A theory of tailorable technology design - Germonprez, M.; Hovorka, D.; Hovorka, D. (Journal of the Association for Information Systems, 2007)

A theory of learning for the mobile age - Sharples, Mike; Taylor, Josie; Vavoula, Giasemi (Medienbildung in neuen Kulturräumen, 2010)

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

A Theory of Change for a Technology-Enhanced Education System in Bangladesh - Clark-Wilson, Alison; Bashir, Amreen; Kaye, Tom (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen; _zenodo:submitted

A tale of two communication tools: discussion-forum and mobile instant-messaging apps in collaborative learning - Sun, Zhong; Lin, Chin-Hsi; Wu, Minhua; Zhou, Jianshe; Luo, Liming (British Journal of Educational Technology, 2018)
Computer-supported collaborative learning (CSCL) has shown considerable promise, but thus far the literature has tended to focus on individual technological tools, without due regard for how the choice of one such tool over another impacts CSCL, either in outline or in detail. The present study, therefore, directly compared the learning-related uses of an online discussion forum against such use of a mobile instant-messaging app by the same group of 78 upper-division undergraduate pre-service teachers in China. The participants were asked to use one of the two communication tools during the first of three learning activities, then to switch to the other during the second, and to choose their preferred tool for the third. Based on the results of content analysis, social-network analysis and a survey of the students' attitudes, it was found that while both tools facilitated collaborative learning, they appeared to have different affordances. Specifically, using the online discussion forum resulted in more communication aimed at knowledge construction, while using the mobile instant-messaging app resulted in more social interactions.
Keywords: Applications programs; China; Collaborative learning; Collaborative virtual environments; Communication; Computer Mediated Communication; Computer Software; Computer assisted instruction--CAI; Content Analysis; Content analysis; Cooperative Learning; ERIC, Current Index to Journals in Education (CIJE); Education--Teaching Methods And Curriculum; Educational technology; Foreign Countries; Handheld Devices; Higher Education; Learning; Network Analysis; Network analysis; Preferences; Preservice Teachers; Social Networks; Social factors; Student Attitudes; Student Surveys; Synchronous Communication; Telecommunications; Tools; Undergraduate Students; __:import:01; __:match:final; __:matched; __:study_id:2096807; __finaldtb

A Systematic Review on Literature-based Discovery: General Overview, Methodology, & Statistical Analysis - Thilakaratne, Menasha; Falkner, Katrina; Atapattu, Thushari (ACM Computing Surveys, 2019)
The vast nature of scientific publications brings out the importance of Literature-Based Discovery (LBD) research that is highly beneficial to accelerate knowledge acquisition and the research development process. LBD is a knowledge discovery workflow that automatically detects significant, implicit knowledge associations hidden in fragmented knowledge areas by analysing existing scientific literature. Therefore, the LBD output not only assists in formulating scientifically sensible, novel research hypotheses but also encourages the development of cross-disciplinary research. In this systematic review, we provide an in-depth analysis of the computational techniques used in the LBD process using a novel, up-to-date, and detailed classification. Moreover, we also summarise the key milestones of the discipline through a timeline of topics. To provide a general overview of the discipline, the review outlines LBD validation checks, major LBD tools, application areas, domains, and generalisability of LBD methodologies. We also outline the insights gathered through our statistical analysis that capture the trends in LBD literature. To conclude, we discuss the prevailing research deficiencies in the discipline by highlighting the challenges and opportunities of future LBD research.
Keywords: LBD; Literature-based discovery; hypotheses generation; knowledge discovery; literature mining; systematic review; text mining

A Systematic Review On Education for Sustainable Development: Enhancing TVE Teacher Training Programme - Chinedu C.C.; Wan Mohamed W.A.; Ajah A.O. (Journal of Technical Education and Training, 2018)
As the call for the advancement of TVET deepens, and as skill requirement for vocations transcends traditional job requirements due to technological advancement and innovation. It becomes imperative that workers in the industrial and vocational ambits of nations develop the requisite skills and capacities for work in the 21st century that adheres to sustainable standards and meets market needs also. Thereby, contributing to societal wellbeing and community development. To achieve this goal, teachers in Technical and Vocational Education (TVE) have a crucial to play as they will be responsible for the training of workers and developing their skills and capacities for work necessary to improving societal well-being and community development. The challenge is that technical and vocational teachers are not being trained to develop capabilities for Sustainability. Using a systematic literature review, this paper critically examines the extant literature on education for sustainable development and provides a synthesis of the literature in identifying the shared message that SD and ESD models attempt to represent. Furthermore, the paper discusses the factors that foster societal well-being and community development through an ESD perspective. Conclusively emphasis is paid on the unique and significant role that technical and Vocational teachers can play in contributing towards the transition to sustainable development. Consequently, this paper culminates with an analysis of the various ways TVE can help contribute towards societal wellbeing and community development if SD is rightly integrated within TVE teacher training programs.
Keywords: _genre:LR-literature_review

A systematic review of tools used to assess the quality of observational studies that examine incidence or prevalence and risk factors for diseases - Shamliyan, T.; Kane, R.L.; Dickinson, S. (Journal of Clinical Epidemiology, 2010)

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

A systematic review of tablet technology in mathematics education - Svela, Alexander; Nouri, Jalal; Viberg, Olga; Zhang, Lechen (2019)
Keywords: __C:filed:1

A Systematic Review of One-to-One Access to Laptop Computing in K-12 Classrooms: An Investigation of Factors That Influence Program Impact - Bethel, Edward C. (2014)
Keywords: Final_citation; anystyle; existing

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

A Systematic Review of Learning and Teaching with Tablets. - Zhang, Lechen; Nouri, Jalal (International Association for Development of the Information Society, 2018)
Keywords: __C:filed:1; literature / systematic review; ⛔ No DOI found

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

A Systematic Review of Effective Interventions for Reducing Multiple Health Risk Behaviors in Adolescence - Hale, Daniel R; Fitzgerald-Yau, Natasha; Viner, Russel Mark (American Journal of Public Health, 2014)
We systematically searched 9 biomedical and social science databases (1980–2012) for primary and secondary interventions that prevented or reduced 2 or more adolescent health risk behaviors (tobacco use, alcohol use, illicit drug use, risky sexual behavior, aggressive acts). We identified 44 randomized controlled trials of universal or selective interventions and were effective for multiple health risk behaviors. Most were school based, conducted in the United States, and effective for multiple forms of substance use. Effects were small, in line with findings for other universal prevention programs. In some studies, effects for more than 1 health risk behavior only emerged at long-term follow-up. Integrated prevention programs are feasible and effective and may be more efficient than discrete prevention strategies.

A systematic review of conversational AI in language education: focusing on the collaboration with human teachers - Ji, Hyangeun; Han, Insook; Ko, Yujung (Journal of Research on Technology in Education, 2023)
Keywords: _z:no_pdf

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

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

A systematic review of adolescent girl program implementation in low‐and middle‐income countries: evidence gaps and insights - Haberland, Nicole A.; McCarthy, Katharine J.; Brady, Martha (Journal of Adolescent Health, 2018)

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

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

A systematic literature review of empirical evidence on computer games and serious games - Connolly, Thomas M.; Boyle, Elizabeth A.; MacArthur, Ewan; Hainey, Thomas; Boyle, James M. (Computers & Education, 2012)
Keywords: Final_citation; cited; existing

A systematic comparison of software dedicated to meta-analysis of causal studies - Bax, L.; Yu, L.-M.; Ikeda, N. (BMC Medical Research Methodology, 2007)

A systematic assessment of rigor in information systems ranking-type Delphi studies - Par‍‍‍é, G.; Cameron, A.-F.; Poba-Nzaou, P. (Information & Management, 2013)

A sustainable economic revival plan for post-COVID-19 using machine learning approach–a case study in developing economy context - Bhanot, Neeraj; Ahuja, Jaya; Kidwai, Humaid Imran; Nayan, Ankit; Bhatti, Rajbir S. (Benchmarking: An International Journal, 2023)
Keywords: Final_citation

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

A Survey on Impacts of COVID-19 Pandemic on Children and Young People and Their Needs - UNICEF; Children and Youth Council of Thailand; UNDP; UNFPA (2020)

A survey of OER implementations in 13 higher education institutions - McGreal, Rory (The International Review of Research in Open and Distributed Learning, 2019)
Keywords: Final_citation; cited; existing

A Survey of ICT Capacity in Ghana's Public Colleges of Education (Transforming Teacher Education and Learning, 2017)
The survey of ICT capacity at 40 colleges of education (CoEs) reflects a considerable amount of work, by many people. The National Council for Tertiary Education (NCTE) acknowledges with thanks, Consumer Insights Consult (CiC) research team, Cyprian Ekor, Elvis Akpabli, Emmanuel Mireku, George Asare, Kennedy Amedume, Daniel Amewuda, Philemon Opoku. NCTE staff, Jacob T. Akunor, Anthony Dzidzornu, Emmanuel Attey Yebuah, Ebenezer Osei Adu, Nicholas Ameyaw and Kwaku Gyampoh. Transforming Teaching and Learning in Ghana (T-TEL) staff, Dr. Björn Haßler, Dr. Rosie Lugg, Mr. Charlie Gordon, Ms. Beryl Opong-Agyei, Dr. Rich Tobin and Ms. Caroline Jordan. Particular thanks is extended to Jacob Tetteh Akunor, who led this exercise on behalf of the NCTE and to the Senior managers, ICT tutors, ICT technicians and student teacher participants at all 40 CoE that participated, and gave so generously of their time and expertise.
Keywords: Author:Haßler; _r:ImportedToMyEducationEvidence; _zenodoODE; docs.opendeved.net

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

A study protocol to determine heat-related health impacts among primary schoolchildren in South Africa - Bidassey-Manilal, Shalin; Wright, Caradee Yael; Kapwata, Thandi; Shirinde, Joyce (International journal of environmental research and public health, 2020)
Keywords: BE:LMIC; BE:RELEVANT

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

A study on mobile devices used by individuals for formal learning - Mangu, Hohepa (2019)
Keywords: _C:Australia AUS; _C:China CHN; _C:Indonesia IDN; _C:Kuwait KWT; _C:New Zealand NZL; _C:Nigeria NGA; _C:Tanzania TZA; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

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

A study of the management and Implementation of the policy on special education needs and disability for improving access of persons with Disabilities to Nigeria’s basic education - Akogun, Oladele B; Njobdi, Sani; Adebukola, Adebayo (2018)

A study of online English language teacher education programmes in distance education context in Pakistan - Farooq, Muhammad U.; Al Asmari, AbdulRahman; Javid, Choudhary Z. (English Language Teaching, 2012)
Technology-based initiatives have transformed the process of teaching and learning activities at formal institutions generally and distance education institutions particularly. Distance education is at the heart of the digital age making maximum use of the emerging technologies. Researchers have favoured computer mediated communications (CMC) for improving the quality of teacher education in developing countries by providing access to more and better educational resources. The researchers designed a CMC-ELT blended model and offered online English language teacher education courses at post-graduate level. A group of students enrolled in MA TEFL programme of Allama Iqbal Open University (AIOU) Islamabad Pakistan, was selected randomly and was guided through CMC-ELT blended model. The results of the study showed that the online support in distance education enhanced students' performance in terms of access, interaction and cost. The effective use of online support in distance education can improve the quality of English language teaching programmes in Pakistan.
Keywords: Access to Education; Blended Learning; Computer Mediated Communication; Control Groups; Costs; Distance Education; ERIC, Current Index to Journals in Education (CIJE); Educational Quality; English (Second Language); Experimental Groups; Foreign Countries; Higher Education; Language Teachers; Masters Programs; Online Courses; Open Universities; Pakistan; Postsecondary Education; Pretests Posttests; Program Improvement; Second Language Instruction; Second Language Learning; Statistical Analysis; Student Attitudes; Student Characteristics; Teacher Education Programs; Teaching Methods; __:import:01; __:match:final; __:matched; __:study_id:2096524; __finaldtb

A Study of Agricultural Technical and Vocational Education and Training (ATVET) in Developing Countries - Walker, K; Hofstetter, S (2016)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; A:West Africa; C:Benin; C:Ethiopia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:R; CT:T; D:developing country; F:gender; F:women; P:agricultural; P:agriculture; P:production; R:case study; T:Ausbildung; T:TVET; T:informal VET; publicImportV1; ⛔ No DOI found

A South African Curriculum for the twenty-first Century: Report of the Review Committee on Curriculum 2005 - Chisholm, L.; Volmink, J.; Ndhlovu, T.; Potenza, E.; Muller, J.; Lubisi, C.; Vinjevold, P.; Ngozi, L.; Malan, B.; Mphahlele, L. (2000)

A socially just pedagogy in the use of mobile devices in higher education? The case of Humanities first-year students at a South African university - Rooyen, Carina Van; Marais, Ingrid Estha (Scholarship of Teaching and Learning in the South, 2018)
In a highly unequal society such as South Africa, higher education is seen as having a social justice mandate to widen participation, and using technology is one way to achieve this. One university in South Africa made mobile devices compulsory for all first-year students since 2014. This article, drawing on data collected from first-year Humanities students at this university, attempts to understand whether the use of mobile devices for learning met requirements for a socially just pedagogy. We used a sequential mixed methods research design, first surveying the first-year Humanities students in late 2015, and then followed up with focus group discussions in 2016 and early 2017. We utilise Nancy Fraser’s idea of ‘participatory parity’ to unpack a socially just pedagogy, and specifically focus on the component of access to resources. We found that most students had functional access to devices and on-campus data. The manner in which these were accessed was affirmative, rather than transformative. By extending the notion of access beyond just opportunity (functional access as owning or having access to a device and data), to also knowing how to use the opportunity (digital access through digital literacies and fluencies), we found that our case study fell short of being socially just pedagogy. We urge that lecturers take up a central role in enabling students to use their devices for transformative learning. How to cite this article:VAN ROOYEN, Carina; MARAIS, Ingrid Estha. A socially just pedagogy in the use of mobile devices in higher education? The case of Humanities first-year students at a South African university. Scholarship of Teaching and Learning in the South v. 2, n. 2, p. 53-70, Sept. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=66 This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/
Keywords: _C:France FRA; _C:India IND; _C:Saudi Arabia SAU; _C:South Africa ZAF; _C:Turkey TUR; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

A Skills Gap Analysis for Private Sector Development in Sierra Leone 2012 Economic Sector Work - Mannah, Emmanuel; Ngadi Gibril, Yvonne (2012)
Keywords: _C:Sierra Leone SLE

A situational analysis on the teaching of governance issues in the primary and junior secondary school curriculum in Zambia. - Kalimaposo, Kalisto; Kandondo, S. Chileshe; Matafwali, Beatrice; Mulenga, Innocent Mutale; Muleya, Gistered; Chakufyali, Peggy Nsama (2012)
Keywords: ⛔ No DOI found

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

A short guide on the use of technology in learning: Perspectives and Toolkit for Discussion - Haßler, Björn; Major, L; Warwick, P; Watson, Steve; Hennessy, S; Nichol, B (Faculty of Education, University of Cambridge, 2016)
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; Monday; TL:English; TL:Translated; TranslationGoingAhead; Zenodo; _r:ImportedToMyEducationEvidence

A short guide on the use of technology in learning (English, Arabic)دلیل مختصر حول استخدام التكنولوجیا في التعلّم - ﺔﻌﻣﺎﺟ, جﺪﯾﺮﺒﻣﺎﻛ; ﺔﯿﻠﻛ, ﺔﯿﺑﺮﺘﻟا
Haßler et al. - 2016 - A short guide on the use of technology in learning - (en,ar combined).pdf
Keywords: TL:Arabic; TL:English; TL:Translated; _r:ImportedToMyEducationEvidence; ⛔ No DOI found

A shifting landscape: using tablets to support learning in students with diverse abilities - Burke, Anne; Hughes, Janette (Technology, Pedagogy and Education, 2018)
Keywords: __C:filed:1

A shift from traditional pedagogy in Nepali rural primary schools? Rural teachers' capacity to reflect ICT policy in their practice - Rana, Karna; Greenwood, Janinka; Fox-Turnbull, Wendy; Wise, Stuart (International Journal of Education and Development using Information and Communication Technology, 2018)
Policy by the government of Nepal emphasises the need to develop ICT competencies and suggests the use of ICT will transform traditional models of teaching to ones that are student-centred. This article reports a study of primary teachers' experiences of using digital technologies in rural primary schools in Nepal, and investigates their perceptions of how the availability and use of ICT in their schools has transformed traditional teaching models. It further examines the resources they can access and the training they received. Teachers' accounts of their experiences indicated that the integration of available digital technologies in instructional activities changed their role in the classroom to some extent, created a learner-friendly learning environment and improved aspects of their teaching. The study also found that there was often insufficient access to ICT in and outside the school premises, and that pre-service teacher education, as well as government-provided in-service training, does not cover the use of ICT in instructional activities. Rather provision of infrastructures and training in the use of digital devices is carried out by non-governmental organisations (NGOs). The article argues that for policy to be realised in practice, more sustainable and comprehensive systems need to be developed to train teachers in ICT use and to provide them with necessary facilities.
Keywords: Computer Uses in Education; Conventional Instruction; Curricula; ERIC, Current Index to Journals in Education (CIJE); Education; Educational Change; Educational technology; Elementary Education; Elementary School Teachers; Elementary Schools; Elementary schools; Foreign Countries; Learning; Nepal; Pedagogy; Rural Schools; Rural areas; Rural schools; School environment; Teacher Attitudes; Teacher education; Teaching; Teaching Experience; Technology Integration; __:import:01; __:match:final; __:matched; __:study_id:2095916; __finaldtb; ⛔ No DOI found

A set of principles for conducting and evaluating interpretive field studies in information systems - Klein, HK; Myers, MD (MIS Quarterly, 1999)

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.

A secure model for storage and dissemination of examination results: A case study of Zambia technical education vocational and entrepreneurship training authority - Mseteka, Lister; Phiri, Jackson (Journal of Computer Science, 2019)
© 2019 Lister Mseteka and Jackson Phiri. Most developing countries and public higher institutions of learning have low levels of Information and Communication Technology (ICT) and hence face challenges in securing information and information systems. Therefore, dissemination of examination results through web and mobile applications usually raise security concerns on how to ensure the confidentiality, integrity and authenticity of students' examination results due to susceptibility of web and mobile applications. In this study, we are proposing a secure model for storage and dissemination of students' examination results using encryption and cryptographic hash functions to simultaneously provide confidentiality, integrity and authenticity assurances of students' examination results. The study is based on Technical Education, Vocational and Entrepreneurship Training Authority (TEVETA), an examination body in Zambia. A baseline study was conducted to determine the challenges faced by TEVETA and students regarding dissemination of students' examination results. Data was collected from 558 respondents consisting of 514 students, 36 members of staff in-charge of examinations in TEVETA registered institutions and 8 TEVETA ICT staff. The results from the study indicate that the current TEVETA examination cycle business processes have a number of irregularities. These include candidate registration, storage of students' examination results and dissemination of students' examination results. The results from the baseline study were used to come up with the model which was then used to develop a prototype. The results obtained from the test and evaluation of the developed prototype based on the model shows that the system provides an avenue to ensure the confidentiality of students' results through encryption as well of integrity and authenticity of students' examination results through detection of altered students' examination results during transmission and storage through cryptographic hash function.

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

A scoping review of technology in education in LMICs - descriptive statistics and sample search results - Haßler, Björn; McIntyre, Nora; Jordan, Katy; Mitchell, Joel; Brugha, Meaghan; Martin, Kevin; Nourie, Kristi; Damani, Kalifa (EdTech Hub, 2020)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; __C:filed:1; _r:ImportedToMyEducationEvidence; _yl:v

A school mental health literacy curriculum resource training approach: Effects on Tanzanian teachers' mental health knowledge, stigma and help-seeking efficacy - Kutcher, Stan; Wei, Yifeng; Gilberds, Heather; Ubuguyu, Omary; Njau, Tasiana; Brown, Adena; Sabuni, Norman; Magimba, Ayoub; Perkins, Kevin (International Journal of Mental Health Systems, 2016)
© 2016 The Author(s). Background: Mental health literacy (MHL) is foundational for mental health promotion, prevention, stigma reduction, and care; School supported information pertaining to MHL in sub-Saharan Africa is extremely limited, including in Tanzania. Successful application of a school MHL curriculum resource may be an effective way to increase teacher MHL and therefore help to improve mental health outcomes for students. Methods: Secondary school teachers in Tanzania were trained on the African Guide (AG) a school MHL curriculum resource culturally adapted from a Canadian MHL resource (The Guide) for use in Africa. Teacher training workshops on the classroom application of the AG were used to evaluate its impact on mental health literacy in a sample of Tanzanian Secondary school teachers. Pre-post training assessment of participant knowledge and attitudes was conducted. Help-seeking efficacy for teachers themselves and their interventions for students, friends, family members and peers were determined. Results: Paired t test (n = 37) results demonstrate highly significant improvements in teacher's overall knowledge (p < 0.001; d = 1.14), including mental health knowledge, (p < 0.001; d = 1.14) and curriculum specific knowledge (p < 0.01; d = 0.63). Teachers' stigma against mental illness decreased significantly following the training (p < 0.001; d = 0.61). Independent t tests comparing the paired sample against unpaired sample also demonstrated significant differences between the groups for teacher's overall knowledge (p < 0.001). Teachers also reported high rates (greater than 3/4 of the sample) of positive help-seeking efficacy for themselves as well as for their students, friends, family members and peers. As a result of the training, the number of students teachers identified for potential mental health care totaled over 200. Conclusions: These positive results, when taken together with other research, suggest that the use of a classroom-based resource (the AG) that integrates MHL into existing school curriculum through training teachers may be an effective and sustainable way to increase the MHL (improved knowledge, decreased stigma and positive help-seeking efficacy) of teachers in Tanzania. As this study replicated the results of a previous intervention in Malawi, consideration could be given to scaling up this intervention in both countries and applying this resource and approach in other countries in East Africa.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:East Africa; A:Sub-Saharan Africa; AA:Africa; C:Malawi; C:Tanzania; CA:AandC; CCZ:Tanzania; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:Improvement; F:assessment; F:attitude; F:curriculum; F:outcomes; P:culture; P:health; P:teachers; R:impact; T:Ausbildung; T:Lehrwerkstatt; T:Training; T:trainee; Z:Adolescents; Z:Knowledge; Z:Mental health; Z:Mental health literacy; Z:School-based intervention; Z:Stigma; Z:Teachers; _C:Canada CAN; _C:Malawi MWI; _C:South Africa ZAF; _C:Tanzania TZA; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; publicImportV1

A Roadmap to Vocational Education and Training Systems Around the World - Eichhorst, Werner; Rodríguez-Planas, Núria; Schmidl, Ricarda; Zimmermann, Klaus F (Institute of Labor Economics (IZA), 2012)
With young people among the big losers of the recent financial crisis, vocational education and training (VET) is often seen as the silver bullet to the problem of youth joblessness. This paper provides a better understanding of VET around the world, dealing with three types of vocational systems: school-based education, a dual system in which school-based education is combined with firm-based training, and informal training. We first explore the motivation for these different types of training, before summarizing the institutional evidence, highlighting the key elements of each training system and discussing its main implementation strengths and challenges. We subsequently review the evidence on the effectiveness of VET versus general education and between the three VET systems. There are clear indications that VET is a valued alternative beyond the core of general education, while the dual system tends to be more effective than school-based VET. Informal training is effective, however relatively little is known of its relative strengths compared with other forms of vocational education.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Botswana; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:R; CT:T; P:social; Q:flexible; R:quantitative; T:Ausbildung; T:TVET; T:dual TVET; T:firm-based training; T:informal training; T:school-based VET; T:vocational school; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

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

A review on windcatcher for passive cooling and natural ventilation in buildings, Part 1: Indoor air quality and thermal comfort assessment - Jomehzadeh, Fatemeh; Nejat, Payam; Calautit, John Kaiser; Yusof, Mohd Badruddin Mohd; Zaki, Sheikh Ahmad; Hughes, Ben Richard; Yazid, Muhammad Noor Afiq Witri Muhammad (Renewable and Sustainable Energy Reviews, 2017)
The most prominent challenge in 21th century is global warming which seriously threats the mankind. Building sector with 40% of global energy consumption and GHG emission play a key role in this threat. In this regard, the impact of cooling systems cannot be ignored where along with ventilation and heating systems totally account for 60% of energy consumed in buildings. Passive cooling systems can be a promising alternative to reduce energy consumption. One of the oldest passive cooling system that is still being used today is windcatcher. By manipulating pressure differences and the buoyancy effect, an adequate level of ventilation in buildings can be provided by windcatchers. Since most of the previous windcatcher studies assessed the design characteristics, the current investigation focused on the indoor air quality (IAQ) and thermal comfort aspects. The review details and compares the different theoretical and experimental methods employed by researchers in different case studies to assess the IAQ and thermal comfort. It was found that most IAQ studies were conducted in the UK using CFD and experimental techniques. Previous studies assessed IAQ based on several parameters such as air flow rate, air change rate, CO2 concentration, air change effectiveness and mean age of air. The findings of the studies revealed that satisfactory IAQ were generally achieved using the windcatcher. On the other hand, thermal comfort studies of windcatchers were mainly conducted in hot climates such as in the Middle East. In addition to night ventilation, the review also looked into the different types of cooling methods incorporated with windcatchers such as evaporative cooling, earth to air heat exchangers (EAHE) and heat transfer devices (HTD). Night ventilation was found to be effective in temperate and cold conditions while additional cooling using evaporative cooling, EAHE and HTD were found to be necessary in hot climates.
Keywords: Badgir; Indoor air quality (IAQ); Natural ventilation; Passive cooling; Thermal comfort; Wind tower; Windcatcher

A Review on Adopting Personalized Gamified Experience in the Learning Context - Aljabali, R.N.; Ahmad, N. (Institute of Electrical and Electronics Engineers Inc., 2019)
Gamification illustrates motivation and encouragement that can be gained by people during using gamified experience. Gamification technology has been successfully applied in several domains including health and fitness, marketing, daily activities and education. It is the strategy which uses heterogeneous game elements within nonentertainment context. As Millennial Generation students have their own needs and preferences, the necessity of having personalized learning is increased recently to boost the effectiveness of the education system. Thus, many researches have investigated how dissimilarities between students can influence their suitable game elements. Since 2010 the published studies on gamification area increased; moreover, some attempts have been made to study the personalization in the gamification model. In this paper, we conducted a review of personalization in gamified learning experience to answer two review questions. We collect, review and synthesize studies related to gamified learning and personalization published from 2010 to 2017. The review strategy included six stages to identify the articles. 13 studies were identified which discussed adopting personalization and gamified learning experience in education. The results show that the studies that apply personalization within gamified learning approach accelerated during the last 3 years. This review reveals the trends in personalization parameters used in the studies, such as student's learning style and personality type. Moreover, most studies have shown high student performance while using the personalized gamified learning experience. © 2018 IEEE.
Keywords: E-learning; Education computing; Education systems; Gamification; Gamified learning; Learning approach; Learning experiences; Personalization; Personalizations; Personalized learning; Student performance; Students; _AcademicRecoveryOECS

A review of traditional Ghanaian and Western philosophies of adult education - Fordjor, P; Kotoh, , A; Kpeli, K Kumah (International Journal of Lifelong Education, 2003)
The primary objective of this article is to critically examine some aspects of the traditional Ghanaian and Western philosophies of adult education. It is a well-attested fact that many of the pre-colonial and early colonial writers about Africa portrayed Africa as a dark continent devoid of advanced centres of learning worthy of emulation by others. The old West African civilizations of Ghana, Mali and Songhai with advanced centres of learning at Timbuktu and Djenne in the 11th century seemed to have been completely ignored by these writers (Boahen 1967: 20, Davidson 1966b: 50). Even though many other writers including several missionaries, anthropologists and historians, depicted Africa in a rather positive and scientific manner (Davidson 1966b, Goody 1966), much of the negative image created long ago still exists and needs to be examined and corrected. The formal Western system of school education was introduced in Ghana more than a century ago. Despite this, about 60% of the adult population today makes its living as illiterate farmers, workers, apprentices or master craftsmen in the various traditional art and craft production centres. Consequently, traditional adult education continues to play an important role in the social and economic development of the country. Like the Western system of adult education the Ghanaian traditional education has sound philosophical foundations, which have helped to maintain political stability and social cohesion in the country over the years. Much is written about Western and eastern philosophies but there is a dearth of literature on philosophies of adult education from Africa. Given that Africa is the second largest continent on the globe and that adult education proliferates throughout the continent, the authors felt their investigation would make a significant contribution to a global understanding of the field. Additionally, there is an increasing need for African students to appreciate and re-establish confidence in their own culture. This review cannot cover all of Africa so the focus is on Ghana, one country in West Africa.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:West Africa; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; P:measurement; Q:adult education; T:Lehrlingsausbildung; T:Training; T:apprentice; _C:Canada CAN; _C:Denmark DNK; _C:Germany DEU; _C:Ghana GHA; _C:Greece GRC; _C:Mali MLI; _C:Nigeria NGA; _C:Tanzania TZA; _C:Trinidad and Tobago TTO; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; publicImportV1

A review of the research literature on barriers to the uptake of ICT by teachers - Becta (2004)

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

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

A review of teacher education in Tanzania and the potential for closer links between PRESET and INSET - Hardman, Frank (2009)
Keywords: ⛔ No DOI found

A review of research on the impact of professional learning communities on teaching practice and student learning - ScienceDirect

A review of research on the impact of professional learning communities on teaching practice and student learning - Vescio, Vicki; Ross, Dorene; Adams, Alyson (Teaching and teacher education, 2008)
Keywords: C:International

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

A review of research on bridging the gap between formal and informal learning with technology in primary school contexts - Jagušt, Tomislav; Botički, Ivica; So, H.-J. (Journal of Computer Assisted Learning, 2018)
Keywords: _C:China CHN; _C:Croatia HRV; _C:France FRA; _C:Korea XKOR; _C:Singapore SGP; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; literature / systematic review

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

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

A review of opportunities and challenges of chatbots in education - Hwang, Gwo-Jen; Chang, Ching-Yi (Interactive Learning Environments, 2021)
This study explores the trends of chatbots in education studies by conducting a literature review to analyze relevant papers published in the Social Science Citation Index (SSCI) journals by searching the Web of Science (WoS) database. From the analysis results, it was found that the United States, Taiwan and Hong Kong are the top three contributing countries or regions. In addition, most studies adopted quantitative methods in their research design, such as ANOVA (Analysis of variance), descriptive statistics, t test, and correlation analysis. ANCOVA (Analysis of covariance) was the most frequently adopted approach for comparing the performances or perceptions of different groups of students. From the analysis results, the greatest proportion of studies adopted guided learning, followed by no learning activities. It was determined that the studies related to chatbots in education are still in an early stage since there are few empirical studies investigating the use of effective learning designs or learning strategies with chatbots. This implies much room for conducting relevant research to drive innovative teaching in terms of improving the learning process and learning outcomes. Finally, we highlight the research gaps and suggest several directions for future research based on the findings in the present study.
Keywords: Chatbot; artificial intelligence; chatbot in education; systematic review; trend analysis

A Review of Meta-Analyses in Education: Methodological Strengths and Weaknesses - Ahn, Soyeon; Ames, Allison J.; Myers, Nicholas D. (Review of Educational Research, 2012)
The current review addresses the validity of published meta-analyses in education that determines the credibility and generalizability of study findings using a total of 56 meta-analyses published in education in the 2000s. Our objectives were to evaluate the current meta-analytic practices in education, identify methodological strengths and weaknesses, and provide recommendations for improvements in order to generate a more valid and credible knowledge base of what works in practice. It was found that 56 meta-analyses followed general recommendations fairly well in problem formulation and data collection, but much improvement is needed in data evaluation and analysis. Particularly, lack of information reported as well as little transparency in the use of statistical methods are concerns for generating credible and generalizable meta-analytic findings that can be transformed to educational practices. Recommendations for yielding more reliable and valid inferences from meta-analyses are provided.

A review of Empirical Research on School Leadership in the Global South - Global School Leaders (2020)
Keywords: C:Low- and middle-income countries; __C:filed:1

A Review of Community Extension Approaches to Innovation for Improved Livelihoods in Ghana, Uganda and Malawi - Wellard, Kate; Rafanomezana, Jenny; Nyirenda, Mahara; Okotel, Misaki; Subbey, Vincent (The Journal of Agricultural Education and Extension, 2013)
Purpose: Farmer-to-farmer extension offers a potentially low-cost and wide-reach alternative in supporting agricultural innovation. Various approaches are being promoted but information on their impact and sustainability is sparse. This study examines experiences of Self Help Africa and partners in Ghana, Uganda and Malawi. It asks: What is good practice in community extension for agriculture? What has been the impact of community extension on food security for smallholder farmers? What is the potential for scale-up and policy influence? Design/methodology/approach: Findings are based on a three-country mixed methods study of 240 households, farmer groups and community, government and NGO extensionists. Findings: Models of good practice include: community selection of extensionists, a twin technical and community development focus, and mutual learning. Impact of community based extension approaches on uptake of technologies, food security and livelihoods of poor groups was found to be broadly positive. Practical implications: Community based approaches appear sustainable where: communities provide support for their extensionists; community extensionists have marketable skills; communities and extensionists are developing Community Based Organisations (CBOs); and linkages are maintained with research and extension bodies. Community based extension approaches are being scaled-up in Malawi and elsewhere. To achieve sustainable pro-poor impacts, support will be needed for continued technical and community development training and back-stopping for community extensionists, and evaluation of different approaches. Originality/value: The study provides important evidence that community extensionists can help facilitate innovation in sustainable agriculture and reach the poor in a cost-effective way. They should be seen by policy-makers as part of pluralistic demand-driven extension, complementing over-stretched extension services. (Contains 6 tables.)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Malawi; CA:AandC; CL:de; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:learning; F:policy; F:pro-poor; P:agricultural; P:agriculture; P:economy; P:measurement; P:services; P:technology; R:evaluation; R:impact; R:mixed method; T:Training; Z:Agricultural Occupations; Z:Agriculture; Z:Community Development; Z:Community Support; Z:Economically Disadvantaged; Z:Evidence; Z:Food; Z:Foreign Countries; Z:Innovation; Z:Poverty; Z:Rural Education; Z:Rural Extension; Z:Security (Psychology); Z:Sustainability; _C:Benin BEN; _C:Ghana GHA; _C:Malawi MWI; _C:Morocco MAR; _C:Norway NOR; _C:Uganda UGA; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; publicImportV1

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

A review of anatomy education during and after the COVID-19 pandemic: Revisiting traditional and modern methods to achieve future innovation - Iwanaga, Joe; Loukas, Marios; Dumont, Aaron S.; Tubbs, R. Shane (Clinical Anatomy, 2021)
The coronavirus disease 2019 (COVID-19) pandemic has had enormous effects on anatomy education. During the pandemic, students have had no access to cadavers, which has been the principal way to learn anatomy since the 17th century. As it is difficult to predict future access to cadavers for students or in-person classes, anatomy educators are encouraged to revisit all possible teaching methods in order to develop innovations. Here, we review anatomy education methods to apply to current and future education.
Keywords: COVID-19; SARS-CoV-2; _genre:LR-literature_review; anatomy education; cadaver; dissection; medical education; novel coronavirus; teaching; technology; virtual

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

A refined compilation of implementation strategies: results from the Expert Recommendations for Implementing Change (ERIC) project - Powell, Byron J.; Waltz, Thomas J.; Chinman, Matthew J.; Damschroder, Laura J.; Smith, Jeffrey L.; Matthieu, Monica M.; Proctor, Enola K.; Kirchner, JoAnn E. (Implementation Science, 2015)

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

A rationale for reconfiguring tertiary education in Montserrat & the OECS to meet the life-long learning challenges of the twentyfirst century - Howe, G.; Cassell, DAPHNE (Retrieved October, 2004)
Keywords: _C:Antigua and Barbuda ATG; _C:Bahamas BHS; _C:Barbados BRB; _C:Belize BLZ; _C:Brazil BRA; _C:Dominica DMA; _C:France FRA; _C:Guyana GUY; _C:Haiti HTI; _C:India IND; _C:Jamaica JAM; _C:Saint Kitts and Nevis KNA; _C:Saint Lucia LCA; _C:Saint Vincent and the Grenadines VCT; _C:Spain ESP; _C:Trinidad and Tobago TTO; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

A Raspberry Pi Zero-based Basestation for environmental data collection - Haßler, Björn; Mansour, Hassan; Mahamane, Amina (Open Development & Education, 2023)
Keywords: _r:ImportedToMyEducationEvidence

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

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

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

A question answering and quiz generation chatbot for education - Sreelakshmi, A. S.; Abhinaya, S. B.; Nair, Aishwarya; Nirmala, S. Jaya (IEEE, 2019)

A Quasi-Experimental Study of the Classroom Practices of English Language Teachers and the English Language Proficiency of Students, in Primary and Secondary Schools in Bangladesh - Power, Tom; McCormick, Robert; Asbeek-Brusse, Elsbeth (2017)
English in Action (EIA) is an English language teacher development project based in Bangladesh that was intended to run from 2008 to 2017, but which was extended at the request of the Government of Bangladesh, with additional funding from UKAID, for a further year to 2018. By the time of the design of this study (2014-2015) EIA was drawing to the end of upscaling (phase III, 2011-2014) and entering institutionalisation and sustainability (phase IV, 2014-17, extended 2018). Successive prior studies had indicated substantial success in improving both teachers’ classroom practices and student learning outcomes, over the pre-project baseline (e.g. EIA 2011, 2012). The 2014 Annual Review of EIA recommended that in the final phase, EIA should explore whether it would be possible to carry out a study that compared a ‘counterfactual’ or control-group of teachers and students, to the ‘EIA’ or treatment schools: i.e. a Randomised Control Trial or Quasi-Experimental study. A proposal for a Quasi-Experimental study was developed in collaboration with DFID’s South Asia Research Hub (SARH), which also provided the additional funding necessary to implement such a study. The teachers and students who were the subject of this study, were the fourth cohort to participate in English in Action (together with teachers from ‘control’ schools, in the same Upazilas). This fourth EIA cohort included Schools, Teachers and Students from approximately 200 Upazilas (of approximately 500 in total) across Bangladesh, including some of the most disadvantaged areas (with reference to UNICEF deprivation index), such as Char, Hoar and Monga districts. Teachers took part in a school-based teacher development Programme, learning communicative language teaching approaches through carrying out new classroom activities, guided by teacher development videos that showed teachers, students and schools similar to those across the country. Teachers also had classroom audio resources for use with students. All digital materials were available offline, on teachers own mobile phones, so there is no dilution of the Programmes core messages about teaching and learning, by some intermediary coming between the teacher and the materials. Teachers were supported through these activities, by other teachers in their schools, by their head teachers and by local education officers. Some teachers from each area were also given additional support and guidance from divisional EIA staff, to act as Teacher Facilitators, helping teachers work through activities and share their experiences at local cluster meetings. Whereas previous cohorts of teachers had attended eight local teacher development meetings over their participation in the project, for Cohort Four, this was reduced to four meetings, with a greater emphasis being placed on support in school by head teachers, as well as support from local education officers. This change was part of the move towards institutionalisation and sustainability of project activities within and through government systems and local officers. The purpose of this study was both to provide the evaluation evidence required for the final phase of the EIA project and to contribute to the international body of research evidence on effective practices in teacher development in low-to-middle income country contexts.
Keywords: Final_citation; cited; existing

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

A Quality assessment of education and for Kenya's tour-operating sector - Mayaka, M; King, B (Current Issues in Tourism, 2002)
This study examines the provision of tourism education and training in Kenya in the context of Sub-Saharan Africa and developing countries. Specifically the paper examines the human resource skills needed by Kenya’s tour-operating sector and the extent to which current training provision is adequate. The approach used in the present study is a modified version of WTO’s Tourism Education and Quality (TEDQUAL) methodology. The results indicate considerable convergence between the perceptions of industry operators and education providers concerning quality gaps in the development of skills. A number of systemic training shortcomings are identified including curriculum deficiencies and the inadequate development and enhancement of workplace skills. In view of the resource constraints facing most developing countries, it is argued that tourism trainingandeducation should consciously address the needs of the locally-based industry and that such an approach should result in a more effective education and training system.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Kenya; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:T; D:developing country; F:assessment; P:measurement; P:technology; P:tourism; T:Ausbildung; _C:Algeria DZA; _C:Australia AUS; _C:Canada CAN; _C:Congo XCO; _C:Egypt EGY; _C:France FRA; _C:Ghana GHA; _C:Indonesia IDN; _C:Japan JPN; _C:Kenya KEN; _C:Namibia NAM; _C:Netherlands NLD; _C:New Zealand NZL; _C:Nigeria NGA; _C:Singapore SGP; _C:United States USA; __C:filed:1; __C:scheme:1; publicImportV1

A Qualitative Study: Perception of Preschool Teachers Use of Technology in Preparing for School Readiness - Ramsey, Lesley C. (Northcentral University, 2018)
Keywords: __C:filed:1

A Proposal for a National Curriculum Policy for the Grenada Education System - Gift, Edrick H.; Curriculum, A. National; Gift, Edrick H.; D, Ph (World Bank, 2003)
Keywords: _G:reviewed; _Not used in LR

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

A process pattern model for tackling and improving big data quality - Wahyudi, A.; Kuk, G; Janssen, M. (Information Systems Frontiers, 2018)

A Primer on Effective Professional Development - Desimone, Laura M. (Phi Delta Kappan, 2011)

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

A pilot of the use of short message service (SMS) as a training tool for anaesthesia nurses - Duys, R.; Duma, S.; Dyer, R. (Southern African Journal of Anaesthesia and Analgesia, 2017)
© 2017 The Author(s). Background: Anaesthesia nurses form a critical part of the team providing perioperative care to patients, but no accredited training exists for them in South Africa. In this setting, short in-service training interventions are a pragmatic attempt at improving nurse performance and patient outcomes. Traditional didactic teaching formats have limitations, and mLearning (the use of mobile telephones to facilitate education) has proved equivalent or superior to traditional teaching methods in several settings. Despite very high levels of mobile phone ownership amongst healthcare workers in Africa, this form of educational delivery has not been tested in the hospital-based nursing population. Methods: A telephonic true/false pre-test was performed with 12 nurses of varying levels of training, to assess their preexisting knowledge of anaesthesia. A pre-learning package was then delivered to them in the form of daily SMSs for a month, covering relevant anaesthesia content. A telephonic post-intervention test was performed to assess whether anaesthesia theory knowledge had improved. Results: Median test scores out of 30 were compared using a Wilcoxon signed rank test and were statistically higher in the postintervention test: 25 (IQR 20-26) vs. 21 (IQR 20-21.25) (p = 0.018). Conclusions: The results demonstrate an association between a cheap and widely available educational vehicle, and an increase in nurse knowledge scores. The use of mobile telephones in medical education in limited-resource settings should be explored further.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:South Africa; CA:AandC; CL:en; CL:fr; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:outcomes; F:pedagogy; F:teaching; F:teaching method; P:health; P:media; P:nurse; P:service industry; P:services; Q:e-learning; T:Ausbildung; T:Training; T:work-based learning; Z:Anaesthesia nurse; Z:Nurse education; Z:Short Message Service (SMS); Z:eLearning; Z:mLearning; _C:Australia AUS; _C:Iran IRN; _C:Ireland IRL; _C:Kenya KEN; _C:South Africa ZAF; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; publicImportV1

A Phenomenon-based Assessment System for Three-dimensional Science Standards - Penuel, Bill
Keywords: ⛔ No DOI found

A new solution for the roommate problem: The Q-stable matchings (2014)
Keywords: _C:Hungary HUN; _C:Spain ESP; _C:United States USA; __C:filed:1; __C:scheme:1

A new approach and open resources for school-based teacher professional development in sub-Saharan Africa - Hennessy, S.; Haßler, Björn (2013)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

A Natural Ventilation Steady-State Calculation Tool for the Early Design Stage of Buildings. - Vallejo, Juan; Ford, Brian; Aparicio, Pablo; Diaz, Camilo
Keywords: ⛔ No DOI found

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

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

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

A MODEL OF THE INTER-GENERATIONAL TRANSMISSION OF EDUCATIONAL SUCCESS - Feinstein, Leon; Duckworth, Kathryn; Sabates, Ricardo
Keywords: ⛔ No DOI found

A Model for Wholesale and Retail Assessment Centres in Regulated Occupational Learning in South Africa - Damons, Deonita; Cape Peninsula University of Technology, South Africa; le Grange, Jason J; Mason, Roger B; Louw, Steven W (2019)
South Africa's new occupational and vocational qualifications require assessment centres with a national footprint to conduct national summative assessments which are convenient and cost effective for learners. This new assessment process requires specialised facilities, but few current facilities can provide these. The research project proposed a model which is able to serve the needs of the quality assurance body and industry and be appropriate to the retail sector occupational qualifications. A qualitative method was used, involving a literature review and secondary data analysis; small focus groups; semi-structured interviews; and follow-up workshops to peer review the findings. The participants included industry experts, education providers and quality assurance experts. Two models were identified and considered, namely: Model A, which involves private businesses that can be accredited to become assessment centres; and Model B, which uses Technical Vocational Education and Training (TVET) colleges for all national assessments. The overall finding was that Model B is more suitable.

A mixed-methods investigation of instructional coaching for teachers of diverse learners - Teemant, A. (Urban Education, 2014)

A mixed-methods evidence assessment for emergent fields of knowledge - Haßler, Björn (EdTech Hub, 2021)
Keywords: Author:OpenDevEd; AuthorFirst:Haßler; _bjoern_cv; _yl:m

A Methodology for Deploying a Digital Literacy Framework for Diverse Socioeconomic and Sector Contexts - Woo, James David; Law, Nancy Y.W. (ICT and International Learning Ecologies, 2021)

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

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

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

A meta-analysis of the effectiveness of intelligent tutoring systems on K–12 students’ mathematical learning - Steenbergen-Hu, Saiying; Cooper, Harris (Journal of Educational Psychology, 2013)
In this study, we meta-analyzed empirical research of the effectiveness of intelligent tutoring systems (ITS) on K–12 students’ mathematical learning. A total of 26 reports containing 34 independent samples met study inclusion criteria. The reports appeared between 1997 and 2010. The majority of included studies compared the effectiveness of ITS with that of regular classroom instruction. A few studies compared ITS with human tutoring or homework practices. Among the major findings are (a) overall, ITS had no negative and perhaps a small positive effect on K–12 students’ mathematical learning, as indicated by the average effect sizes ranging from g = 0.01 to g = 0.09, and (b) on the basis of the few studies that compared ITS with homework or human tutoring, the effectiveness of ITS appeared to be small to modest. Moderator analyses revealed 2 findings of practical importance. First, the effects of ITS appeared to be greater when the interventions lasted for less than a school year than when they lasted for 1 school year or longer. Second, the effectiveness of ITS for helping students drawn from the general population was greater than for helping low achievers. This finding draws attentions to the issue of whether computerized learning might contribute to the achievement gap between students with different achievement levels and aptitudes. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
Keywords: Academic Achievement; Intelligent Tutoring Systems; Learning; Mathematics Education; Tutoring

A Meta-Analysis of the Effectiveness of Intelligent Tutoring Systems on K–12 Students’ Mathematical Learning - Steenbergen-Hu, Saiying; Cooper, Harris (2013)
Keywords: Final_citation; cited; existing

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

A meta-analysis of the cognitive and motivational effects of serious games. - Wouters, Pieter; Nimwegen, Christof van; Oostendorp, Herre van; Spek, Erik D. van der (Journal of Educational Psychology, 2013)
Keywords: Final_citation; cited; existing

A meta-analysis of the cognitive and motivational effects of serious games. - Wouters, Pieter; Van Nimwegen, Christof; Van Oostendorp, Herre; Van Der Spek, Erik D. (Journal of Educational Psychology, 2013)
It is assumed that serious games influences learning in 2 ways, by changing cognitive processes and by affecting motivation. However, until now research has shown little evidence for these assumptions. We used meta-analytic techniques to investigate whether serious games are more effective in terms of learning and more motivating than conventional instruction methods (learning: k = 77, N 5,547; motivation: k = 31, N 2,216). Consistent with our hypotheses, serious games were found to be more effective in terms of learning (d= 0.29, p .05) than conventional instruction methods. Additional moderator analyses on the learning effects revealed that learners in serious games learned more, relative to those taught with conventional instruction methods, when the game was supplemented with other instruction methods, when multiple training sessions were involved, and when players worked in groups.

A meta-analysis of blended learning and technology use in higher education: from the general to the applied - Bernard, Robert M.; Borokhovski, Eugene; Schmid, Richard F.; Tamim, Rana M.; Abrami, Philip C. (Journal of Computing in Higher Education, 2014)
Keywords: Final_citation; cited; existing

A Measure to Assess Student-Instructor Relationships - Creasey, Gary; Jarvis, Pat; Knapcik, Elyse (International Journal for the Scholarship of Teaching and Learning, 2009)
There is a need for an instrument that assesses student-instructor relationships as many experts speculate that close, non-threatening relationships between students and instructors predict positive achievement orientations, academic progress and success. In this paper, we present reliability and additional validity data concerning the Student-Instructor Relationship Scale, a 36-item inventory we developed that taps studentinstructor relationship connectedness and anxiety. In the first study, college students completed this instrument twice over a 3-4 week time period and the instrument subscales possessed good test-retest reliability. In the second study, the subscales of the SIRS were associated with student perceptions of test anxiety in a randomly determined class. As predicted, student-instructor connectedness was negatively associated with test anxiety and student-instructor anxiety was positively associated with this construct. Study implications and suggestions for future research are offered.

A Map of Mkushi District Health Centres - Iseje, Fatuma (2023)
This map is an accurate map of the Health Centres coming under the Ministry of Health, Mkushi District. The health centre locations were collected an validated over a period of approximately two years (2022-23).
Keywords: _r:AddedByMyEducationEvidence

A Manual for Writers of Research Papers, Theses, and Dissertations, Ninth Edition: Chicago Style for Students and Researchers - Turabian, Kate L.; Booth, Wayne C.; Colomb, Gregory G.; Williams, Joseph M.; Bizup, Joseph (University of Chicago Press, 2018)

A manual for writers of research papers, theses, and dissertations (Choice Reviews Online, 2007)

A machine-learning solution for quantifying the impact of climate change on roads - Piryonesi, S. M.; El-Diraby, T. (2019)
Keywords: ⛔ No DOI found

A longitudinal study of learning, progression, and personal growth in Sierra Leone: Final report - Johnson, David; Hsieh, Pei-Tseng Jenny (University of Oxford, 2019)
Keywords: _C:Sierra Leone SLE

A longitudinal study of learning, progression, and personal growth in Sierra Leone - Johnson, David; Hsieh, Jenny (University of Oxford, 2019)
Keywords: _C:Sierra Leone SLE

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

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

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

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

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

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

A lifeline to learning: leveraging technology to support education for refugees | VOCEDplus, the international tertiary education and research database

A lifeline to learning? Leveraging technology to support education for refugees - UNESCO (UNESCO, 2018)

A lifeline to learning: leveraging technology to support education for refugees - UNESCO, Education Sector (2018)

A Lifeline to learning: leveraging mobile technology to support education for refugees - UNESCO Digital Library

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

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

A Landscape Review of ICT for Disability-Inclusive Education - World Bank (2021)
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

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

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

A journal of the Environmental and Social Sciences - University, Bayero; Savanna, Kano Nigeria; Ali, S.M.; Martinson, D.B.; Al-Maiyah, S. (Savanna, 2022)
Keywords: ⛔ No DOI found

A incompatibilidade entre os atributos dos recursos educacionais abertos e as preferências dos usuários como barreira à difusão de inovação - Correa, Juliana Nelia do Nascimento (Universidade de São Paulo, 2019)
Keywords: _C:Australia AUS; _C:Brazil BRA; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Germany DEU; _C:Iceland ISL; _C:India IND; _C:Ireland IRL; _C:Korea XKOR; _C:Luxembourg LUX; _C:Mauritius MUS; _C:Montenegro MNE; _C:Netherlands NLD; _C:Pakistan PAK; _C:Peru PER; _C:South Africa ZAF; _C:Spain ESP; _C:Sudan SDN; _C:Sweden SWE; _C:Tanzania TZA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Venezuela VEN; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

A history of meta‐regression: Technical, conceptual, and practical developments between 1974 and 2018 - Tipton, Elizabeth; Pustejovsky, James E.; Ahmadi, Hedyeh (Research Synthesis Methods, 2019)
At the beginning of the development of meta‐analysis, understanding the role of moderators was given the highest priority, with meta‐regression provided as a method for achieving this goal. Yet in current practice, meta‐regression is not as commonly used as anticipated. This paper seeks to understand this mismatch by reviewing the history of meta‐regression methods over the past 40 years. We divide this time span into four periods and examine three types of methodological developments within each period: technical, conceptual, and practical. Our focus is broad and includes development of methods in the fields of education, psychology, and medicine. We conclude the paper with a discussion of five consensus points, as well as open questions and areas of research for the future.
Keywords: _yl:a

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

A high-usability application to determine your geolocation in rural settings (OpenDevEd/ShareOLC) - Haßler, Björn; Adam, Taskeen (Open Development & Education, 2020)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _bjoern_cv; _r:ImportedToMyEducationEvidence

A high-impact, on-line tutoring programme for disadvantaged pupils in response to Covid-19 - Arriola, Miriam; Gortazar, Lucas; Hupkau, Claudia; Pillado, Zaida; Roldán, Toni
Keywords: Final_citation; ⛔ No DOI found

A Guide to the Dimensions Data Approach - Dimensions Resources (2019)
Dimensions is a modern and innovative, linked research data infrastructure and tool, re-imagining discovery and access to research: grants, publications, citations, clinical trials and patents in one place. This document provides an overview of the Dimensions content.
Keywords: 160511 Research, Science and Technology Policy; FOS: Political science

A guide to implementation research - Werner, Alan (The Urban Insitute, 2004)

A Guide for Technology-Enabled Teacher Learning Circles — Rapid Review of the Literature - Khalayleh, Abdullah; El-Serafy, Yomna; Megha-Bongnkar, Ghislaine; Haßler, Björn
Keywords: Author:OpenDevEd

A guide for Accelerated Education Programme designers, implementers, evaluators and agencies - Kayla Boisvert; Jennifer Flemming; Ritesh Shah (2017)

A guia OER para as Escolas - Haßler, Björn; Cabral, Marilena (African Virtual University, 2015)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

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

A glossary for dissemination and implementation research in health - Rabin, Borsika A.; Brownson, Ross C.; Haire-Joshu, Debra; Kreuter, Matthew W.; Weaver, Nancy L. (Journal of Public Health Management and Practice, 2008)

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

A Global Framework to Measure Digital Literacy - Manos Antoninis (2018)

A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2 - Law, Nancy; Woo, David; de la Torre, Jimmy; Wong, Gary (UNESCO Institute for Statistics, 2018)

A GIS Based Biophysical Analysis of the Karfi Sector in Kano River Irrigation Project, Kano State, Nigeria - Tudunwada, I.Y.; Khalifa, S.S. (Soil Science Society of Nigeria. ATBU Bauchi, 2017)
Keywords: ⛔ No DOI found

'A ghost soon to die' - Ajadi, S.B. (The punch (Nigerian National Newspaper) February, 2011)
Keywords: ⛔ No DOI found

A Framework for Rigorously Identifying Research Gaps in Qualitative Literature Reviews - Mã, Christoph (2015)
Identifying research gaps is a fundamental goal of literature reviewing. While it is widely acknowledged that literature reviews should identify research gaps, there are no methodological guidelines for how to identify research gaps in qualitative literature reviews ensuring rigor and replicability. Our study addresses this gap and proposes a framework that should help scholars in this endeavor without stifling creativity. To develop the framework we thoroughly analyze the state-of-the-art procedure of identifying research gaps in 40 recent literature reviews using a grounded theory approach. Based on the data, we subsequently derive a framework for identifying research gaps in qualitative literature reviews and demonstrate its application with an example. Our results provide a modus operandi for identifying research gaps, thus enabling scholars to conduct literature reviews more rigorously, effectively, and efficiently in the future.
Keywords: ⛔ No DOI found

A framework for rigorously identifying research gaps in qualitative literature reviews - Müller-Bloch, C; Kranz, J (2015)
Keywords: ⛔ No DOI found

A Framework For Evaluating The Outcome Of Use Of ICTOn Early Grade Literacy Assessment; A Case Study Of Tusome Literacy Programme In Kenya - Olubendi, Doreen (University of Nairobi, 2019)
Previous research work in the field of education has highlighted how information and communication technology plays an integral role in deepening and accelerating learning. Little has been done focusing on its adoption among public schools in Kenya. Systematic use of mobile devices and other information and communication technologies to assess early grade literacy and numeracy, especially in developing countries, remains limited to date. The purpose of this study is to develop a framework for evaluating the outcomes of ICT use on early grade literacy assessment. The focus of this study is on Tusome Literacy program, which is a USAID funded program of over five years, which has been adopted by the Kenyan Government. Education officials under Ministry of Education are equipped with tablets that have pre-installed software to be used for continuous assessment of Curriculum Support Officers, teachers and learners in early grade literacy in public primary schools. The specific objectives are: the relationship between the ICT infrastructure and the level of use of the assessment tool; the relationship between the ICT skills of the Curriculum Support Officer/County Director of Education and the level of use of the assessment tool; the relationship between the local support and the level of use of the assessment tool; the relationship between the level of use of the assessment tool and the frequency of the lessons observed; the relationship between the frequency of lessons observed and the literacy score of the learners. The design of this study is a survey research that was conducted in three counties in Kenya i.e Uasin Gishu, Bungoma and Busia counties. The sample size determination for the CSOs was equal to the population. The study targeted 30 CSOs and 2 County Directors from Bungoma, 14 CSOs and 2 County Directors from Busia; and 17 CSOs and 2 County Directors from Uasin Gishu. Questionnaires were used to collect data. The response rate was 89%. Analysis of the data was done by both descriptive statistics and inferential analysis. The study found out that the issuance of tablets with preloaded monitoring tools and applications to the CSOs and County Directors of Education enabled implementation and use of the ICT tools. The tablets had a source of internet connection so as to send the collected data to a central server. Continuous training and support of the CSOs on use of the ICT gadgets for classroom support was also key. Proper implementation resulted to increased frequency of CSOs visit to schools to iii continuously support teachers and assess teachers and learners using the ICT tools. Frequency of lessons observed and the implementation (use of the assessment tools) was significantly related as the OR=1.599, p=0.004. The study compared the literacy score and the ICT outcome (frequency of lessons observed by CSOs). The result showed that the ICT outcome significantly relates to the literacy score the with an odds ratio OR=9.531E-019, p=0.001. In conclusion, Tusome Literacy Programme has enabled improved literacy on early grade learners through use of ICT tools to monitor and support teachers and continuous assessment of learners in the early grade. A recommendation for further research is the integration of the ICT monitoring tool (Tangerine:Tutor) with other Ministry of Education systems such as The National Education Management Information System (NEMIS). The integrated data and information would enable better use for decision-making and formulation of transparent and accountable policies within the education sector in Kenya.
Keywords: Final_citation; cited; existing

A Framework for Evaluating Tablet-based Educational Applications for Primary School Levels in Thailand - Nang, Hsu Mon Pyae; Harfield, Antony (International Journal of Interactive Mobile Technologies (iJIM), 2018)
Keywords: _C:Denmark DNK; _C:Korea XKOR; _C:Thailand THA; __C:filed:1; __C:scheme:1

A Framework for Evaluating Appropriateness of Educational Technology Use in Global Development Programs - Massachusetts Institute of Technology (2016)

A framework for an ICT-based development program for science teachers in state universities and colleges in region VI - Magallanes, Amel Lavezores; Lavezores, Amel (Universal Journal of Educational Research, 2014)
Curriculum reform is central to the aspirations of many developing countries as they strive to deliver a quality education to their citizens. In State Universities and Colleges in Region VI, with its remarkable achievement of a high literacy rate in a few decades, the next step is bringing its resources to bear on providing a quality education so that Filipino science professors and students may take their places in the global labor force. This study concerns the integration of information and communications technologies (ICT) into the science curriculum of Higher Education Institutions in State Universities and Colleges in the Philippines particularly in Region VI, and the training and development requirements of science professors in this regard. A mixed methodology was employed to obtain qualitative data from 11 policy makers as represented by the Vice President of Academic Affairs of the SUC's in region VI, and quantitative data from a questionnaire for which 139 replies were received from SUC's science professors in Region VI.The findings of this study confirmed those citations in the literature that inefficient management planning and inadequate resources influence the integration of ICT in the science curriculum. Furthermore, the qualitative and quantitative findings confirmed that teachers' access to training is affected by time constraints, ineffective ICT course material, unavailability of ICT infrastructures and facilities, and high cost of ICT trainings. The policy makers interviewed in this study perceived the teachers as having a positive attitude toward ICT integration in the science curriculum, quantitative data from the teachers pointed to a high interest in ICT integration, and their willingness to pursue further professional development in the effective use of ICT in the science curriculum. Furthermore, age factor exhibited a significant difference in ICT skills, utilization and individual barriers of science teachers in SUC's Region VI. The length of service also showed a very significant difference as to the ICT skills, utilization attitudes, and individual barriers of the teacher respondents. However, as to their gender and highest educational attainment, home location and school location, there was no such factor implicating a non-significant difference in the attitudes, skills, utilization and perceived barriers.
Keywords: Barriers; College Faculty; College Science; Computer Literacy; Computer Uses in Education; ERIC, Current Index to Journals in Education (CIJE); Foreign Countries; Higher Education; Information Technology; Mixed Methods Research; Philippines; Postsecondary Education; Science Teachers; State Colleges; State Universities; Teacher Attitudes; Technology Integration; Training

A Formative Evaluation of Chinsapo Community School - Msiska, F. G. W.; Kadzamira, Esme C. (Zomba: Centre for Social Research, 1995)
Keywords: _C:Malawi MWI; ⛔ No DOI found

A five-part education response to the COVID-19 pandemic - Haßler, Björn; Khalayleh, Abdullah; McBurnie, Chris (2020)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _C:Ghana GHA; _C:India IND; _C:Jordan JOR; _C:Malawi MWI; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Tanzania TZA; _Not used in LR; _T:reviewed; __C:filed:1; __C:scheme:1; _bjoern_cv; _r:ImportedToMyEducationEvidence; _yl:i

A educação e aprendizagem de jovens e adultos na África Austral: visão geral de um estudo para cinco nações - Aitchison, John (Open Society Initiative for Southern Africa (OSISA), 2012)
A pesquisa para este relatório foi realizada em 2010 e 2011 em cinco países da África Austral e, em seguida, foi conferido e editado pelo professor John Aitchison, da Universidade de KwaZulu-Natal.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; C:Angola; C:Lesotho; C:Mozambique; C:Namibia; C:Swaziland; CLL:pt; publicImportV1

A double challenge for the disabled - Toesland, F (United Nation, 2019)

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

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

A development and application of the teaching and learning model of artificial intelligence education for elementary students - Kim, Kapsu; Park, Youngki (Journal of The Korean Association of Information Education, 2017)
Keywords: ❓ Multiple DOI

A Detailed Example: Galactic Dynamics - Vallejo, Juan C.; Sanjuan, Miguel AF (Predictability of Chaotic Dynamics, 2019)

A Design Approach to Mathematics Teacher Educator Development in East Africa - Golding, Jennie; Batiibwe, Marjorie Sarah K. (Journal of Research and Advances in Mathematics Education, 2021)
Keywords: Final_citation; cited; existing

A description of the self-perceived educational needs of emergency nurses in Durban, KwaZulu-Natal, South Africa - Dulandas, Reka; Brysiewicz, Petra (African Journal of Emergency Medicine, 2018)
© 2018 African Federation for Emergency Medicine Introduction: Emergency nurses are usually the first to interact with critically ill patients and victims of violence and injuries, and require advanced skills and knowledge to manage such patients. Inadequate training prevents nurses from providing optimal emergency care, and it is important to investigate if there are any skills and competencies lacking in these emergency nurses. We sought to describe the self-perceived educational needs of emergency nurses in Durban, South Africa. Methods: A descriptive quantitative survey was conducted with nurses working in four emergency centres (two state, and two privately funded hospitals) in Durban, South Africa. Results: The survey questionnaire was distributed with a response rate of 79% (n = 128). Almost half the respondents (48%, n = 61) scored less than the mean score of 29, thus indicating lower competency levels. The majority of respondents (67%, n = 85) perceived themselves as highly competent in basic skills (e.g. assess breathing, administer oxygen, assess circulation). Less than half the respondents (45%, n = 57) perceived themselves as highly competent in the intermediate skills (e.g. control haemorrhage, assist with endotracheal intubation, manage shock). A large number of respondents (46%, n = 59) perceived themselves as least competent in advanced skills (e.g. defibrillation/cardioversion, interpreting an echocardiogram [ECG]). The mean score obtained for educational need was 100, thus reflecting a high educational need, and more than half the respondents (62%, n = 79) scored higher than the mean score of 100 for educational needs. The lowest score was 41. Thirty percent (n = 38) of the respondents scored 117, indicating educational needs for all the competencies listed. Overall, 72% (n = 92) agreed that emergency education was a need. Discussion: The study emphasises the need for support systems for educational development of emergency nurses. Further training in specific skills and competencies may enhance emergency care provided. There is a growing need for ongoing educational development of emergency nurses in South Africa.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:South Africa; CA:AandC; CCZ:South Africa; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:R; CT:T; P:media; P:nurse; R:quantitative; R:questionnaire; R:survey; T:Training; Z:Competency needs; Z:Educational needs; Z:Emergency nurses; _C:Australia AUS; _C:Botswana BWA; _C:Ghana GHA; _C:Pakistan PAK; _C:Sierra Leone SLE; _C:Singapore SGP; _C:South Africa ZAF; _C:Tanzania TZA; _C:Thailand THA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; publicImportV1

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

A Curriculum Framework for the Sustainable Development Goals First Edition - Osman, Amina; Ladhani, Sultana; Findlater, Emma; Mckay, Veronica (2017)
The 2030 Agenda for Sustainable Development marks a paradigm shift in the global framework for development and presents a unique opportunity to reorient efforts towards a new path for development with sustainability at its core. Education is central to this and to the achievement of all 17 Sustainable Development Goals (SDGs). Education directly relates to one goal (SDG 4) but cuts across the entire SDG agenda. At the 19th Conference of Commonwealth Education Ministers (CCEM) held in The Bahamas (June 2015), ministers reinforced the centrality of education for building resilience and preparing the next generation of Commonwealth citizens to contribute positively to the social, environmental and economic development of their communities. Ultimately, ministers highlighted the pivotal role that education has in achieving sustainable development and driving the SDGs. Given this and following the recommendations made at the 19th CCEM, the Education Section of the Health and Education Unit within the Commonwealth Secretariat has developed a Curriculum Framework for the SDGs to support member countries in addressing all 17 SDGs through education and learning. Goal 4 of the Sustainable Development Goals seeks to ensure “inclusive and equitable quality education and promote lifelong learning opportunities for all”. Within the framework, a life course approach is followed, reinforcing the need for lifelong learning and for all citizens to participate in achieving the SDGs. It is envisioned that this framework will help countries to develop successful learners, confident individuals and responsible citizens who are resilient and uphold the core values and principles of the Commonwealth, as declared in the Commonwealth Charter, and who strive for sustainable development. The framework aims to ensure that citizens develop the knowledge, skills, values and attitudes to flourish in life, learning and work environments, and to appreciate their place in a diverse world, while building and strengthening pathways to peace and tolerance. The Curriculum Framework for the SDGs allows for a high degree of flexibility through the non-prescriptive nature of its content. It is hoped that this framework will serve as a guide for countries to conceptualise, review or further develop their national curricula and ensure that education is integral to any strategy to create a resilient generation that will advocate for action and the attainment of the SDGs in a holistic, integrated manner. It will provide conceptual support for teacher training, adult learning and community development.

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

A Critical Review of Vocational Education and Training Research in 2012 and Suggestions for the Research Agenda - Mulder, Martin; Roelofs, Eline (2012)
This paper is a follow-up of the paper ECER-presented in 2012, ‘A Critical Review of Vocational Education and Training Research and Suggestions for the Research Agenda’ (Author & Co-author, 2012). This paper gave a description of research in the field of Vocational Education and Training (VET) in 2011. This new paper gives an overview of the field of VET research in 2012. In this article the VET research presented at the European Conference of Educational Research 2012 (Cádiz) is reviewed, as well as the articles of a number of VET research journals of publication year 2012. A total of 173 articles are reviewed and after a qualitative interpretation divided into seven different research themes. The conclusions of the review are quite similar to last year. 1. There is a lot of VET research and this research is quite diverse and fragmented. 2. The quality of the articles is not always very high, also because a lot of conference proceedings are included. 3. There are many important topics for further research.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:policy; P:social; T:TVET; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

A Critical Review of Vocational Education and Training Research and Suggestions for the Research Agenda - Mulder, Martin; Roelofs, Eline (2011)
This paper gives a description of research in the field of Vocational Education and Training (VET). The field of VET research is quite scattered, so giving a full overview is hardly possible. Nevertheless, the VET research presented at the European Conference of Educational Research 2011 (Berlin) is reviewed, as well as the content of a number of VET research journals of publication year 2011. Research themes and topics are defined, and according to the categories the research is reviewed. The conclusions of the review are: 1. there is a large amount of research on VET which is quite diverse and fragmented; 2. much VET research lacks theoretical and empirical foundation; the dominant research methods are case and desk studies and explorative and analytical studies. There are hardly any experiments and intervention and design-based research studies; 3. there are various urgent topics for further research, which are elaborated in the paper.
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CLL:en; _C:Australia AUS; _C:Austria AUT; _C:Canada CAN; _C:China CHN; _C:Czech Republic CZE; _C:Denmark DNK; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:Indonesia IDN; _C:Italy ITA; _C:Latvia LVA; _C:Luxembourg LUX; _C:Netherlands NLD; _C:Saudi Arabia SAU; _C:Spain ESP; _C:Sweden SWE; _C:Switzerland CHE; _C:Turkey TUR; _C:Ukraine UKR; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; publicImportV1; ⛔ No DOI found

A critical review of frameworks for digital literacy: Beyond the flashy, flimsy and faddish–Part 1 - Brown, Mark (ASCILITE ℡all blog, 2017)
Keywords: ⛔ No DOI found

A critical reflection of teacher professionalism in Cambodia - Tan, Charlene; Ng, Pak Tee (Asian Education and Development Studies, 2012)
Purpose – The purpose of this paper is to examine the development of teacher professionalism in Cambodia and the issues and challenges in this area. Design/methodology/approach – This paper uses Hargreaves’ four ages of teacher professionalism and

A Critical Literature Review of Perceptions of Tablets for Learning in Primary and Secondary Schools - Mulet, Julie; Van de Leemput, Cécile; Amadieu, Franck (Educational Psychology Review, 2019)
Keywords: __C:filed:1; literature / systematic review

A Critical Investigation into How Year 8 Students’ Narrative Writing Skills are Developed Through the Medium of Oral Storytelling - Walker, Hannah (Journal of Classics Teaching, 2018)
This research project seeks to examine, using approaches drawn from a case study, how oral storytelling within the classroom can influence various aspects of narrative writing. Therefore, certain teaching strategies and oral activities were implemented in a sequence of lessons which aimed to develop the style and content base of students’ narrative writing.
Keywords: Author:OpenDevEd

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

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

A continuum of teachers'e-learning practices - Sadeck, Osman (Academic Conferences International Limited, 2016)
Keywords: _C:South Africa ZAF; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

A Content Analysis of Teaching and Learning in a 1: 1 K-12 Tablet Environment as Evidenced by Student Achievement and Pedagogy - Grogan, Kelly (Lamar University-Beaumont, 2018)
Keywords: __C:filed:1

A Conceptual Understanding of How Educational Technology Coaches Help Teachers Integrate iPad Affordances into Their Teaching. - Drennan, Gail; Moll, Ian (Electronic Journal of e-Learning, 2018)
Keywords: __C:filed:1; ⛔ No DOI found

A conceptual framework to understand teachers’ Professional Dispositions and Orientation towards tablet technology in secondary schools - Sackstein, Suzanne; Slonimsky, Lynne (South African Computer Journal, 2017)
Keywords: _C:Cuba CUB; _C:South Africa ZAF; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

A conceptual framework for examining HRD and NHRD linkages and outcomes: Review of TVET literature - Kim, Sehoon; Kotamraju, Pradeep; Alagaraja, Meera (European Journal of Training and Development, 2014)
This paper aims to review technical vocational education and training (TVET) literature, identify different components of the TVET system and develop a conceptual framework that integrates human resource development (HRD) and national human resource development (NHRD) outcomes. The renewed focus on technical vocational education and training (TVET) is important for human resource development (HRD), as it expands current understanding of its role in economic development through workforce training. National human resource development (NHRD) perspectives recognize the role of TVET in linking regional and national economic development strategies. Furthermore, TVET’s focus on literacy education, poverty alleviation and inclusion of marginalized and vulnerable populations emphasizes social development outcomes that are critical for NHRD. Using this background, the integration of HRD and NHRD outcomes into one conceptual TVET framework for addressing workforce, economic and social development outcomes has been proposed.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:en; _C:Australia AUS; _C:Austria AUT; _C:Brazil BRA; _C:Canada CAN; _C:China CHN; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:Hungary HUN; _C:India IND; _C:Indonesia IDN; _C:Ireland IRL; _C:Israel ISR; _C:Kenya KEN; _C:Korea XKOR; _C:Netherlands NLD; _C:Pakistan PAK; _C:Russian Federation RUS; _C:Saudi Arabia SAU; _C:Singapore SGP; _C:South Africa ZAF; _C:Thailand THA; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; publicImportV1

A computational literature review of the technology acceptance model - Mortenson, Michael J.; Vidgen, Richard (International Journal of Information Management, 2016)
A literature review is a central part of any research project, allowing the existing research to be mapped and new research questions to be posited. However, due to the limitations of human data processing, the literature review can suffer from an inability to handle large volumes of research articles. The computational literature review (CLR) is proposed here as a complementary part of a wider literature review process. The CLR automates some of the analysis of research articles with analyses of impact (citations), structure (co-authorship networks) and content (topic modeling of abstracts). A contribution of the paper is to demonstrate how the content of abstracts can be analyzed automatically to provide a set of research topics within a literature corpus. The CLR software can be used to support three use cases: (1) analysis of the literature for a research area, (2) analysis and ranking of journals, and (3) analysis and ranking of individual scholars and research teams. The working of the CLR software is illustrated through application to the technology acceptance model (TAM) using a set of 3,386 articles. The CLR is an open source offering, developed in the statistical programming language R, and made freely available to researchers to use and develop further.
Keywords: Citation analysis; Co-authorship analysis; Computational literature review; Journal ranking; Lda; Literature review; Social network analysis; Technology acceptance model; Topic models

A computational literature review of the field of System Dynamics from 1974 to 2017 - Kunc, Martin; Mortenson, Michael J.; Vidgen, Richard (Journal of Simulation, 2018)
System Dynamics celebrated its 60th anniversary in 2017. While there have been numerous special issues in diverse journals that bring together work by System Dynamics scholars who share similar research interests, there have been no systematic reviews of scholarly activity across the broad field. This paper presents a computational literature review of the field from 1974 to 2017. A CLR automates the analysis of research articles with analysis of content (topic modelling of abstracts) to identify emergent themes in the literature. We performed a broad review of the field by initially searching using the term “System Dynamics” with more than 8000 articles. However, the results obtained were not satisfactory so we decided to restrict our sample to less than 800 articles from recognised journals and proceedings. After evaluation of the results obtained from topic modelling, we decided to use 51 topics covering most of the articles in our sample. A list of 51 topics provides enough granularity to identify relevant patterns of activity within the community of System Dynamics scholars. For each of these 51 topics, we present a commentary on the key insights obtained.
Keywords: System Dynamics; computational literature review; healthcare; methodology; supply chain

A Comprehensive Situation Analysis of Teachers and the Teaching Profession in Sierra Leone: Final report presented to the Teaching Service Commission - Teaching Service Commission; Wright, Dr. Cream (Global Partnership for Education; World Bank, 2018)
Keywords: _C:Sierra Leone SLE

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

A competency-based curriculum for Zambian primary and secondary schools: learning from theory and some countries around the world. - Mulenga, Innocent Mutale; Kabombwe, Yvonne Malambo (2019)
Keywords: ⛔ No DOI found

A Comparison of National Enterprise Architecture and e-Government Perspectives - Mayakul, Theeraya; Sa-Nga-Ngam, Prush; Srisawat, Wasin; Kiattisin, Supaporn (2019 4th Technology Innovation Management and Engineering Science International Conference (TIMES-iCON), 2019)
Enterprise Architecture (EA) has been adopted as a framework for all tier of the organization to deliver effective IT services and management. E-Government is a public service for all citizens. The basic needs are accessibility, equity and engagement. Thus, EA is relevant to e-Government because it establishes all stakeholder's participation leading to governance. Citizen also requires transparency and participation in monitoring process of the government project. EA ensures the best practices in business alignment with IT implementation and integration. It results in the efficient management of e-Government services including the shared resources/ services and the rational use of technology. This study selected the world front-runners are Denmark, Australia, South Korea, Estonia, and Singapore to compared the EA approach with e-Government perspectives. It found that there is no best approach for all countries. Each nation should develop and customize the specific detail or context to align with the nationwide vision. The EA should be legislated as the digital transformation/ e-Government policy. The fundamental IT initiatives are electronic identification, communication and core infrastructure given as national cloud. The EA approach leads governance and standard of sharing and integration for the entire enterprise including business, data, service and technology across the country.
Keywords: EA; Electronic government; Enterprise Architecture; Final_citation; Indexes; Interoperability; Monitoring; National Enterprise Architecture; Standards; eGov

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

A comparative study on the traditional and intensive delivery of an online course: Design and facilitation recommendations - Vlachopoulos, P.; Jan, S.K.; Lockyer, L. (Research in Learning Technology, 2019)
In this paper, we present findings from a comparative study on a fully online postgraduate course offered in traditional (i.e. 13-week academic session) and intensive (i.e. 6-week academic session) delivery formats. Keeping the course curriculum, structure and quality consistent in both delivery modes, the study investigated student participation and academic performance given different facilitation techniques applied to the discussion forums. Using data from the learning management system and students’ final marks, we conducted quantitative and qualitative analysis and found no difference in the academic performance of students in both courses; however, there was a statistically significant relationship between student participation and academic performance in the intensive delivery format but not in the traditional delivery format. We also found differences in the type of interactions in the different delivery formats. Two key takeaways emerge from our study. Firstly, intensive online courses can be as effective as traditional courses in terms of achievement of learning outcomes with variations in learning design, in this case, the facilitation approach used. Secondly, considering the level and nature of interactions, student-centred discussion forums that allow students to assume different roles work well in the intensive delivery format especially in open discussions. These are important findings for academics and practitioners who wish to offer intensive courses without compromising on course quality and student success. © 2019 P. Vlachopoulos et al.
Keywords: Discussion; Facilitation; Intensive; Interactions; Online; Performance; _AcademicRecoveryOECS

A comparative study of TVET in 5 African Countries with a specific focus on TVET Teacher Education - Papier, Joy (2017)
This article describes a five country (Cameroun, Egypt, Ghana, South Africa, Tanzania) study of ‘TVET Teacher Education in Africa’ that was commissioned in terms of an EU-South African collaboration in 2013. While the focus was on vocational teacher education, the contextual realities of each country‘s vocational systems was studied as this would impact on every aspect of vocational teacher development, for instance, what teachers would have to teach, who the students might be, how students would be expected to learn, available funding for Vocational Education and so on. Comparisons were therefore made over a range of elements that included the systems in place for vocational training, systems of vocational teacher education, and the modalities for training of VET teachers.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CLL:en; _C:Denmark DNK; _C:Egypt EGY; _C:Finland FIN; _C:Ghana GHA; _C:Ireland IRL; _C:Netherlands NLD; _C:South Africa ZAF; _C:Sweden SWE; _C:Tanzania TZA; __C:filed:1; __C:scheme:1; publicImportV1; ⛔ No DOI found

A comparative study between Telegram and Whatsapp in respect of library services - Manna, Rubi Acherjya; Ghosh, Shyamal (International Journal of Library & Information Science (IJLIS), 2018)
Keywords: ⛔ No DOI found

A comparative study between tablet and laptop PCs: User satisfaction and preferences - Ozok, A Ant; Benson, Dana; Chakraborty, Joyram; Norcio, Anthony F (Intl. Journal of human–computer interaction, 2008)

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

A Comparative Analysis of Firm Based Training in East African Manufacturing Sector: Does Level of Education Matter? - Ndlovu, Tchaka; Kajiba, John; Aiko, Rose; Kessy, Flora; Mkenda, Beatrice K.; Kweka, Josaphat; Kabelwa, George (2006)
Using World Bank's (2003) firm-level Investment Climate Survey (ICS) data for Kenya, Tanzania and Uganda, this paper examines extent in which education and skill levels are important determinants of Firm-based Training (FBT) in the East African manufacturing sector. The findings show weak evidence on complementary hypothesis between education and FBT but one which differs significantly across (perhaps depending on educational and training capacity of) different countries. Although other determinants of FBT apply differently to specific countries, size and technology characteristics are common determinants across the three countries. Furthermore, firms that care about HIV epidemic train more as a means to abate the negative effects of the epidemic on their human resources. Since FBT has potential to contribute to skill development, the findings imply that enterprise training should receive similar policy emphasis as education in the bid to enhance human resource development for growth and poverty reduction.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:East Africa; A:Sub-Saharan Africa; C:Kenya; C:Tanzania; CA:AandC; CL:de; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:outcomes; F:policy; P:manufacture; P:measurement; P:technology; Q:degree; Q:distance learning; Q:tertiary education; R:impact; T:Ausbildung; T:Lehrlingsausbildung; T:TVET; T:firm-based training; _C:Ghana GHA; _C:Uganda UGA; publicImportV1; ⚠️ Invalid DOI; ⛔ No DOI found

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