conference, 2022)
Higher ventilation rates were verified to have a positive impact on indoor air quality and therefore benefit sleep quality. However, how does ventilation influence bedroom air quality if the outdoor air quality is poor? Whilst ventilation helps to reduce indoor pollution it inadvertently brings outdoor pollution indoors, such as NO2, which is from vehicular emission. In this study, we collected the info of window and door status during sleep and measured carbon dioxide (CO2), nitrogen dioxide (NO2), volatile organic compounds (VOCs) and particulate matter (PM2.5 and PM10) among 38 bedrooms while occupants were sleeping during nights. Meanwhile, the air change rate (ACR) was calculated. The experiments were conducted in the heating season (September to December 2020) in the capital region of Denmark. The median values were 981.8 ppm (mean CO2 level during sleep), 0.6 h-1 (ACR), 3.4 µg·m−3 (NO2), 166.2 µg·m−3 (VOCs), 11.0 µg·m-3 (PM10) and 2.8 µg·m-3 (PM2.5). CO2 levels were positively correlated with VOCs levels, whereas negatively correlated with NO2 levels in bedrooms. ACR was also negatively correlated with VOCs. CO2 levels were significantly higher whereas NO2 levels were lower with both window and door closed compared to them with either window or door open. With higher ventilation rates, while occupants would be less exposed to indoor pollution of VOCs, they would be increasingly exposed to NO2. Future studies of bedroom ventilation and sleep quality should consider outdoor air quality.
Keywords: BE:RELEVANT

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

Using technology to improve the equity of teacher allocation in Sierra Leone: the challenge and a way forward - McBurnie, Chris; Vijil, Alejandra; Haßler, Björn (EdTech Hub, 2022)
Keywords: Author:OpenDevEd; _C:Sierra Leone SLE

Using technology to improve the equity of teacher allocation in Sierra Leone: the challenge and a way forward - McBurnie, Chris; Vijil, Alejandra; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

Factors Related to Teacher Absenteeism in Sierra Leone: Literature Review - Vijil, Alejandra; Bellinger, Amy; Godwin, Katie; Haßler, Björn; McBurnie, Chris (EdTech Hub, 2022)
Keywords: Author:OpenDevEd; _C:Sierra Leone SLE

Factors Related to Teacher Absenteeism in Sierra Leone: Literature Review - Vijil, Alejandra; Bellinger, Amy; Godwin, Katie; Haßler, Björn; McBurnie, Chris (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

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

The impact of GIS-supported teacher allocation in Sierra Leone: High-level findings on teacher preferences in Sierra Leone - McBurnie, Chris; Godwin, Katie; Beoku-Betts, Iman (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

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.
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

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

Multi-Stage Prompting for Knowledgeable Dialogue Generation - Liu, Zihan; Patwary, Mostofa; Prenger, Ryan; Prabhumoye, Shrimai; Ping, Wei; Shoeybi, Mohammad; Catanzaro, Bryan (Findings 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.

Bericht zur tQMP Studie - Haßler, Björn; Haseloff, Gesine; Dreischmeier, Wido (OpenDevEd, 2022)
Keywords: Author:OpenDevEd; _r:AddedByZotZen

Student Teachers School Experience in Zambia: Experiences and Challenges - Mutale Mulenga, Innocent; Bwalya, Katongo (EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES, 2022)
The purpose of this study was to establish challenges and experiences faced by student teachers during teaching practice in Zambia. The study employed the concurrent embedded design. Data was collected from 280 respondents including 200 student teachers, 30 host school deputy head teachers and 50 lecturers. The study employed a questionnaire, focus group discussion and an interview to collect data from the respondents. The study established some challenges which can serve as learning points for teacher educators and administrators in institutions of higher learning that are running teacher education programs. The challenges include the struggle of maintaining low costs while having a high quality school experience, lecturers hurrying through the supervision process, the tendency to involve non-lecturers to supervise students and students lack of adequate support during the school experience period. The school experience period was adequate and students had a number of benefits from it although some institutions had it at the end of the program. It was therefore recommended that school experience be continually evaluated by both the Ministry of Education and institutions that provide teacher education programs in Zambia and that the length of the school experience period be maintained so as to enhance the benefits that student teacher drew from it. It was further recommended that institutions preparing teachers should make sure that school experience is done during the teacher education period and not at the end of it so that students and their lecturers evaluate the experience before the end of the program.

Commonwealth Collaboration to Build Back Better - Haßler, Björn (21CCEM, 2022)
Keywords: Author:OpenDevEd; AuthorFirst:Haßler; _bjoern_cv; _yl:c

Iniciativas para el desarrollo de habilidades STEM de las adolescentes en la región de ALC - Villavicencio, Xuzel; Myers, Christina; Coflan, Caitlin (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: Author:OpenDevEd; F: Helpdesk response; _r:AddedByZotZen

Reading Audrey Watters: A reflection on personalised learning via education technology through a decolonial lens - Sarwar, Moizza Binat (EdTech Hub, 2022)
At EdTech Hub, we’ve been reflecting on how coloniality is embedded in the work we do: from the colonial roots of the international development sector, to colonial practices embedded in research methods, to “core-to-periphery” design and deployment of EdTech interventions.
Keywords: Final_citation; anystyle; existing; ⛔ No DOI found

An Exploratory Study of Digital Literacy Frameworks: A Comparative Analysis - Lee, Yoo-Taek; Fanea-Ivanovici, Mina (SSRN, 2022)
Keywords: _z:no_pdf

Digitalisierung beruflicher Lern- und Arbeitsprozesse. Impulse aus der Bauwirtschaft und anderen gewerblich-technischen Sektoren - Appenrodt, Jan; Becker, Matthias; Böttcher, Sven; Bozkurt, Askim; Dettmann, Kai; Diekmann, Susanne; Dziumbla, Uwe; Ebert, Wolfgang; Falk, Roland; Freytag, Nora-Fabienne; Ganz, Kerstin; Goos, Ulrich; et al. (2022)
The anthology presents current approaches to digitally supported professional learning. The articles provide insights into the dynamic development of the interfaces between gainful employment and vocational training and further education in the context of digitization of work and learning aids. The volume is thus connected to the publication “Berufsbildung am Bau digital” (edited by Bernd Mahrin and Johannes Meyser), which was published in 2019 by the University Press of the Technische Universität Berlin. The first chapter discusses fundamental didactic questions about digitally supported learning and working, including the framework conditions. The second chapter picks contributions on capacity development, standards, and digital tools out as central themes. The third chapter is dedicated to concrete specific solutions with strong practical relevance and high transfer potential for digitized work and learning in the construction sector and in the metal sector. The final fourth chapter presents comprehensive and freely accessible online offers such as a media pool for educational purposes, a learning media database and a hybrid learning system with a virtual 3D building model. The book was created as part of the DigiBAU project - digital vocational learning and working in the field of construction - funded by the German Federal Ministry of Education and Research and the European Social Fund. (DIPF/Orig.)
Keywords: 370 Education; 370 Erziehung, Schul- und Bildungswesen; Arbeitsprozess; Bauberuf; Bauingenieur; Bautechnik; Bauwirtschaft; Berufliche Fortbildung; Berufsausbildung; Berufsbildung; Berufsbildungszentrum; Career centers; Construction technique; Continuing education; Continuing training; Digitale Medien; Digitalisierung; Digitalization; E-Learning; E-learning; Fachdidaktik; Further education; Gewerblich-technischer Beruf; Holzbau; Learning by playing; Learning process; Lehr-Lern-Prozess; Lernprozess; Media didactics; Mediendidaktik; Metallberuf; Occupation in a trade or technical field; Occupation in the field of construction; Occupational training; On line; Online service; Online-Angebot; Professional training; Specialized didactics; Spielerisches Lernen; Subject didactics; Teaching post; Teaching profession; Teaching-learning process; Virtual learning; Vocational Education; Vocational education and training; Vocational training; Weiterbildung; Working process; auto_merged; Überbetriebliche Ausbildung

GPT-NeoX-20B: An Open-Source Autoregressive Language Model - Black, Sid; Biderman, Stella; Hallahan, Eric; Anthony, Quentin; Gao, Leo; Golding, Laurence; He, Horace; Leahy, Connor; McDonell, Kyle; Phang, Jason; Pieler, Michael; Prashanth, USVSN Sai; et al. (arXiv, 2022)
We introduce GPT-NeoX-20B, a 20 billion parameter autoregressive language model trained on the Pile, whose weights will be made freely and openly available to the public through a permissive license. It is, to the best of our knowledge, the largest dense autoregressive model that has publicly available weights at the time of submission. In this work, we describe \model{}'s architecture and training and evaluate its performance on a range of language-understanding, mathematics, and knowledge-based tasks. We find that GPT-NeoX-20B is a particularly powerful few-shot reasoner and gains far more in performance when evaluated five-shot than similarly sized GPT-3 and FairSeq models. We open-source the training and evaluation code, as well as the model weights, at https://github.com/EleutherAI/gpt-neox.
Keywords: Computer Science - Computation and Language

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.
Keywords: Artificial intelligence; Big data; China; India; Personalized education; USA; _genre:LR-literature_review

Decolonising Open Educational Resources (OER): Why the focus on ‘open’ and ‘access’ is not enough for the EdTech revolution - Moustafa, Nariman (EdTech Hub, 2022)
Open Educational Resources have offered a number of promises and opportunities, primarily in terms of customising learning to students' needs, pace, and interests.
Keywords: Author:OpenDevEd

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

Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review - Lynch, Paul; Singal, Nidhi; Francis, Gill Althia (Educational Review, 2022)
Keywords: Final_citation; cited; existing

Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review - Lynch, Paul; Singal, Nidhi; Francis, Gill Althia (Educational Review, 2022)
Educational Technology (EdTech) plays a significant role in enabling learners with disabilities to access learning at school and reduce educational and social exclusion. It also enables them to enjoy the benefits of a full school curriculum and to participate in activities in different educational arrangements. The purpose of this review was to address the existing evidence of how EdTech is being used to support learners with disabilities in order to inform future research and policymaking. It sought to contribute to an evidence base of ways to reduce barriers to learning drawing on a systematic methodology to gather evidence pertaining to access to EdTech for primary school learners with disabilities aged 6–12 years. After a thorough examination of the literature, the final sample comprised 51 published articles (43 peer-review and 8 conference papers). The review revealed examples of positive outcomes of EdTech interventions being used, particularly in special schools; however, the evidence of their efficacy is weak. The use of EdTech for learners with disabilities in low- and middle-income countries requires further, robust and long-term research that considers the involvement of learners, pedagogy and curriculum design in order to understand its impact on improving educational experiences of children with disabilities.
Keywords: Educational technology; _genre:LR-literature_review; assistive technology; disability; inclusive education; low- and middle-income countries; primary education

Big EdTech - Williamson, Ben (Learning, Media and Technology, 2022)
Keywords: Final_citation; cited; existing

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
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

STEM Skills Initiatives for Adolescent Girls in the LAC Region - Villavicencio, Xuzel; Myers, Christina; Coflan, Caitlin Moss (EdTech Hub, 2022)
This report was produced in response to a request from the UNICEF country office of Argentina and presents a curated list of science, technology, engineering, and mathematics (STEM) skills initiatives for adolescent girls in the Latin American and Caribbean (LAC) region. It also provides an introduction to gender equality and background on the participation of women in STEM fields in the LAC region — as well as cross-cutting recommendations based on an analysis of a series of initiatives. Key words: STEM; Gender; Girls; LAC; Argentina; technology; Science An output of the EdTech Hub, https://edtechhub.org
Keywords: Author:OpenDevEd; F: Helpdesk response; _r:AddedByZotZen

What has Worked at Scale? - Crawfurd, Lee; Hares, Susannah; Sandefur, Justin (Schooling for All - Feasible Strategies to Achieve Universal Education, 2022)

Cross-Sectoral Learning in Implementation Research Harnessing the potential to accelerate results for children - Lewis, Jane; Mildon, Robyn; Steele, Tom (UNICEF Office of Research – Innocenti, 2022)

Schooling for All - Feasible Strategies to Achieve Universal Education - Sandefur, Justin (Center for Global Development, 2022)

Leave no child behind: global report on boys’ disengagement from education - UNESCO (2022)

Improving Resilience, Adaptation and Mitigation to Cimate Change Through Education in Low- and Lower-middle Income Countries - Fitzpatrick, Rachael; West, Helen (2022)
Climate resilience is the ability to anticipate, prepare for, and respond to hazardous events, trends, or disturbances related to climate (C2ES, 2022). Mitigation focuses on reducing the human impacts contributing to climate change (Burton, 2007, cited in Rousell & Cutter-Mackenzie-Knowles, 2020). Adaptation is about increasing people’s adaptive capacity, reducing the vulnerability of communities and managing risks (Anderson, 2012). Anderson further defines adaptation as not just being able to adapt from one stable climate to another but having the skills to adapt to uncertainty and make informed decisions in a changing environment. While ‘climate change’ is the term used throughout these briefs, it should be read as a shorthand for a more inclusive approach, which also captures associated environmental degradation. The Intergovernmental Panel on Climate Change (IPCC) warned, in their latest report, that global surface temperatures will continue to increase until 2050 (IPCC, 2021, p. 17). This will take place regardless of human intervention to reduce greenhouse gas emissions. The report also warns that the traditional technocratic approaches are insufficient to tackle the challenge of climate change, and that greater focus on the structural causes is needed. High- and upper-middle-income countries have been persistently shown to be the biggest contributors to the global carbon dioxide emissions, with lower income countries facing the most disruptive climate hazards, with Africa countries particularly vulnerable (CDP, 2020; IPCC, 2021). The vulnerability of low-income contexts exacerbates this risk, as there is often insufficient infrastructure and resources to ensure resilience to climate hazards (IPCC, 2021). For decades, advocates of climate change education have been highlighting the potential of education to help mitigate against climate change, and support adaptation efforts. However, implementation has been patchy, with inconsistent approaches and a lack of evidence to help determine the most effective way forward.This paper is divided into three sections, drawing together evidence on the key aspects of system reform,green and resilient infrastructure and Curriculum, pedagogy, assessment and teacher development.

Report on research outcomes - McBurnie, Chris; Godwin, Katy; Vijil, Alejandra; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

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

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

Guidance on Community Mobilisation for Girls’ Education - AlSheikh Theeb, Thaer; McGinty, Sara; Obaid, Rasha (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: F: Helpdesk response; _r:AddedByZotZen

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

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.

Difference and Similarities: Digitization, Digitalization, and Digital Transformation - Monton, Aryne Leigh (GlobalSign, 2022)
Digitization, Digitalization, and Digital Transformation are critical for modern businesses. Know their similarities, differences, and how they benefit businesses in this blog.
Keywords: Final_citation; anystyle; existing

Editorial: Some More Research on Technology-Enabled Learning - Panda, Santosh (Journal of Learning for Development, 2022)
Keywords: technology-enabled learning (TEL); ⛔ No DOI found

Resilience, Adaptability, and Sustainability of Higher Education: A systematic Mapping Study on the Impact of the Coronavirus (Covid-19) Pandemic and the Transition to the New Normal - Bozkurt, Aras (Journal of Learning for Development, 2022)
The coronavirus (COVID-19) pandemic has been a global crisis, affecting many areas of society, including higher education, which has not been immune to its effects. This study, therefore, examines COVID-19 from the perspective of higher education, applying data mining and analytics approaches, i.e., t-SNE analysis, text-mining, and social network analysis, to identify research themes and patterns. The results obtained show that studies have not been restricted to addressing only the impact of COVID-19 on learners and educational institutions in terms of pedagogical issues. The study identified three broad themes from the body of research on this subject: (1) educational crisis and higher education in the new normal: resilience, adaptability, and sustainability, (2) psychological pressures, social uncertainty, and mental well-being of learners, and (3) the rise of online distance education and blended-hybrid modes. The study concludes that the survival of higher education depends on the resilience, adaptability, and sustainability skills of higher education institutions.
Keywords: Covid-19 pandemic; _genre:PR-primary_research; emergency remote education; higher education; online distance education; teaching and learning; ⛔ No DOI found

Exploring the Use of Tweets and Word Clouds as Strategies in Educational Research - Cooshna-Naik, Dorothy (Journal of Learning for Development, 2022)
This paper presents personal insights and discussions on the exploration of specific strategies which relate to data collection and analysis used to support the focus group discussion data collection and preliminary analysis of a doctoral research entitled Undergraduate students’ experiences of learning with digital multimodal texts. The main objective of the doctoral research was to understand the different ways undergraduate students experienced learning with digital multimodal texts (DMTs) within the context of a history module included in their first-year programme of studies both as readers (consumers) and authors (producers). Data were collected through semi-structured interviews, written reflection accounts, a focus group discussion and consideration given to the DMT (a video) produced by the participants. The focus group discussion event included a hands-on task whereby participants were requested to write their views in response to a given prompt question in the form of tweets. Also, the written tweets were visualised as word clouds for the purpose of initial analysis. The findings reported in this paper, which are based on observation notes and investigation of the word clouds, suggest that the tweet-related, hands-on task acted as a good ice breaker, making the participants feel at ease and more relaxed about sharing their views amongst each other while eliciting discussions and fostering deeper thinking. Also, the word clouds were revealed to be an effective data visualisation tool allowing emerging and salient themes to stand out from the participants’ written tweets and reflections.
Keywords: Educational research; Multimodal Texts; Tweets; Word Clouds; ⛔ No DOI found

Examining the Practices and Challenges of Distance Education of PhD Candidates in the Context of COVID-19 - Fast, Olha; Semenog, Olena; Vovk, Myroslava; Buhaichuk, Nazar; Golya, Galyna (Journal of Learning for Development, 2022)
The distance education system is actively developing in the world due to the COVID-19 pandemic. The sharp transition of PhD candidates to distance education caused difficulties in organising the educational process. The aim of this study was to analyse the methods of distance education for postgraduate students in the context of a COVID-19 pandemic. A survey of graduate students was conducted through specially- designed and semi-standardised interviews of focus groups of producers and consumers of educational services. The study showed that the process of adaptation of postgraduate students majoring in Physical Culture and Sports and Biology was much more difficult than in the major Educational, Pedagogical Sciences and Philology. The reasons for the problems of distance education of PhD candidates included the complexity of creating educational and methodological materials for distance learning; lack of a centralised system of certification and accreditation of electronic courses; insufficient motivation of teachers; shortage of teachers who could competently develop distance learning courses in higher education. The study identified opportunities to implement promising areas of online learning in the system of training of academic and teaching staff: retraining of a large proportion of the teaching staff, implementation of a system approach to the development of the online environment of educational institutions, development of skills and abilities to use educational content. Prospects for further research include the study of problems of violation of academic integrity by postgraduate students in the course of distance learning.
Keywords: COVID-19 Pandemic; Distance Education/Learning; Health and Recreational Technologies; Online Learning Technologies; Training of PhD Candidates; ⛔ No DOI found

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

Virtual Community Mentoring Models for Middle School Underachievers Psychosocial Development and Well-Being During COVID-19 - Gomes, Roseline Florence; Thomas, Lijo (Journal of Learning for Development, 2022)
Recent studies highlight the outcomes of COVID-19 on the psychosocial skills of early adolescents. It shows the unavailability of virtual community mentoring models for teenagers' individual and interpersonal growth in the virtual scenario. Hence, there emerges a need to explore and apply the available virtual communication resources by facilitators, families, and other community professionals for teenagers’ self-development. This article reports the application of virtual resources like WhatsApp, graphic design platforms (CANVA and Adobe), graphic interchange formats (GIPHY App), all-in-one visual content editing forums (InShot App), and memes (Meme Generator App) in engaging and supporting community mentoring capacities leading to psychosocial development and well-being for teenagers during COVID-19. Through this article, contemporary virtual models are explored and executed with community guidance to integrate the personal developmental skills of middle school underachievers. There is also a need to work with community interventions by using virtual mentoring skillsets for positive youth development.
Keywords: COVID-19; Psychosocial Development; Virtual Community Models; ⛔ No DOI found

An Assessment of Computer and ICT Skills at Botswana Open University: Implications of ICT in Business Subjects - Hamaluba, Tommie (Journal of Learning for Development, 2022)
This paper presents a study that focused on assessing computer and ICT skills of business subjects’ learners at Botswana Open University (BOU). The study explored the levels of computer skills; existence of ICT skills and perception of business subject learners on the adoption and use of ICT skills for teaching and learning. A sample size of 223 participants from BOU’s five regions was studied and data was collected quantitatively using survey questionnaires. Descriptive statistics were used to analyse the data. The results showed that most of the respondents had average ability to navigate on the e-learning school platforms (E-library, portals, websites, etc.) and average awareness of the business learning software and applications; they were familiar with most MS package elements, MS Word, Excel, PowerPoint and Publisher. They were familiar with the use of emails, social sites and blogs as well as internet searching and browsing. Results also showed that the respondents understood the basic functions of computer hardware. The study also revealed that respondents needed improvement in the use of ICT tools for learning their business subjects, and that the improvement of the use of ICT tools would enhance their understanding of the subject matter. Respondents cited poor internet connectivity and unreliable power supply, as well as slow internet connectivity, as some of the reasons for their poor ICT skills in teaching and learning ICTs.
Keywords: BOU; ICT skills; Information technology; business development; innovation; ⛔ No DOI found

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.
Keywords: Innovative Communication & Digital Media; ODL; Smart Farmer Thailand; ⛔ No DOI found

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

Reconsidering Access: Using Specific Impact Ranking Metrics to Manage Access in Conventional and Open Higher Education - Kassim, Halima-Sa'adia; Rampersad, David (Journal of Learning for Development, 2022)
This paper considers the widening access and participation agenda, its implications for higher education institutions (HEIs) and contends that it must be underpinned by strategic measurement and monitoring.  Access is viewed through of the following lenses: (i) supporting participation, and (ii) facilitating equity. Using mixed methods, the paper draws on data from The University of the West Indies (UWI) and provides examples from key plans and initiatives over 20 years to showcase how the UWI has increased access. Concurrently, the need for more nuanced and complex datasets to assess the extent of equity is highlighted with metrics drawn from the Times Higher Education University Impact Ranking. The authors argue that the strategic use and management of data can promote public accountability associated with access and boost institutional reputation. However, universities will have to be innovative and accelerate measures to survive/thrive in the post-pandemic environment by identifying their institutional scope and “system of interest” in widening access.
Keywords: Access and participation; Caribbean; Equity; Measurement and monitoring; The University of the West Indies; _genre:PR-primary_research; ⛔ No DOI found

Effects of Internet Access During Examinations - Mitra, Sugata; Dangwal, Ritu (Journal of Learning for Development, 2022)
The scores obtained by students in examinations where internet access was allowed during the examination were compared with the scores obtained in traditional examinations where no assistance was allowed. These scores were then compared with those obtained in a standardised school examination on the same topic or subject, taken by the same students a year before. We observed that scores dropped by over 70% within a year of taking a traditional examination but could be significantly improved if internet access is allowed in the later examination. We further observed that scores in examinations where internet access was allowed were consistently higher than where internet access was not allowed. Finally, we report an analysis by rank and observe that student rankings change both over time and whether internet access was allowed or not. This leads us to suggest that use of the internet during examinations measures abilities that are different and more meaningful to our times than those that are measured by traditional examinations based on memorisation and unassisted recall.
Keywords: assessment; cheating; examination; internet access; memory; ⛔ No DOI found

Decrypting the Learners’ Retention Factors in Massive Open Online Courses - Pant, Harsh Vardhan; Lohani, Manoj Chandra; Pande, Jeetendra (Journal of Learning for Development, 2022)
Massive Open Online Courses (MOOCs) have recently become attractive at most universities, and the number of MOOCs has risen significantly, particularly in India. Despite their popularity, previous research has revealed a low course completion rate and a scarcity of research on the factors that influences learners’ retention in MOOCs. Therefore, it is a good idea to investigate previous research to understand the factors behind the learners’ retention so that an ideal learning model can be created. This study used Structural Equation Modelling to find out the unexplored learner retention factors in MOOCs and create a model, which may extend the satisfaction. MOOC data sets were collected from different Indian universities in Uttarakhand state. This study has explored the majority of influencing factors correlated with learners’ satisfaction. The findings show that MOOC usage intention is influenced by a willingness to credit mobility, the allure of the latest trendy course, content localisation and perceived effectiveness.
Keywords: Classification; Data-Mining; Factor; Factors; MOOC; Model; PLS; Retention; ⛔ No DOI found

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

The impact GIS-supported teacher allocation in Sierra Leone: Inception Report - McBurnie, Chris; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

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

Mixed-methods approaches to learning strategies and self-regulation in Physical Education: a literature review - Kermarrec, Gilles; Regaieg, Ghada; Clayton, Rebecca (Physical Education and Sport Pedagogy, 2022)
Introduction Students’ learning strategies and self-regulation processes are considered highly important in academic and Physical Education contexts. Educational researchers have called for mixed-method designs to investigate how students learn and not only what they learn. The aim of this literature review was to analyze the use of mixed-method designs in self-regulated learning research in a physical education setting.Methods The following databases were searched for relevant articles: ERIC, Persee, PsycInfo and Scopus. No date range was specified and keywords for the search included learning strategies, self-regulated learning, Physical Education, mixed-method, qualitative and quantitative analysis. Thirteen articles were selected and classified according to their theoretical framework. The last stage of selection extended the literature review in each theoretical framework.Results The results show that mixed-method design is relevant when researchers need findings on how students learn, and not only on what they learn. The use of mixed methods is well suited to the Information Processing, Self-Regulated Learning and Student Approaches of Learning theoretical traditions.
Keywords: Learning strategies; mixed-methods; physical education; qualitative and quantitative analysis; self-regulated learning

Student Learning Outcomes Assessment in Higher Education and in Academic Libraries: A Review of the Literature - Goss, Harold (The Journal of Academic Librarianship, 2022)
Conducting effective assessment toward evaluating student learning outcomes (SLO) is a difficult and complex process for all higher education professionals. University-level conversations are increasingly centered on student learning outcomes as they pertain to issues such as students' skills competence, continuous improvement, retention, etc. In response to the increasing demand for units on campus (including academic libraries) to contribute to these conversations, an understanding of how to assess student learning outcomes becomes essential. This paper reviews recent academic literature pertaining to assessing student learning outcomes in higher education and academic libraries. The objective is to use both to create a starting point for academic librarians looking to embark on a SLO-based program of assessment at their academic libraries.
Keywords: Academic libraries; Assessment; Information literacy; Librarians; Student learning outcomes; Student success

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

EEF Evidence Database Coding Guide – Effect Size Data Extraction - Education Endowment Foundation; Durham University (2022)
Keywords: _yt:b

EEF Evidence Database Coding Guide – Main Data Extraction - Education Endowment Foundation; Durham University (2022)
Keywords: _yt:a

Activating research-based testbeds in Victorian and international education environments - Global Victoria EdTech Innovation Alliance (2022)
Keywords: ⛔ No DOI found

Where are we on Education Recovery - UNICEF; UNESCO; World Bank (2022)

Management Accounting and Control in Higher Education Institutions: A Systematic Literature Review - Vale, José; Amaral, Joana; Abrantes, Luís; Leal, Carmem; Silva, Rui (Administrative Sciences, 2022)
The new public management reforms have led to significant changes in higher education institutions (HEIs) regarding the management accounting and control (MAC) of these organizations. Therefore, this paper provides an overview of the main studies on MAC in these types of organizations through a systematic literature review (SLR). The PRISMA guidelines were followed, and data were collected from the Web of Science and Scopus databases. The final sample encompassed 50 articles, published between 1981 and 2020. The results show that MAC research tends to focus on management control systems and performance evaluation systems. They also suggest that, although the development and implementation of various MAC tools are crucial for HEIs, such implementation often is partial. This is due to the stakeholders’ perceptions/attitudes regarding the importance of such tools. The results also indicate that institutional theory is the most addressed one. Most of the time, HEIs implement MAC tools due to external pressures. By synthesizing the main trends in MAC, this SLR intends to provide a theoretical contribution to the literature in this research field. Several themes for further research are suggested, such as assessing the relationship between MAC and the management of “knowledge” and intellectual capital in these institutions, and addressing sustainability issues. From a practical viewpoint, HEI managers can obtain important insights to apply the most appropriate tools to their institutions.
Keywords: accounting theories; higher education institutions; management accounting; management control; systematic literature review

Cross-Border Higher Education and Quality Assurance. Results from a Systematic Literature Review - Carvalho, Nathan; Rosa, Maria J.; Amaral, Alberto (Journal of Studies in International Education, 2022)
Internationalisation has gained prominence in debates on higher education and can be analysed from different perspectives, including cross-border higher education. Cross-border higher education entails relevant challenges, namely regarding its quality. This paper intends to discuss, based on a literature review, the link between cross-border higher education and quality assurance, namely the role quality assurance may have in contributing to a quality cross-border educational offer. 79 documents (indexed in Scopus or Web of Science) published between 1998 and 2019 were content analysed. The results show that both internal and external quality assurance are relevant topics when discussing cross-border higher education and a means to stimulate the overall quality of this educational offer. Moreover, to be effective, quality assurance must rely on cooperation and mutual trust between importing and exporting countries, including their quality assurance agencies.
Keywords: agencies; cooperation; cross-border higher education; higher education institutions; internationalisation; quality assurance; transnational education

Evidence on the Impact of Population Growth on Education Financing and Provision in Tanzania - Fitzpatrick, Rachael (2022)
Tanzania has made great strides in increasing enrolment rates amidst a rapidly growing population. However, despite gains made in primary enrolment, completion rates have not exceeded 70% in the past five years, and enrolment at secondary level remains low (37%). An analysis of expenditure suggests a lack of equitability in distribution of funds within the education sector. Having achieved near universal enrolment at primary level, since 2016 the Government of Tanzania has almost doubled spend on secondary education and increased spending on higher education. In the same period, however, spend per pupil at primary level has halved suggesting that budget is being directed away from pre-primary and primary education to fund secondary, with higher education slightly increasing. Furthermore, the Education Sector Analysis outlines that 35% of the education budget is spent on the top 10% highest educated in the system (Kahangwa et al. 2021, 168). In addition to disparities on spend by education level, regional differences persist in the number of classrooms, textbooks, desks and teacher shortages also exist. Despite current disparities and challenges, Tanzania’s economic growth in recent years suggests that, with increased commitment in minimum spending on education as a proportion of GDP, the education needs of the population could be met. However, this would assume continued economic growth and require a greater proportion of spend to be allocated to education, suggesting trade-offs may be required.

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)
Keywords: Final_citation; cited; existing

Improv Theater and Whiteness in Education: A Systematic Literature Review - Tanner, Samuel J.; McCloskey, Andrea (Review of Educational Research, 2022)
Improv theater has expanded beyond a popular American form of entertainment into an educational experience for students and teachers. It may be difficult to imagine that an interactive, joyful, and collaborative improv workshop might be harmful, but our own experiences as professional improvisers led us to observe that even well-intentioned, antiracist improv theater interventions tend to reflect Whiteness more than democratic values. We investigate this observation through a systematic review of education research articles. Our review of 30 studies reveals that, to varying degrees, researchers have regarded improvisation as an instrumental practice to improve some other activity or as metaphor for the activity of teaching. We found that Whiteness has been central to the use of improvisation in educational contexts. Finally, this study illustrates that a turn toward disciplined improvisation or an improvisational ethos offers one way to practice the ideals of democratic education.
Keywords: arts education; qualitative research; race; social justice

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

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

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

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

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

What We Learn about Girls’ Education from Interventions That Do Not Focus on Girls - Evans, David K; Yuan, Fei (The World Bank Economic Review, 2022)
What is the best way to improve access and learning outcomes for girls? This review brings together evidence from 267 educational interventions in 54 low- and middle-income countries – regardless of whether the interventions specifically target girls – and identifies their impacts on girls. To improve access and learning, general interventions deliver average gains for girls that are comparable to girl-targeted interventions. General interventions have similar impacts for girls as for boys. Taken together, these findings suggest that many educational gains for girls may be achieved through nontargeted programs. Many of the most effective interventions to improve access for girls relax household-level constraints (such as cash transfer programs), and many of the most effective interventions to improve learning for girls involve improving the pedagogy of teachers. Girl-targeted interventions may make the most sense when addressing constraints that are unique to, or most pronounced for, girls.

The effects of ventilation and temperature on sleep quality and next-day work performance: pilot measurements in a climate chamber - Fan, Xiaojun; Shao, Huiqi; Sakamoto, Mitsuharu; Kuga, Kazuki; Lan, Li; Wyon, David P.; Ito, Kazuhide; Bivolarova, Mariya P.; Liao, Chenxi; Wargocki, Pawel (Building and Environment, 2022)
Ten healthy young adults slept one by one in a specially designed and constructed sleep capsule located in a climate chamber at two temperatures (24 °C and 28 °C) and two ventilation rates that ensured that the resulting CO2 concentrations were 800 and 1700 ppm. Subjectively rated sleep quality was reduced at 28 °C and reduced ventilation, while sleep onset latency was longer under these conditions. Sleep efficiency was lower at 28 °C. Subjectively rated fatigue and sleepiness decreased after sleeping under all conditions but less so after sleeping at 28 °C. The subjects indicated that their work performance improved after sleeping at 24 °C but not when ventilation was reduced and the temperature increased. Both objectively measured and subjectively rated work performance was worse after sleeping in the condition with increased temperature. The subjects felt warmer at 28 °C although the thermal environment was still rated as acceptable but the air in the capsule was rated stuffier, the acceptability of the air quality decreased and the rated odour intensity increased at this condition. The wrist skin temperature was always higher at 28 °C with reduced ventilation but only during the sleep onset latency period. The subjects felt slightly warm and rated the air stuffier when ventilation was reduced. The present results, albeit from a small exploratory pilot study, show that increased temperature and reduced ventilation both have negative effects on sleep quality, which may have consequences for next-day work performance. These pilot experiment results require validation due to the low number of subjects.
Keywords: BE:RELEVANT; Next-day work performance; Physiological responses; Sleep quality; Temperature; Ventilation

Wheels of Change: Transforming Girls' Lives with Bicycles - Fiala, Nathan; Garcia-Hernandez, Ana; Narula, Kritika; Prakash, Nishith (IZA Discussion Papers, 2022)
Reducing the gender gap in education is a primary goal for many countries. Two major challenges for many girls are the distance to school and their safety when commuting to school. In Zambia, we studied the impact of providing a bicycle to a school-going girl who lives more than 3 km from the school. We randomized whether a girl received a bicycle with a small cost to her family to cover replacement parts, a bicycle where these costs are covered by the program, and therefore is zero cost to the family, or a control group. One year after the intervention, we find that the bicycle reduced average commuting time to school by 35%, reduced late arrival by 66%, and decreased absenteeism by 27%. We find continued improvement in girls' attendance and reduction in dropouts two, three, and four years after the intervention. We also find evidence of improved math test scores, girls expressing higher feelings of control over their lives and, for those who received bicycles with a small cost to her family, higher levels of aspirations, self-image, and a desire to delay marriage and pregnancy. Heterogeneity analysis by distance to school shows an inverted U-shape for most of the schooling and empowerment results, suggesting greater impact for girls that live further away from school. These results suggest that empowerment outcomes worked through increased attendance in school.
Keywords: Zambia; attendance; bicycles; dropout; female aspiration; female empowerment; girls' education; grade transition; safety; test scores; ⛔ No DOI found

Data Collection Report: OECS Declaration on Education Statement - Gonsalves, Sarah-Lee; Regis, Callista; Haßler, Björn (Organisation of Eastern Caribbean States, 2022)
Keywords: Author:OpenDevEd

OECS Education Forum Meeting Report - Gonsalves, Sarah-Lee; Regis, Callista; Haßler, Björn (Organisation of Eastern Caribbean States, 2022)
Keywords: Author:OpenDevEd

Pitch Deck: Academic Recovery Programme Phase II - Gonsalves, Sarah-Lee; Regis, Callista; Haßler, Björn (Organisation of Eastern Caribbean States, 2022)
Keywords: Author:OpenDevEd

Revised Programme Brief - Gonsalves, Sarah-Lee; Regis, Callista; Haßler, Björn (Organisation of Eastern Caribbean States, 2022)
Keywords: Author:OpenDevEd

ARP Phase I Implementation Progress Report - Gonsalves, Sarah-Lee; Regis, Callista; Megha-Bongnkar, Ghislaine; Haßler, Björn (Organisation of Eastern Caribbean States, 2022)
Keywords: Author:OpenDevEd

OECS Declaration on Education Statement - Gonsalves, Sarah-Lee; Regis, Callista; Theeb, Thaer AlSheikh; Haßler, Björn (Organisation of Eastern Caribbean States, 2022)
Keywords: Author:OpenDevEd; _bjoern_cv

Revised Programme Description - Gonsalves, Sarah-Lee; Regis, Callista; Villavicencio, Xuzel; Haßler, Björn (Organisation of Eastern Caribbean States, 2022)
Keywords: Author:OpenDevEd

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

Special COVID-19 report - Organisation of Eastern Caribbean States (Organisation of Eastern Caribbean States, 2022)

Costed Implementation Plan - Vijil, Alejandra; Haßler, Björn (Organisation of Eastern Caribbean States, 2022)
Keywords: Author:OpenDevEd

Using Evidence-Informed Practice in Primary School Improvement in an Under-Achieving School System: A Case Study in Sierra Leone - Mason, Miriam; Galloway, David (The Emerald Handbook of Evidence-Informed Practice in Education, 2022)

Emerging Issues in East Africa for Girls’ Education in East Africa - Booth, Rachel (2022)
Despite progress on girls’ education in the past 25 years, many girls in East Africa are still facing profound education challenges. When combined with gender norms, poverty, location, and disability, girls are likely to struggle with accessing and remaining in education. External pressures such as the COVID-19 pandemic, climate-related disasters, and conflict all exacerbate existing inequalities This report draws together evidence on the current status of girls’ education in Somalia, Sudan, Kenya, Ethiopia, Tanzania, Uganda, Rwanda, and South Sudan, based on 15 days of desk-based research and key informant interviews. Using a combination of education systems thinking and the socio-ecological model, it examines and emphasises the importance of feedback loops, relationships between different actors in the education system and social norms and power which influence education systems and girls’ educational outcomes. The countries covered in this study are at different stages of education system evolution. Further detailed research is needed to find specific entry points for girls’ education support by country. Entry points for potential support have emerged as common themes across the four FCDO priority countries. These are System strengthening, creating Enabling Environments, and Investment in Girls Agency.
Keywords: ⚠️ Invalid DOI

Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: Recommendations for policy from a systematic review - D'Angelo, Sophia; Hennessy, Sara; Kreimeia, Adam; Koomar, Saalim; Cao, Lydia; McIntyre, Nora; Brugha, Meaghan; Zubairi, Asma (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Delivering Remote Learning Using a Low-Tech Solution: Evidence from an RCT during the Covid-19 Pandemic - Islam, Asad; Wang, Liang Choon; Hassan, Hashibul (EdTech Hub, 2022)
Keywords: Final_citation; cited; existing

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

Developing a Proof of Concept for a Regional Learning Hub for Eastern and Southern Africa Part 5: Final report - Groeneveld, Caspar; Michels, Guillaume; Kaye, Tom (EdTech Hub, 2022)
Keywords: Final_citation; cited; existing

Developing a Proof of Concept for a Regional Learning Hub for Eastern and Southern Africa Part 5: Final report - Groeneveld, Caspar; Michels, Guillaume; Kaye, Tom (EdTech Hub, 2022)
In 2021 the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE) and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH). The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been pre-aligned with national curricula to enable use by governments and education stakeholders to facilitate quick selection of content for educational use in their regions. This document is the fifth and final report on the development of a proof of concept for the Hub. We recommend beginning with this document and then moving to any of the remaining four reports, depending on your interest: Inception report User research Skills taxonomy Content curation An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Kaufman's Clinical Neurology for Psychiatrists - E-Book - Kaufman, David Myland; Geyer, Howard L.; Milstein, Mark J.; Rosengard, Jillian (Elsevier Health Sciences, 2022)
The only reference to focus on the must-know aspects of neurology for psychiatrists, Kaufman's Clinical Neurology for Psychiatrists, 9th Edition, brings you up to date with the knowledge you need to excel on the American Board of Psychiatry and Neurology and other examinations. It fully covers the exam topics you’ll encounter, along with new content, high-quality illustrations, and multiple-choice questions. In addition, this book prepares you for clinical work in the 21st century. Discusses timely, clinically-relevant topics such as chronic and acute traumatic brain injury, Alzheimer’s disease, correctible causes of dementia, violence, neurologic illnesses that present with symptoms of autism, illicit drug use, stroke, migraine, Parkinson’s disease, tardive dyskinesia current treatments, and more. Includes nearly 2,000 multiple-choice questions both in print and online—all written to help you succeed on the ABPN certifying exam. Features new content, new and improved clinical illustrations: life-like patient sketches, anatomy line drawings, CTs, MRIs, and EEGs. Explains each condition's neurologic and psychiatric features, easily performed office and bedside examinations, appropriate tests, differential diagnosis, and management options. Correlates neurologic illnesses with the DSM-5.
Keywords: Final_citation; Medical / Neurology; Medical / Psychiatry / General

Program Assessment of Kolibri FLY - Open Development and Education (OpenDevEd, 2022)
Keywords: _r:AddedByZotZen

Engaging Girls with E-Learning: A curated list of good practices - AlSheikh Theeb, Thaer (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: Helpdesk Response; _r:AddedByZotZen

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

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.
Keywords: critical reflection; embodiment; experience; movement exploration; pedagogies; physical education

Guidance on Pre-Assessment for Establishing E-Learning Centres - AlSheikh Theeb, Thaer; McGinty, Sara; Obaid, Rasha (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Evaluating and enhancing quality in higher education teaching practice: a meta- review - Harrison, Reema; Meyer, Lois; Rawstorne, Patrick; Razee, Husna; Chitkara, Upma; Mears, Steven; Balasooriya, Chinthaka (Studies in Higher Education, 2022)
High-quality teaching is central to the higher education sector. Its pursuit has become heightened with increasing competition across institutions and opportunities to study globally through various modes. This systematic meta-review provides a synthesis of evidence relating to the methods used to assess and enhance the quality of teaching practice within higher education. Key words, synonyms and subject headings were used to search six electronic databases between January 2009 and August 2019. Titles and abstracts of publications were screened and full text articles assessed against the eligibility criteria. Findings were extracted and integrated in a narrative synthesis. Thirteen review articles, revealed that the use of teaching quality: student feedback data, self-assessment tools, peer review of teaching (formative and summative) and the use of teaching portfolios. We report evidence related to the effectiveness of each of these approaches and that a multi-modal approach may be most effective but requires consideration of resourcing.
Keywords: Teaching quality; higher education; peer review; student evaluation; teaching practice

Geographical determinants and hotspots of out-of-school children in Nigeria - Adeleke, Richard; Alabede, Opeyemi (Open Education Studies, 2022)
In Nigeria, children lack access to primary school education, and this hinders their social, cognitive, emotional, and physical skills’ development. With one in every five of the world’s out-of-school children in Nigeria, achieving universal primary education by 2030 remains a challenge. Several studies have investigated the factors that have led to an increase in out-of-school children (OOSC); however, these studies are based on individual level and household predictors with little evidence on the geographical determinants. Hence, this study examines the relationship between OOSC and the socio-economic attributes of the geographical location where they reside. Findings of the spatial analysis show that Sokoto, Zamfara, Yobe, Taraba, and Plateau are the hotspots of out-of-school children. The result further reveals that there is spatial variation in the predictors of out-of-school children in the country. Poverty and internally generated revenue (IGR) predict more cases of school non-attendance in northern Nigeria while foreign direct investment determines the number of children that are out-of-school in the southern region. The study recommends spatially explicit policies to reduce the number of OOSC in Nigeria.
Keywords: Nigeria; Spatial analysis; foreign direct investment; out-of-school children; poverty

Review of Learning Tools for Effective Radiology Education During the COVID-19 Era - Chen, David; Ayoob, Andres; Desser, Terry S.; Khurana, Aman (Academic Radiology, 2022)
Coronavirus disease 2019 (COVID-19) has significantly disrupted medical education around the world and created the risk of students missing vital education and experience previously held within actively engaging in-person activities by switching to online leaning and teaching activities. To retain educational yield, active learning strategies, such as microlearning and visual learning tools are increasingly utilized in the new digital format. This article will introduce the challenges of a digital learning environment, review the efficacy of applying microlearning and visual learning strategies, and demonstrate tools that can reinforce radiology education in this constantly evolving digital era such as innovative tablet apps and tools. This will be key in preserving and augmenting essential medical teaching in the currently trying socially and physically distant times of COVID-19 as well as in similar future scenarios.
Keywords: Coronavirus; Electronic teaching tools; Medical education; Online education; Radiology; SARS-Cov-2; _genre:LR-literature_review

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

Knowledge hiding behavior in higher education institutions: a scientometric analysis and systematic literature review approach - Fauzi, Muhammad Ashraf (Journal of Knowledge Management, 2022)
Purpose The purpose of this paper is to systematically review knowledge hiding (KH) behavior in higher education institutions (HEIs). KH is regarded as an unethical and antisocial behavior by many scholars, which should not be prevalent in HEIs. Design/methodology/approach A two-phase analysis through quantitative scientometric analysis and qualitative systematic literature review method through the preferred reporting items for systematic reviews and meta-analyses (PRISMA) model was applied. In phase 1,174 articles were analyzed using the VOSviewer through co-word and co-citation analyses. In Phase 2, 20 related studies on KH in HEIs were qualitatively analyzed on the fundamental concept of KH. The main themes were determined based on current research findings, through the identification of relevant gaps in the context of higher education. Findings In Phase 1, co-word and co-citation analyses resulted in six and three clusters, respectively. Subsequently, in Phase 2, five themes were discovered: terminology of KH, scale of KH, cultural and geographical context, KH among academics and students and relevant theories. Further, discussion on the institutional factors of individuals, organizations, technology and culture is presented. Practical implications This review lays out a practical guide to facilitate HEIs in managing KH behavior among academics, employees, and students. Strategies can be planned and implemented to foster and inculcate knowledge sharing behavior to circulate knowledge while at the same time diminishing KH behavior in HEIs. Originality/value To the best of the author’s knowledge, this study is the first to review KH behavior in the context of HEIs through quantitative and qualitative analysis.
Keywords: Academics; Higher education institution; Knowledge hiding; Knowledge sharing; Students

Sustainability in engineering education: A review of learning outcomes - Gutierrez-Bucheli, Laura; Kidman, Gillian; Reid, Alan (Journal of Cleaner Production, 2022)
Although UNESCO and the UN's Sustainable Development Goals have articulated the critical role of engineering in achieving sustainable forms of development, there remains the need to analyze the design, features, and nature of sustainability-focused initiatives in engineering education. To date, few studies have identified the main knowledge gaps in this sector of higher education. At the same time, there is no known research exploring student and graduate learning outcomes in particular contextual settings. To address these gaps, this article uses a realist scoping review to map and analyze how engineering education has approached sustainability in higher education institutions since the 1990s. Our study explores the approaches of curricula, teaching, and learning renewals promoted in higher education engineering programs identifying critical differences between the expected and actual learning outcomes. Key findings drawn from a range of international contexts include broad evidence that engineering education providers desire to approach sustainability from an integrative perspective. However, this approach typically demands more administrative resources to develop formal and hidden curriculum mechanisms. As a result, engineering education struggles to foster the associated intra- and inter-cultural learning characteristics expected within integrated sustainability education. Findings also suggest re-evaluating the connotation and senses of ‘being and becoming an engineer’, including social responsibilities in engineering education, to empower students as active agents of change. Implications for practice, policy, and curriculum development of nine approaches to engineering education for sustainability are also offered, alongside possibilities and priorities for future research.
Keywords: Education for sustainable development; Engineering education; Learning outcomes; Realist review; Scoping review; Sustainable development

Outputs register for Tich Me Ar Tich Dem - Haßler, Björn (OpenDevEd, 2022)
Keywords: Author:OpenDevEd; _r:AddedByZotZen

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

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
Keywords: Author:OpenDevEd; _C:Sierra Leone SLE; _r:AddedByZotZen

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

Mapping the field of research on African higher education: a review of 6483 publications from 1980 to 2019 - Zavale, Nelson Casimiro; Schneijderberg, Christian (Higher Education, 2022)
Following a global trend, higher education (HE) in Africa has also become a complex enterprise, potentially demanding specific expertise in higher education research. However, despite this, there is a dearth of analysis into the state of research on African HE. This paper seeks to fill this gap by mapping and analysing African HE research. We undertake a systematic review of 6483 articles and books focusing on African HE published from 1980 to 2019 in indexed and non-indexed journals and book-publishers. We particularly examine the evolution of publications, the journals and book publishers, the authors’ affiliations, the researched countries, the publications’ thematic classification, the most prolific authors, and the most influential publications. Based on this analysis, we draw four main conclusions. First, research on African HE is a rather recent phenomenon or has witnessed a recent rise or renewal. Second, a few selected journals and book-publishers, particularly those with a strong regional or international reputation, dominate the field. Third, four communities of researchers are more represented: the community researching teaching and learning issues, the community focusing on structural transformation of HE, the community focusing on the internal organisation of HE and the community focusing on societal engagement of HE. Four, South Africa dominates the field both as home to most of the authors (including the most prolific) and the empirical field of most publications (including the most influential). If South Africa is excluded, African HE research is weak, but some communities are emerging, particularly in West, East and Southern Africa.
Keywords: Africa; Higher education research; Mapping the field; Systematic review

Brazil : The SOL-ution for Smart Community Procurement (Other Public Sector Study, 2022)
Keywords: Final_citation

Principles for Digital Development (Principles for Digital Development, 2022)
Resources & Expertise for the Digital Principles

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

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

ChatGPT: Fundamentals, applications and social impacts - Abdullah, Malak; Madain, Alia; Jararweh, Yaser (IEEE, 2022)
Keywords: Final_citation

Education research designed for uptake: Co-constructing an actionable research agenda for Education Research in Conflict and Protracted-Crisis (ERICC - Adesina, Adedoyin; Akogun, Oladele B (2022)
Keywords: ⛔ No DOI found

Combined effects of ventilation rates and indoor temperatures on cognitive performance of female higher education students in a hot climate - Ahmed, Riham; Mumovic, Dejan; Bagkeris, Emmanouil; Ucci, Marcella (Indoor air, 2022)
Keywords: BE:RELEVANT

Effects of thermal sensation and acclimatization on cognitive performance of adult female students in Saudi Arabia using multivariable-multilevel statistical modeling - Ahmed, Riham; Ucci, Marcella; Mumovic, Dejan; Bagkeris, Emmanouil (Indoor air, 2022)
Keywords: BE:RELEVANT

Durumi Camp: Conflict and the Spatial Praxes of a Furtive-Periphery’ - Ajadi, S.B. (‘Embodying the Periphery’, 2022)

Violence, Disruption and the Spatial Resilience of Northern Nigerian Markets’ - Ajadi, S.B. (The Cambridge Land Society Magazine, 2022)
Keywords: ⛔ No DOI found

Education research in conflict and protracted crisis - Akogun, O.; Adesina, A.; Watts, M. (2022)

Education research in conflict and protracted crisis - Akogun, O.; Adesina, Adedoyin; Watts, M. (2022)

Improving Literacy Outcomes for Disadvantaged Girls Through Empowerment: The Case of Siyani Sahelian Programme in Pakistan - Aslam, Monazza; Cashman, Laura; Hamid, Moaaz; Rawal, Shenila; Jamil, Baela Raza; Sabates, Ricardo; Saeed, Saba (Poverty Impacts on Literacy Education, 2022)
Literacy acquisition is important for the formation of higher order skills, further engagement with written forms of knowledge, and deeper participation in society. Yet not all children have the opportunity to acquire literacy skills in their own mother tongue to allow them to continue to advance to...

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

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

Enhancement of Productivity Using Chatbots - Balatamoghna, B.; Nagajayanthi, B. (Futuristic Communication and Network Technologies, 2022)

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

Lowering Barriers to Remote Education: Experimental Impacts on Parental Responses and Learning - Beam, Emily; Mukherjee, Priya; Navarro-Sola, Laia (SSRN Electronic Journal, 2022)
We conduct a randomized controlled trial with households of secondary school students in Bangladesh to investigate how parents adjust their investments in response to three educational interventions: an informational campaign about an educational phone application, an internet data subsidy, and oneon-one phone learning support. We find that offering an educational service in a context where other barriers to take-up exist can still trigger parental educational investments by acting as a signal or nudge. These behavioral changes result in lasting learning gains concentrated among richer households, reflecting that the relevant behavior change—increased tutoring investment—is easier for them to implement. In contrast, when interventions do increase take-up, they have the potential to narrow the socioeconomic achievement gap. We observe that increased usage of the targeted educational service limits parental behavioral responses. This implies that learning gains in these cases are directly caused by the potential effectiveness of the services adopted. In our setting, remote one-to-one teacher support improves learning among students from poorer households, whereas receiving the free data package jointly with the app information has no impact on learning.
Keywords: Final_citation; cited; existing

How can education systems rise up to the climate challenge? - Beardmore, Sarah; Martinez, Raphaelle; Tammi, Anna-Maria (Global Partnership for Education, 2022)
The climate crisis adds another layer to the existing learning crisis and calls for building education systems that can prepare for crises, ensure continued access to education during unpredictable times, and prevent and mitigate their negative impacts as much as possible.

How Can Education Systems Structure Virtual Communities of Practice for Teachers Most Effectively? - Bedoya, Guadalupe; Belyakova, Yulia; Cilliers, Jacobus; Deeb, Antoine; Evans, David K; Jeon, Youngkwang; Kelly, Emma (2022)
Keywords: ⛔ No DOI found

Improving the teaching of FLN: Insights from behavioral sciences - Better purpose (2022)
The Bill & Melinda Gates Foundation (BMGF) commissioned this report to draw insights on how the behavioral sciences could provide a lens to help us (1) better understand the problem of low foundational learning levels in low- and middle-income countries (LMICs) by shedding light on what influences teachers’ decision-making in the classroom, and (2) help shape solutions to improve foundational learning by supporting teachers to implement effective instructional practices.
Keywords: education

Dealing with online and blended education in modern challenging times - Bhutoria, Aditi (DECISION, 2022)

Managerial practices and school efficiency: a data envelopment analysis across OECD and MENA countries using TIMSS 2019 data - Bhutoria, Aditi; Aljabri, Nayyaf (Large-scale Assessments in Education, 2022)

SAI International School: In Pursuit of Academic Happiness - Bhutoria, Aditi; Mukhopadhyay, Bhaswati (2022)
Keywords: ⛔ No DOI found

The Effects of Air Temperature to the Cognitive Performance of Grade Five Pupils - Bigueja, Myrna C.; Tabardillo, Rosemarie A.; Amoroso, Sheila E.; Tabardillo, Joselito D. (2022)
High temperature makes the children uneasy during classroom activities. This study examines the effect of air temperature to children‟s cognitive performance. The school profile was determined such as: the total number of teachers, number of enrollees, land area (sq.m.), number of buildings and number of trees was determined to support the analysis of the data collected. The respondents were the Top thirty (30) Grade V pupils from public city elementary school in the Bicol Region. The pen-and-paper test was administered using the standardized test question in Science V of forty (40) items. The examination was done in the room without ventilation at 9:00 O‟clock to 11 O‟clock in the morning. Outdoor and indoor air temperature was recorded. The temperature recorded in the seven Public Central City Elementary Schools ranged from 240C to 310C. The recorded temperature indicates that the air contains particulates or pollutants like CO2 resulting in high temperature. Future work is required to establish evidence based guidelines for average temperatures and CO2 levels in classrooms. Findings suggest that high ventilation rates and low temperatures are required to provide optimum health outcomes and learning conditions. Natural Ventilation is also recommended through planting more trees in school vicinity to provide fresher air.
Keywords: BE:RELEVANT; ⛔ No DOI found

Machine learning in weather prediction and climate analyses—applications and perspectives - Bochenek, Bogdan; Ustrnul, Zbigniew (Atmosphere, 2022)

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

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

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

Research-to-Change Toolkit: Implementation Research for Youth Practitioners - Brian Batayeh (IREX and Youth Excel Consortium., 2022)

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

Chatbot-facilitated Nursing Education - Chang, Ching-Yi; Kuo, Shu-Yu; Hwang, Gwo-Haur (Educational Technology & Society, 2022)
Keywords: ⛔ No DOI found

Curriculum Implementation in Zambia: Best Practices of Bridging the Gap between the Intended and the Achieved School Curriculum - Changwe, Robert; Mwanza, Christine (International Journal of Research and Innovation in Social Science, 2022)

Artificial intelligence for climate change adaptation - Cheong, So‐Min; Sankaran, Kris; Bastani, Hamsa (WIREs Data Mining and Knowledge Discovery, 2022)
Abstract Although artificial intelligence (AI; inclusive of machine learning) is gaining traction supporting climate change projections and impacts, limited work has used AI to address climate change adaptation. We identify this gap and highlight the value of AI especially in supporting complex adaptation choices and implementation. We illustrate how AI can effectively leverage precise, real‐time information in data‐scarce settings. We focus on supervised learning, transfer learning, reinforcement learning, and multimodal learning to illustrate how innovative AI methods can enable better‐informed choices, tailor adaptation measures to heterogenous groups and generate effective synergies and trade‐offs. This article is categorized under: Application Areas > Government and Public Sector

Loans and Scholarships in Africa’s Higher Education Finance: A Comparative Analysis of Capitation, Policy and Recoveries in Eleven Countries - Chirwa, Ireen Nayame; Masaiti, Gift; Mwale, Nelly; Mkandawire, Sitwe Benson; Mulenga, Innocent Mutale; Sichula, Noah Kenny (British Journal of Education, 2022)

The building block thesis - Choudary, Sangeet Paul; Maruwada, Shankar (2022)
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Implementation of education technology in schools and colleges - CooperGibson Research (Department for Education, 2022)

What has Worked at Scale? - Crawfurd, Lee; Hares, Susannah; Sandefur, Justin (Schooling for All Feasible Strategies to Achieve Universal Education, 2022)
Keywords: Final_citation; cited; existing

Digital Literacy and Skills Toolkit Implementation in Indonesia: Experience and Lessons Learned from a Small Survey - CSIS Indonesia (2022)

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

The Impact of a Tech-Supported, School-Based TPD Model on Learning Outcomes in Tanzania - EdTech Hub (EdTech Hub, 2022)
The Impact of a Tech-Supported, School-Based TPD Model on Learning Outcomes in Tanzania In partnership with Aga Khan University and Tanzania Institute of Education Country: Tanzania | Topic Area: Teacher Continuous Professional Development (TCPD) Project summary The study researches effective and cost-effective sustainable, technology-supported, decentralised, and school-based Teacher Continuous Professional Development (TCPD) models to improve learning outcomes in rural primary…

The Impact of GIS-Supported Teacher Allocation in Sierra Leone - EdTech Hub; Education Commission; Fab Inc. (EdTech Hub, 2022)
Keywords: _C:Sierra Leone SLE

Knowledge Pack : Digital Teaching and Learning - , EdTech Team (World Bank, 2022)

Integrated Phase Change Material windcatcher system for hybrid cooling and ventilation in tropical building - Eso, Olamide; Darkwa, Jo; Calautit, John (World Energy Storage Conference, 2022)
This study presents a novel solar fan-assisted multi-directional windcatcher (MDW) with encapsulated phase change material tubes (E-PCMT) for tropical buildings. The ventilation, cooling, and thermal storage performance of the integrated ventilative cooling system is investigated using Computational Fluid Dynamics (CFD) Ansys Fluent software under tropical climate conditions. A parametric geometric analysis of three different E-PCMT configurations with melting temperatures at 28oC was conducted to assess the thermal storage performance at different air velocities. The impact of the optimised EPCMT when incorporated inside the air stream of the MDW was further studied. To overcome air flow resistance caused by the obstruction by EPCM-T inside the air streams, the windcatcher airflow is assisted by a wall-mounted axial solar fan that is activated when outdoor air velocity is less than 2m/s. The results based on a typical tropical location showed that the system was able to achieve a consistent and stable air temperature drop of up to 2.64oC over a 4-6-hour. Even at an outdoor air velocity of 1.88m/s, the novel integrated system, in addition to its cooling performance was still able to achieve a supply air velocity rate of 0.16 - 0.57 m/s, meeting the ventilation rates required for indoor comfort.
Keywords: _z:class:countries; _z:class:themes; ⛔ No DOI found

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

Introducing EIDU’s Solver Platform: Facilitating Open Collaboration in AI to Help Solve the Global Learning Crisis - Friedberg, Aidan (Springer International Publishing, 2022)
EIDU provides child-focused learning content along with digitally supported structured pedagogy programmes for teachers and is being rolled out to all public pre-primary schools across four counties in Kenya. EIDU is content-agnostic, allowing any provider to integrate new content into the platform, with the choice and order of content for each individual child optimised through personalisation algorithms. Autonomous digitised assessment tools enable real-time learning measurement which can be fed back to content providers and researchers, facilitating continuous improvement cycles. EIDU is providing open access to its platform to facilitate collaboration in the personalisation space with ‘the Solver Platform’. Researchers will have access to a vast, anonymised learning dataset to train and develop personalisation algorithms. These algorithms can be deployed onto the platform using a plug-in system and will automatically be evaluated and selected based on their measured learning impact, always ensuring the safety of learners comes first.
Keywords: Final_citation; cited; existing

Socioeconomic inclusion during an era of online education - Garcia, Manuel B. (IGI Global, 2022)

Studying dilemmas of mathematics teaching in Southern Africa - Gobede, Fraser; Mosvold, Reidar (African Journal of Teacher Education and Development, 2022)

Assessment of students’ digital competences in primary school: a systematic review - Godaert, Eline; Aesaert, Koen; Voogt, Joke; Van Braak, Johan (Education and Information Technologies, 2022)
Keywords: Final_citation

How learning and employment records shape access to quality education and jobs - Goger, Annelies; Parco, Allyson; Carter-Rau, Rohan; Homma, Kazumi; Meliksetyan, Ani; Milman, Natalie (2022)
Keywords: Final_citation; existing; ⛔ No DOI found

Impact of Living Conditions on Online Education: Evidence from China. Sustainability 2022, 14, 3231 - Gu, J. (s Note: MDPI stays neu-tral with regard to jurisdictional claims in …, 2022)

Impact of Living Conditions on Online Education: Evidence from China - Gu, Jiafeng (Sustainability, 2022)

The digital divide in online learning in China during the COVID-19 pandemic - Guo, Congbin; Wan, Boshen (Technology in Society, 2022)

Global education trends and research to follow in 2022 - Gustafsson-Wright, Emily; Hadani, Helen Shwe; Hirsh-Pasek, Kathy; Jalbout, Maysa; King, Elizabeth M.; ODonoghue, Jennifer L.; Olsen, Brad; Shapiro, Jordan; Vegas, Emiliana; Winthrop, Rebecca (2022)
Keywords: Final_citation; ⛔ No DOI found

Digital tools for real-time data collection in education - Gustafsson-Wright, Emily; Osborne, Sarah; Aggarwal, Muskan (2022)
Keywords: Final_citation; ⛔ No DOI found

From Evidence to Scale: Lessons Learned from the Quality Education India Development Impact Bond. - Gustafsson-Wright, Emily; Osborne, Sarah; Shankar, Aditi (Center for Universal Education at The Brookings Institution, 2022)
Keywords: Final_citation; ⛔ No DOI found

Early Grade Mathematics in South Africa - Hamsa, Venkat; Roberts, Nicky (Oxford University Press, 2022)
Keywords: ⛔ No DOI found

Resource list for T-TEL Ghana (2015-2016) - Haßler, Björn (2022)

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

Technology use for teacher education and professional development: Insights from a systematic review [preprint] - Hennessy, Sara; D'Angelo, Sophia; McIntyre, Nora; Brugha, Meaghan; Zubairi, Asma (2022)
Keywords: ⛔ No DOI found

Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: A systematic review - Hennessy, Sara; D'Angelo, Sophia; McIntyre, Nora; Koomar, Saalim; Kreimeia, Adam; Cao, Lydia; Brugha, Meaghan; Zubairi, Asma (Computers and Education Open, 2022)
Pre-service education and in-service teacher professional development (collectively termed teacher professional development or TPD here) can play a pivotal role in raising teaching quality and, therefore, learning outcomes for children and young people in low- and middle-income countries (LMICs). However, TPD opportunities in LMICs are limited, unsustained, and often not informed by recent research evidence, and outcomes are mixed. Educational technologies offer potential to enhance formally provided programmes and informal peer-learning forms of TPD. We present the first systematic review of the literature pertaining to technology-mediated TPD for educators of school-aged learners in LMICs, aiming to characterise appropriate and effective uses of technology along with specific constraints operating in those contexts. An in-depth synthesis of 170 studies was undertaken, considering macro-, meso- and micro-level factors during TPD design and implementation in the 40 LMICs represented. Volume of publications increased dramatically over the review period (2008–2020), indicating that the field is rapidly developing. Results largely showed benefits for teachers, but evidence for sustainability, cost-effectiveness or tangible impacts on classroom practice and student outcomes was thin. Promising, locally-contextualised forms of technology-mediated TPD included virtual coaching, social messaging, blended learning, video-stimulated reflection, and use of subject-specific software/applications. We report on the variable effectiveness of programmes and limited attention to marginalised groups. To maximise effectiveness of technology-enhanced TPD, the role of facilitators or expert peers is paramount – yet often glossed over – and the interpersonal dimension of teacher learning must be maintained. Recommendations are made for researchers, policymakers, teachers and teacher educators.
Keywords: ICT; Teacher professional development; _EdTechHub_Output; _MELA_knowledge_product; _MELA_seen; _genre:LR-literature_review; e-learning; low- and middle-income countries (LMICs); pedagogy; peer learning; teacher training; technology

Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: A systematic review - Hennessy, Sara; D'Angelo, Sophia; McIntyre, Nora; Koomar, Saalim; Kreimeia, Adam; Cao, Lydia; Brugha, Meaghan; Zubairi, Asma (Computers and Education Open, 2022)
Keywords: Disability; Final_citation; Read; Referenced; Teacher education and training; What works evidence; _EdTechHub_Output; _MELA_knowledge_product; _MELA_seen; cited; existing

A critical view on the suitability of machine learning techniques to downscale climate change projections: Illustration for temperature with a toy experiment - Hernanz, Alfonso; García‐Valero, Juan Andrés; Domínguez, Marta; Rodríguez‐Camino, Ernesto (Atmospheric Science Letters, 2022)
Abstract Machine learning is a growing field of research with many applications. It provides a series of techniques able to solve complex nonlinear problems, and that has promoted their application for statistical downscaling. Intercomparison exercises with other classical methods have so far shown promising results. Nevertheless, many evaluation studies of statistical downscaling methods neglect the analysis of their extrapolation capability. In this study, we aim to make a wakeup call to the community about the potential risks of using machine learning for statistical downscaling of climate change projections. We present a set of three toy experiments, applying three commonly used machine learning algorithms, two different implementations of artificial neural networks and a support vector machine, to downscale daily maximum temperature, and comparing them with the classical multiple linear regression. We have tested the four methods in and out of their calibration range, and have found how the three machine learning techniques can perform poorly under extrapolation. Additionally, we have analysed the impact of this extrapolation issue depending on the degree of overlapping between the training and testing datasets, and we have found very different sensitivities for each method and specific implementation.

Artificial intelligence and education: a critical view through the lens of human rights, democracy and the rule of law - Holmes, Wayne; Persson, Jen; Chounta, Irene-Angelica; Wasson, Barbara; Dimitrova, Vania (Council of Europe, 2022)
The aim of this book is to provide a holistic view to ensure that AI empowers educators and learners, not over-empowers them, and that future developments and practices are truly for the common good. Artificial intelligence (Al) is increasingly having an impact on education, bringing opportunities as well as numerous challenges. These observations were noted by the Council of Europe’s Committee of Ministers in 2019 and led to the commissioning of this report, which sets out to examine the connections between Al and education (AI&ED). In particular, the report presents an overview of AI&ED seen through the lens of the Council of Europe values of human rights, democracy and the rule of law; and it provides a critical analysis of the academic evidence and the myths and hype. The Covid-19 pandemic school shutdowns triggered a rushed adoption of educational technology, which increasingly includes AI-assisted classrooms tools (AIED). This AIED, which by definition is designed to influence child development, also impacts on critical issues such as privacy, agency and human dignity – all of which are yet to be fully explored and addressed. But AI&ED is not only about teaching and learning with AI, but also teaching and learning about AI (AI literacy), addressing both the technological dimension and the often-forgotten human dimension of AI. The report concludes with a provisional needs analysis – the aim being to stimulate further critical debate by the Council of Europe’s member states and other stakeholders and to ensure that education systems respond both proactively and effectively to the numerous opportunities and challenges introduced by AI&ED

State of the art and practice in AI in education - Holmes, Wayne; Tuomi, Ilkka (European Journal of Education, 2022)
Recent developments in Artificial Intelligence (AI) have generated great expectations for the future impact of AI in education and learning (AIED). Often these expectations have been based on misunderstanding current technical possibilities, lack of knowledge about state-of-the-art AI in education, and exceedingly narrow views on the functions of education in society. In this article, we provide a review of existing AI systems in education and their pedagogic and educational assumptions. We develop a typology of AIED systems and describe different ways of using AI in education and learning, show how these are grounded in different interpretations of what AI and education is or could be, and discuss some potential roadblocks on the AIED highway.
Keywords: Final_citation; anystyle; existing

(untitled) - Holon IQ (2022)

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

Promising Practices in Teacher Professional Development - Inter-Agency Network for Education in Emergencies (Teachers in Crisis Context, 2022)
Keywords: Final_citation; cited; existing

Leave No Child Behind: Global report on boys' disengagement from education - Jere, Catherine; Eck, Matthias; Zubairi, Asma (UNESCO, 2022)

Aligning artificial intelligence with climate change mitigation - Kaack, Lynn H.; Donti, Priya L.; Strubell, Emma; Kamiya, George; Creutzig, Felix; Rolnick, David (Nature Climate Change, 2022)

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

Reflections on Technology, Teaching, Learning, and Professional Development: Findings from a Teacher Survey in Tanzania. - Koomar, Saalim; Hennessy, Sara; Zubairi, Asma; Kindoli, Robert; Kreimeia, Adam (African Educational Research Journal, 2022)

Understanding evidence: a brief guide for edtech produceers - Kucirkova, Natalia (2022)

Applications of machine learning and deep learning methods for climate change mitigation and adaptation - Ladi, Tahmineh; Jabalameli, Shaghayegh; Sharifi, Ayyoob (Environment and Planning B: Urban Analytics and City Science, 2022)
Climate change is a global issue that must be considered and addressed immediately. Many articles have been published on climate change mitigation and adaptation. However, new methods are required to explore the complexities of climate change and provide more efficient and effective adaptation and mitigation policies. With the advancement of technology, machine learning (ML) and deep learning (DL) methods have gained considerable popularity in many fields, including climate change. This paper aims to explore the most popular ML and DL methods that have been applied for climate change mitigation and adaptation. Another aim is to determine the most common mitigation and adaptation measures/actions in general, and in urban areas in particular, that have been studied using ML and DL methods. For this purpose, word frequency analysis and topic modeling, specifically the Latent Dirichlet allocation (LDA) as a ML algorithm, are used in this study. The results indicate that the most popular ML technique in both climate change mitigation and adaptation is the Artificial Neural Network. Moreover, among different research areas related to climate change mitigation and adaptation, geoengineering, and land surface temperature are the ones that have used ML and DL algorithms the most.

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

Investigating the relation between electroencephalogram, thermal comfort, and cognitive performance in neutral to hot indoor environment - Lang, Xiaoyue; Wargocki, Pawel; Liu, Weiwei (Indoor Air, 2022)
The relation between electroencephalogram signals, thermal comfort, and cognitive performance in neutral to hot indoor environment was investigated. The experiments were carried out at four temperatures: 26ºC, 30ºC, 33ºC, and 37ºC, and two relative humidity levels: 50% and 70%. Thirty-two subjects were exposed for 175 min. The electroencephalogram signals were measured for 30 min 25 min after the onset of exposure while the recruited subjects performed neurobehavioral tests and rated their thermal comfort. The relative power of electroencephalogram signals has a significant correlation with thermal comfort and performance of neurobehavioral tests. The ratings of acceptability of thermal environment and thermal comfort, the speed, accuracy, and PI of completing the tests are negatively correlated with the relative power of δ-band, but positively correlated with θ-band, α-band, and β-band. The ratings of thermal sensation have a better correlation with the above four bands, but the correlation trend is opposite. A linear relation was found between electroencephalogram signals and the speed. The results showed that the relative power of P7 channel located in the occipital lobe is the most suitable as a single electroencephalogram channel to reflect joint thermal comfort and cognitive performance at high temperatures, especially its α-band.
Keywords: BE:RELEVANT; acceptability of thermal environment; cognitive performance; electroencephalogram; occipital lobe; thermal comfort; thermal sensation

Deploying artificial intelligence for climate change adaptation - Leal Filho, Walter; Wall, Tony; Mucova, Serafino Afonso Rui; Nagy, Gustavo J.; Balogun, Abdul-Lateef; Luetz, Johannes M.; Ng, Artie W.; Kovaleva, Marina; Azam, Fardous Mohammad Safiul; Alves, Fátima (Technological Forecasting and Social Change, 2022)

The critical role of continuous professional development for teachers in Africa - Luneta, Kakoma (African Journal of Teacher Education and Development, 2022)

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

Beyond Data: Human Rights, Ethical and Social Impact Assessment in AI - Mantelero, Alessandro (Information Technology and Law Series, 2022)
Keywords: AI Regulation; Artificial Intelligence; Data Protection; Ethics; Fundamental Rights; Human Rights; Human Rights Impact Assessment (HRIA); Impact Assessment; Open Access

Human Rights Impact Assessment and AI - Mantelero, Alessandro (Beyond Data: Human Rights, Ethical and Social Impact Assessment in AI, 2022)
The recent turn in the debate on AI regulation from ethics to law, the wide application of AI and the new challenges it poses in a variety of fields of human activities are urging legislators to find a paradigm of reference to assess the impacts of AI and to guide its development. This cannot only be done at a general level, on the basis of guiding principles and provisions, but the paradigm must be embedded into the development and deployment of each application. To this end, this chapter suggests a model for human rights impact assessment (HRIA) as part of the broader HRESIA model. This is a response to the lack of a formal methodology to facilitate an ex-ante approach based on a human-oriented design of AI. The result is a tool that can be easily used by entities involved in AI development from the outset in the design of new AI solutions and can follow the product/service throughout its lifecycle, providing specific, measurable and comparable evidence on potential impacts, their probability, extension, and severity, and facilitating comparison between possible alternative options.
Keywords: Data ethics; Democracy; Human Rights Impact Assessment; Human rights by design; Participation; Precautionary principle; Smart cities; Smart toys; Transparency

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

Regulating AI - Mantelero, Alessandro (Beyond Data: Human Rights, Ethical and Social Impact Assessment in AI, 2022)
Although the debate on AI regulation is still fluid at a global level and the European initiatives are in their early stages, three possible approaches to grounding AI regulation on human rights are emerging. One option is a principles-based approach, comprising guiding principles derived from existing binding and non-binding international human rights instruments, which could provide a comprehensive framework for AI. A different approach focuses more narrowly on the impacts of AI on individual rights and their safeguarding through rights-based risk assessment. This is the path followed by the Council of Europe in its ongoing work on AI regulation. Finally, as outlined in the EU proposal, greater emphasis can be placed on managing high-risk applications by focusing on product safety and conformity assessment. Despite the differences between these three models, they all share a core concern with protecting human rights, recognised as a key issue in all of them. However, in these proposals for AI regulation, the emphasis on risk management is not accompanied by effective models for assessing the impact of AI on human rights. Analysis of the current debate therefore confirms that the HRESIA could not only be an effective response to human-rights oriented AI development that also encompasses societal values, but it could also bridge a gap in the current regulatory proposals.
Keywords: AI regulation; Ad hoc Committee on Artificial Intelligence (CAHAI); Artificial Intelligence Act; Co-regulation; Conformity assessment; Democracy; Technology assessment

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

Dimensions of digital literacy in the 21st century competency frameworks - Martínez-Bravo, María Cristina; Sádaba Chalezquer, Charo; Serrano-Puche, Javier (Sustainability, 2022)

The impact of GIS-supported teacher allocation in Sierra Leone: High-level findings on teacher preferences in Sierra Leone - McBurnie, Chris; Godwin, Katie; Beoku-Betts, Iman (EdTech Hub, 2022)
Keywords: _C:Sierra Leone SLE

What Matters Most for Teacher Deployment? A case study of teacher preferences in Sierra Leone - McBurnie, Chris; Godwin, Katie; Beoku-Betts, Iman; Bernard-Jones, Lydia (EdTech Hub, 2022)
Keywords: _C:Sierra Leone SLE

When teachers are asked to deploy other teachers, we learn a lot about teacher preferences - McBurnie, Chris; Godwin, Katie; Bernard-Jones, Lydia (2022)

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

The impact of GIS-supported teacher allocation in Sierra Leone: Inception Report - McBurnie, Chris; Haßler, Björn (EdTech Hub, 2022)
Keywords: _C:Sierra Leone SLE

Youth Employment and Productivity: Medium-term Experimental Evidence from Rwanda - McIntosh, Craig; Zeitlin, Andrew (2022)
Keywords: ⛔ No DOI found