What can the education sector do to adapt to the forthcoming impacts of climate change? - Proctor, Jamie (Global Partnership for Education, 2023)
Practitioner experience and reflections on what can be done specifically within the education sector to adapt and reduce the negative impacts of climate change on education.

What can the education sector do to adapt to the forthcoming impacts of climate change? | Blog | Global Partnership for Education - Proctor, Jamie (2023)
Practitioner experience and reflections on what can be done specifically within the education sector to adapt and reduce the negative impacts of climate change on education.

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

Design for Scale - Principles of Digital Development (Principles for Digital Development, 2022)
Achieving scale requires adoption beyond an initiatives pilot population and often necessitates securing funding or partners that take the initiative to new communities or regions.
Keywords: Final_citation; cited; existing

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

Key Barriers to Girls’ Education in the ASEAN and Pacific Region - Price, Roz (2020)
This rapid review explores the barriers to girls’ education, with a focus on the most marginalised and why. The report focuses on the East Asia and Pacific region, with a focus on Cambodia, Fiji, Indonesia, Lao PDR, Malaysia, Papua New Guinea, Philippines, Solomon Islands, Thailand, Vanuatu and Vietnam. The fundamental right to education is clearly acknowledged in the United Nations Convention on the Rights of the Child, and education is vital to meeting the Sustainable Development Goals (SDGs), with SDG 4– ensuring inclusive and equitable education for all by 2030 – recognising its importance. SDG 4 emphasises learning outcomes, skills acquisition, and equity in both development and emergency settings. Education in the EAP region has received a lot of attention in the past 20 years and there is a plethora of information and reports out there, and the evidence base is vast.
Keywords: ⛔ No DOI found

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

Blueprint for Inclusive Research & Development in Education: A Data-Driven Approach to Organize and Articulate Research Data Needs for Equitable Evaluation - Pratihast, Susmita; Mote, Erin (13th International Conference on Society and Information Technologies, 2022)
In the field of education, there is a gap between research and practice. Lack of data standardization and collection inhibits comparability and generalizability of findings in the context of population heterogeneity. Mapping of education research inquiries to local heterogeneous data representations from different repositories is expensive and creates barriers for content comprehensiveness in research. The paper focuses on design and usability of the Blueprint, an organizing data framework that summarizes key elements to represent education data needs to improve articulation of data needs and allow practitioners to be part of an inclusive research and development process in collaboration with the research community. The design process included an exhaustive landscape analysis of established data standards, conceptual frameworks in education domains as well as publicly available databases and indicators. This was supported by the analysis of current evidence and research base with the use of natural language processing techniques and topic modeling approaches. This methodology was used to validate and inform the inclusion of different elements in the Blueprint. A large stakeholder review process was adopted to further enhance and refine the Blueprint. With a generalizability score of 77% across multiple pilot studies, the paper focuses on the results of the pilot studies and demonstrates the real-world use cases for widespread applicability and scalability in the sector.

Debates in Mathematics Education - Povey, Gwen Ineson, Hilary (Routledge, 2020)
This new and updated second edition of Debates in Mathematics Education explores the major issues that mathematics teachers encounter in their daily lives. By engaging with established and contemporary debates, this volume promotes and supports critical reflection and aims to stimulate both novice and experienced teachers to reach informed judgements and argue their point of view with deeper theoretical knowledge and understanding. Divided into five accessible sections, this book investigates and offers fresh insight into topics of central importance in mathematics education, with this second edition including new discussions and chapters on: Classic and contemporary issues of pedagogy, politics, philosophy and sociology of mathematics education International comparisons of achievement Digital technologies for teaching Mastery in mathematics Pop culture and mathematics Whether mathematics can be harmful Designed to stimulate discussion and support you in your own research, writing and practice through suggested questions and activities throughout, Debates in Mathematics Education will be a valuable resource for any student or practising teacher, and those engaged in initial teacher education, continuing professional development or Master's level study. This book also has much to offer to those leading mathematics departments in schools and initial teacher education programmes, and to beginning doctoral students looking for a survey of the field of mathematics education research.

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

Review: Cleveland-Innes, M. F., & Garrison, D. R. (Eds.), (2021). An introduction to distance education: Understanding teaching and learning in a new era (2nd ed.). New York, N.Y.: Routledge. - Porter, David Alexander (Journal of Learning for Development, 2021)
Keywords: distance education; ⛔ No DOI found

Meta-analysis of 35 studies examining the effect of indoor temperature on office work performance - Porras-Salazar, Jose Ali; Schiavon, Stefano; Wargocki, Pawel; Cheung, Toby; Tham, Kwok Wai (Building and Environment, 2021)
Several relationships between air temperature and work performance have been published. We reanalysed the one developed in 2006 by Seppänen et al.; which is probably the best known. We found that even when significant, its prediction accuracy is very low (R2 = 0.05, MAE = 1.9%, RMSE = 3.1%). We consequently reviewed the literature and found 35 studies on the effects of temperature on office work performance. We used Seppänen et al.’s approach to normalise the data reported in these studies and explored the feasibility to develop a new relationship using regression models, models based on the Maximal Adaptability framework, and machine learning. We could not find a relationship between temperature and office work performance neither for the range of temperatures measured in most of the office buildings (20 °C–30 °C) or a wider range (18 °C–34 °C). Plausible reasons are discussed including the variety of methods used to assess performance, the multiple uncontrolled confounders, and the fact that temperature alone may not fully describe how the thermal environment affects building occupants. We do not recommend the use in practice of any of the models relating temperature to office work performance examined in the present study. The lack of relationships does not necessarily refute that temperature affects the performance of office work. Coordinated research predicated on a shared protocol enabling integrated analysis in the modelling of the relationships between the indoor thermal environment and office work performance is proposed to be carried out before using them in practice. We made the database open-source and developed an application for data exploring.
Keywords: BE:RELEVANT; Cognitive performance; Indoor air temperature; Offices; Productivity; Thermal environment

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

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)

Agile in business - Podea, Marius (2021)

EdTech Innovation for COVID-19: Insights from our global call for ideas - Plaut, Daniel; Carter, Alice; Dixon, Miranda; Salami, Taiye (2020)
[No description available.]
Keywords: Final_citation; cited; existing

Sierra Leone CPD Sandbox - Draft Theory of Change - Plaut, Daniel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _C:Sierra Leone SLE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

EdTech Evidence Mid-Year Report - Platform, Instructure Learn (2023)
Keywords: Final_citation; anystyle; existing

Supporting open educational practices through open textbooks - Pitt, Rebecca (Beck); Jordan, Katy; Arcos, Beatriz de los; Farrow, Robert; Weller, Martin (Distance Education, 2020)
There has been little research into the impact of textbook costs on higher education in the United Kingdom. To better understand textbook use patterns and the issues faced by UK students and educators the UK Open Textbooks Project (2017–2018, http://ukopentextbooks.org/)) conducted quantitative survey research with United Kingdom educators in September 2018. This article reports on the findings of this survey, which focussed on awareness of open educational resources; textbook use and rationale; awareness and use of open textbooks; and open licensing. Results reveal fertile ground for open textbook adoption with potential to support a wide range of open educational practices. The findings indicate strategies for supporting pedagogical innovation and student access through the mainstream adoption of open textbooks.
Keywords: United Kingdom; higher education; open educational practices (OEP); open educational resources (OER); open pedagogy; open textbooks

Customised E-Learning Platforms - Pitchford, Nicola (Introduction to Development Engineering: A Framework with Applications from the Field, 2023)
More than 617 million children and adolescents lack the basic reading and mathematics skills required to live healthy and productive lives. Malawi ranks particularly poorly, with an average pupil to teacher ratio of 77:1 and a 50% dropout rate among primary school children. Established in 2013, the Unlocking Talent initiative uses e-Learning technology to help overcome educational challenges. It equips touch-screen tablets with customisable software that delivers lessons through multisensory experiences (e.g. pictures, sound, video and animation). Throughout Malawi, small groups of students in public primary schools have accessed these tablets during weekly sessions on-site. This case study describes a series of evaluations of this e-Learning technology in Malawi, conducted in tandem with experiments in other countries (including the United Kingdom, Brazil, South Africa, Tanzania, Kenya and Ethiopia). Following a pilot evaluation to assess the feasibility of e-Learning in raising learning outcomes, multiple large-scale randomised control trials were conducted. Learning gains hold across multiple cohorts of children and across different countries, generating more than a 3-month advantage in basic mathematics and more than a 4-month advantage in basic reading on average. The intervention also bridges gender gaps in mathematics skills attainment in Malawi.
Keywords: Customized e-learning platforms; Education technology; Evaluation; Final_citation; Global leaning crisis; Implementation; Literacy; Malawi; Numeracy; cited; existing

Structured Pedagogy — 0a. How-To Guides - Piper, Benjamin (2021)

Structured Pedagogy — 0b. Literature Review - Piper, Benjamin (2021)
Keywords: _yl:b

Structured Pedagogy — 0c. Structured Pedagogy Can Really Work - Piper, Benjamin (2021)

Structured Pedagogy — Guide 1. Government Leadership and Program Adoption - Piper, Benjamin (2021)

Structured Pedagogy — Guide 2. Designing an Effective Structured Pedagogy Program. - Piper, Benjamin (2021)

Structured Pedagogy — Guide 3. Curriculum and Scope and Sequence Development for Literacy and Numeracy .pdf - Piper, Benjamin (2021)

Structured Pedagogy — Guide 4. Materials Development. - Piper, Benjamin (2021)

Structured Pedagogy — Guide 5. Teacher Professional Development: Teacher Training - Piper, Benjamin (2021)

Structured Pedagogy — Guide 6. Teacher Professional Development- Ongoing Teacher Support. - Piper, Benjamin (2021)

Structured Pedagogy — Guide 7. Data Systems and Accountability. - Piper, Benjamin (2021)

Structured Pedagogy — Guide 8. Systems Management. - Piper, Benjamin (2021)

Structured Pedagogy — How-To Guides and Literature Review - Piper, Benjamin (2021)
Keywords: _yl:a

Digital technologies in support of students learning in Higher Education: literature review - Pinto, Marta; Leite, Carlinda (Digital Education Review, 2020)
Autorías: Marta Pinto, Carlinda Leite. Localización: Digital Education Review. Nº. 37, 2020. Artículo de Revista en Dialnet.
Keywords: _genre:LR-literature_review

COVID-19’s Effect on Students: How School Counselors Rise to the Rescue - Pincus, Robert; Hannor-Walker, TeShaunda; Wright, Leonis S; Justice, Judith (NASSP Bulletin, 2020)
The COVID-19 global pandemic has brought about many changes to our society, which will have long-term effects for our youth and adolescents. Due to social isolation and adverse childhood experiences, there are concerns of suicidality, technology addiction, and school safety as schools attempt to transition to a state of normalcy in the months to come. This crisis will require coordinated efforts to assist students in not only getting back on track academically but also in helping students cope with the trauma they have and are continuing to experience. As a result, insights from school counselors can be used to obtain a better understanding of the social and emotional effects of COVID-19 by collaborating with administrators to emphasize using school counselors as a mental health provider in schools. The authors highlight school counselors’ mental health training and their role in combating this issue and provide practical applications that can employed to create a systemic approach for social and emotional prevention and intervention during and after the pandemic.

Jika iMfundo: a South African study of ‘turning education around’through improved curriculum coverage - Pillay, Venitha (Professional Development in Education, 2020)
Keywords: _C:Australia AUS; _C:Cameroon CMR; _C:Ethiopia ETH; _C:South Africa ZAF; _C:Tanzania TZA; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

Teacher transfers from primary schools in Chama district of Zambia: Causes of the massive teacher exodus and its effects on learner’s academic performance - Phiri, Donald; Mulenga, Innocent Mutale (Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736), 2020)
Keywords: ⛔ No DOI found

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

Indigenous knowledge on climate change adaptation: a global evidence map of academic literature - Petzold, Jan; Andrews, Nadine; Ford, James D.; Hedemann, Christopher; Postigo, Julio C. (Environmental Research Letters, 2020)
There is emerging evidence of the important role of indigenous knowledge for climate change adaptation. The necessity to consider different knowledge systems in climate change research has been established in the fifth assessment report (AR5) of the Intergovernmental Panel on Climate Change (IPCC). However, gaps in author expertise and inconsistent assessment by the IPCC lead to a regionally heterogeneous and thematically generic coverage of the topic. We conducted a scoping review of peer-reviewed academic literature to support better integration of the existing and emerging research on indigenous knowledge in IPCC assessments. The research question underpinning this scoping review is: How is evidence of indigenous knowledge on climate change adaptation geographically and thematically distributed in the peer-reviewed academic literature? As the first systematic global evidence map of indigenous knowledge in the climate adaptation literature, the study provides an overview of the evidence of indigenous knowledge for adaptation across regions and categorises relevant concepts related to indigenous knowledge and their contexts in the climate change literature across disciplines. The results show knowledge clusters around tropical rural areas, subtropics, drylands, and adaptation through planning and practice and behavioural measures. Knowledge gaps include research in northern and central Africa, northern Asia, South America, Australia, urban areas, and adaptation through capacity building, as well as institutional and psychological adaptation. This review supports the assessment of indigenous knowledge in the IPCC AR6 and also provides a basis for follow-up research, e.g. bibliometric analysis, primary research of underrepresented regions, and review of grey literature.
Keywords: _z:class:countries

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

Covid has eroded progress by disadvantaged pupils in England, finds study - Peter Walker (The Guardian, 2021)
Research shows regional disparities, with some children in the north losing twice as much learning

Developing Partnerships to Acquire Impact: The Role of Three Regional Centres’ Capacity Building Efforts for ODL Adoption in the Emerging World - Perris, Kirk; McGreal, Rory (Journal of Learning for Development, 2021)
Partnerships are central to the awareness, implementation and development of open and distance learning (ODL). It is an attribute that is distinct in the higher education sector, where ODL has made a large footprint by dispelling the notion that university enrolment is reserved for a narrow and elite demographic. The Commonwealth of Learning (COL) operates to advance the uptake of ODL amongst the 54 member states of the Commonwealth. COL leverages its work through various channels, and the COL Regional Centres play a pivotal role as partners to COL and, in turn, to acquire new partners that may benefit from COL’s technical expertise. The Regional Centres, strategically located across the Commonwealth, engage primarily in capacity building for ODL. Their constituents include governments, institutions, and individual learners. This paper explores the role of COL Regional Centres to grow existing partnerships and to form new ones in the pursuit of ODL expansion. The formation of partnerships is understudied in the ODL space, yet it has been pivotal in augmenting the visibility and importance of ODL around the world. Drawing on data from an evaluation of three COL Regional Centres conducted at the end of 2019, and reporting on follow-up activities to the mid-point of 2021, this paper highlights how the RCs are achieving their mandate to engage partners and, in the process, have achieved short- and long-term outcomes since 2018. Findings provide insight into the effectiveness of RC activities, relative to the number of institutions and individuals reached, complemented with inputs from RC stakeholders, mostly comprised of RC staff.  Recommendations are offered, with the paper positing that the role of the Regional Centres should continue and expand to other areas of the Commonwealth premised on their ability to build and sustain partnerships through capacity building efforts.
Keywords: ODL; Partnerships; Regional Centres; _genre:PR-primary_research; ⛔ No DOI found

Rediscovering the use of chatbots in education: A systematic literature review - Pérez, José Quiroga; Daradoumis, Thanasis; Puig, Joan Manuel Marquès (Computer Applications in Engineering Education, 2020)

Influence of Sun Shading Devices on Energy Efficiency, Thermal Comfort and Lighting Comfort in a Warm Semi-Arid Dry Mediterranean Climate - Pérez-Carramiñana, Carlos; González-Avilés, Ángel Benigno; Castilla, Nuria; Galiano-Garrigós, Antonio (Buildings, 2024)
The dry Mediterranean climate (BShs) is the European region with the highest number of hours of sunshine per year. The high annual solar radiation makes sun shading devices necessary to comply with current energy efficiency standards. However, these standards do not sufficiently consider their effect on the indoor lighting comfort of buildings. The objective is to qualitatively and quantitatively determine how movable sun shading devices jointly influence the energy efficiency, thermal comfort and lighting comfort of buildings in BShs climate. The scientific novelty of the work consists of demonstrating the limitations of the sun shading systems commonly used in southeastern Spain and determining the optimal technical solution in this climate to simultaneously improve thermal and lighting comfort. This research comparatively studies the influence of various movable sun shading systems on the daylighting and thermal performance of an educational building. This study conducted on-site measurements, user surveys and computer simulations to study how to improve the thermal and lighting performances of the building. This work demonstrates that interior solar shading provides little improvement in thermal comfort and reduces the cooling demand by only 25%. External movable sun shading improves thermal comfort and reduces the cooling demand by more than 60%, but only adjustable blinds or awnings achieve adequate and homogeneous illuminance values as they diffuse daylight. The paper concludes that energy efficiency standards should be modified to ensure adequate lighting comfort in buildings.
Keywords: energy efficiency; indoor lighting comfort; sun shading devices; thermal comfort; warm semi-arid dry Mediterranean climate

Determinação de zonas de conforto térmico por meio da análise comparativa entre diferentes métodos de caraterização de pessoas termicamente insatisfeitas - Pereira, Pedro Filipe da Conceição (Universidade Tecnológica Federal do Paraná, 2021)
Keywords: BE:LMIC; BE:RELEVANT

Assessment of school Learning Continuity Plan (LCP) implementation: Basis for policy formulation - Peregrino, Lilia P.; Javillonar, Mark G.; Caballes, Dennis G.; Necio, Chona R.; Ramirez, Amor B. (Journal of Social, Humanity, and Education, 2022)

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

Learning inequalities during the Covid-19 pandemic: how families cope with home-schooling - Pensiero, Nicola; Kelly, Anthony; Bokhove, Christian (University of Southampton, 2020)

Elementary Classroom Teachers’ Perceptions of Redesigned Classroom Space: A Qualitative Case Study - Pender, Kristin Lee (Old Dominion University, 2021)
Keywords: BE:RELEVANT

Immersive Virtual Reality in K-12 and Higher Education: A systematic review of the last decade scientific literature - Pellas, Nikolaos; Mystakidis, Stylianos; Kazanidis, Ioannis (Virtual Reality, 2021)
There has been an increasing interest in applying immersive virtual reality (VR) applications to support various instructional design methods and outcomes not only in K-12 (Primary and Secondary), but also in higher education (HE) settings. However, there is a scarcity of studies to provide the potentials and challenges of VR-supported instructional design strategies and/or techniques that can influence teaching and learning. This systematic review presents a variety of studies that provide qualitative and/or quantitative data to investigate the current practices with VR support focusing on students’ outcomes, performance, alongside with the benefits and challenges of this technology concerning the analysis of visual features and design elements with mobile and desktop computing devices in different learning subjects. During the selection and screening process, forty-six (n = 46) articles published from the middle of 2009 until the middle of 2020 were finally included for a detailed analysis and synthesis of which twenty-one and twenty-five in K-12 and HE, respectively. The majority of studies were focused on describing and evaluating the appropriateness or the effectiveness of the applied instructional design processes using various VR applications to disseminate their findings on user experience, usability issues, students’ outcomes, and/or learning performance. This study contributes by reviewing how instructional design strategies and techniques can potentially benefit students’ learning performance using a wide range of VR applications. It also proposes some recommendations to guide and lead effective instructional design settings in several teaching and learning contexts to outline a more accurate and up-to-date picture of the current state of literature.
Keywords: Final_citation; Human–computer interface; Immersive technologies; Simulations; Systematic review; Virtual reality; cited; existing

Tools, tactics and methods to harness the power of people, data and technology to solve global challenges - Peach, Kathy; Berditchevskaia, Aleks; Bass, Theo (Nesta, 2020)

Reflections on the Contributions and Future Scenarios in AI-Based Learning - Pea, Roy D.; Lu, Yu; Niemi, Hannele (AI in Learning: Designing the Future, 2023)
This chapter reflects on the contributions of different articles of the book from various perspectives. Seven categories provide perspectives to reflections. Four of them are connected to different levels of the educational system, others opening scenarios to research on education and learning with AI, and finally the last category is devoted to ethical challenges of AI in education and learning.
Keywords: AI ethical issues; Artificial intelligence; Human learning; Lifelong learning; Machine learning

Four Surveillance Technologies Creating Challenges for Education - Pea, Roy D.; Biernacki, Paulina; Bigman, Maxwell; Boles, Kelly; Coelho, Raquel; Docherty, Victoria; Garcia, Jorge; Lin, Veronica; Nguyen, Judy; Pimentel, Daniel; Pozos, Rose; Reynante, Brandon; et al. (AI in Learning: Designing the Future, 2023)
“Ubiquitous AI”—embodied in cloud computing web services, coupled with sensors in phones and the physical world—is becoming infrastructural to cultural practices. It creates a surveillance society. We review the capabilities of four core surveillance technologies, all making headway into universities and PreK-12 schools: (1) location tracking, (2) facial identification, (3) automated speech recognition, and (4) social media mining. We pose primary issues educational research should investigate on cultural practices with these technologies. We interweave three priority themes: (1) how these technologies are shaping human development and learning; (2) current algorithmic biases and access inequities; and (3) the need for learners’ critical consciousness concerning their data privacy. We close with calls to action—research, policy and law, and practice.
Keywords: Algorithmic biases; Automated speech recognition; Facial identification; Location tracking; Privacy policy; Social media mining; Surveillance society; Ubiquitous AI

Special Education Teachers Job Satisfaction In Malaysia: A Review - Pazim, Khairul Hanim; Al, Et (Turkish Journal of Computer and Mathematics Education (TURCOMAT), 2021)
Job satisfaction of special education teachers can be enjoyed when the teacher is able to focus on teaching MBK and the student shows the proper development. This job satisfaction if achieved will increase the commitment of teachers in performing their duties. However, if job satisfaction is not achieved, then avoidance and neglect of responsibilities will occur. This job satisfaction is important in producing the work productivity of special education teachers at the best level. This study was conducted to review previous studies related to job satisfaction of special education teachers. It is hoped that the findings of this study can help future researchers to get a clearer picture related to this issue.
Keywords: ⛔ No DOI found

Improving learning through classroom experience in Tanzania - Pattni, Ravina; Villavicencio Peralta, Xuzel; Toyinbo, Oluyemi; Proctor, Jamie; Forbes, Catriona; Atherton, Paul; Haßler, Björn (Laterite, Fab Inc, Open Development & Education, 2023)
This conference paper was delivered at UKFIET 2023 (Oxford). IT was a joint presentation between Laterite, Fab Inc, and Open Development & Education, as well as FCDO.
Keywords: _r:AddedByMyEducationEvidence

Lant Pritchett on 5 Ways We Can Learn From Biology to Shift Education Systems - Pattillo, Kat (Medium, 2020)
An intro to “The Rebirth of Education” — the most important book on why ed reforms in the Global South fail and what we can do about it.

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

Forced Disruption of Anatomy Education in Australia and New Zealand: An Acute Response to the Covid-19 Pandemic - Pather, Nalini; Blyth, Phil; Chapman, Jamie A.; Dayal, Manisha R.; Flack, Natasha A. M. S.; Fogg, Quentin A.; Green, Rodney A.; Hulme, Anneliese K.; Johnson, Ian P.; Meyer, Amanda J.; Morley, John W.; Shortland, Peter J.; et al. (Anatomical Sciences Education, 2020)
Australian and New Zealand universities commenced a new academic year in February/March 2020 largely with “business as usual.” The subsequent Covid-19 pandemic imposed unexpected disruptions to anatomical educational practice. Rapid change occurred due to government-imposed physical distancing regulations from March 2020 that increasingly restricted anatomy laboratory teaching practices. Anatomy educators in both these countries were mobilized to adjust their teaching approaches. This study on anatomy education disruption at pandemic onset within Australia and New Zealand adopts a social constructivist lens. The research question was “What are the perceived disruptions and changes made to anatomy education in Australia and New Zealand during the initial period of the Covid-19 pandemic, as reflected on by anatomy educators?.” Thematic analysis to elucidate “the what and why” of anatomy education was applied to these reflections. About 18 anatomy academics from ten institutions participated in this exercise. The analysis revealed loss of integrated “hands-on” experiences, and impacts on workload, traditional roles, students, pedagogy, and anatomists' personal educational philosophies. The key opportunities recognized for anatomy education included: enabling synchronous teaching across remote sites, expanding offerings into the remote learning space, and embracing new pedagogies. In managing anatomy education's transition in response to the pandemic, six critical elements were identified: community care, clear communications, clarified expectations, constructive alignment, community of practice, ability to compromise, and adapt and continuity planning. There is no doubt that anatomy education has stepped into a yet unknown future in the island countries of Australia and New Zealand.
Keywords: Australia; Covid-19 pandemic; New Zealand; __C:filed:1; active learning; gross anatomy education; medical education; online delivery; online practical anatomy; reflective practices; remote learning; student well-being; workload

Development of special needs classroom prototypes to respond to the sensory needs of students with exceptionalities - Patel, Tina; Dorff, Juliann; Baker, Allison (Archnet-IJAR: International Journal of Architectural Research, 2022)

Teacher-Student-Relationship Quality in Inclusive Secondary Schools: Theory and Measurement of Emotional Aspects of Teaching - Pastore, Giuliana; Luder, Reto (Frontiers in Education, 2021)
Inclusive healthy schools are committed to provide a learning environment for a healthy development and optimal learning support for all students, regardless of their performance, language, learning and behavior disposition or disability. In order to achieve this goal, the relationship between teacher and students is crucial. Research in this area has shown the importance of emotional aspects as a mark of quality of teacher-student relationships, recognizing them as strong predictors for better achievement, compared to professional and subject-related aspects of teaching. Nevertheless, empirical studies in inclusive schools are seldom considering teacher-student relationships, as a theoretically sound conceptualization is missing in the context of research in inclusive schools. In the present paper, based on the attachment theory and the research on joint attention, two emotional components of teacher-student relationships are examined as key-concepts of high relevance for inclusive schools (emotional resonance and shared intentionality). It is also discussed how to empirically operationalize and measure these emotional components with the intention of analyzing the current situation of inclusive schools in future studies.

Reimagining Digital Learning for Sustainable Development: - Passos, Rosario (Journal of Learning for Development, 2021)
Book review
Keywords: Educational Technology Digital Learning; _genre:PR-primary_research; ⛔ No DOI found

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

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

Student participation in private supplementary education: A comparative analysis of Japan, Korea, Shanghai, and the USA - Park, H.; Lim, Y. (Chinese Journal of Sociology, 2020)
Private supplementary education, which refers to private lessons and learning outside of formal schooling purchased by families, has been widely practiced in East Asia. Its demand has grown even beyond East Asia, however, as educational competition for social mobility has intensified in many parts of the world. This global trend makes it important to determine who has greater access to private supplementary education and address the implications of the differential access for educational inequality. The current study compares how family socioeconomic status (SES) and students’ prior academic performance are related to their participation in private supplementary education in three East Asian societies—Japan, Korea, and Shanghai (China)—and the USA. Private supplementary education has existed on a substantial scale in Japan and Korea. The public and scholars have increased their concerns regarding the growing prevalence of private supplementary education in China. Although it has not been a major educational strategy, the demand for private supplementary education is rising in the USA as well, which can offer a useful insight into the global application of private supplementary education in contemporary educational systems. The focused comparisons across a small number of societies allow analyses of detailed patterns in each society in comparative perspective, thus moving beyond both single-country research and large-scale cross-national studies. The data for the current study come from 15-year-old students who participated in an international survey of student achievement, Programme for International Student Assessment (PISA) 2012. With a clearly defined measure of private supplementary education, PISA 2012 provides an exceptional opportunity for comparison. Drawing on data for 15-year-old students in four societies from PISA 2012, the linear probability models highlight heterogeneity among three East Asian societies. Japan is distinctive from Korea and Shanghai in terms of the influences of family SES on student participation in private supplementary education. Once school-fixed effects are taken into account, the strength of the relationship between family SES and private supplementary education in Japan is similar to the strength in the USA, which is weaker than the strength in Korea and Shanghai. Japan and the USA are also similar in that family structure is not significantly associated with private supplementary education, while students in non-two-parent families are significantly less likely to receive private supplementary education in Korea and Shanghai. The school-fixed-effects models also show that the within-school relationship between students’ prior academic performance and their participation in private supplementary education is generally negative. Japan, Shanghai, and the USA show a significantly negative relationship, while only Korea shows no significant relationship. Future research directions are suggested in the conclusion. © The Author(s) 2020.
Keywords: Children; East Asia; Supplementary Education; _AcademicRecoveryOECS; education; inequality; stratification

How to develop and frame impactful review articles: key recommendations - Paré, Guy; Wagner, Gerit; Prester, Julian (Journal of Decision Systems, 2023)

Supporting Teachers in the Transition towards Distance Education: Challenges and Means - Papi, Cathia (Journal of Learning for Development, 2020)
During the lockdown as a result of the pandemic, it became necessary to deploy distance education in many countries, at all levels of education. This article presents the creation of a training course aimed at helping teachers to shift from in-person classes to distance learning. It highlights the issues and challenges encountered and pinpoints the first observable impacts of this course, as well as in-progress and upcoming developments
Keywords: distance education; online learning; pandemic; transition; ⛔ No DOI found

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

Girls’ education and climate change: A critical review of the literature - Pankhurst, Camilla (2022)
Keywords: selected_for:effects of climate ch...on learning...LMICs 2024

Literature Review as Research Methodology: Aid of Ai (Artificial Intelligence) - Pandya, Tamsa Pranshankar (Vidhyayana-An International Multidisciplinary Peer-Reviewed E-Journal-ISSN 2454-8596, 2023)
Keywords: ⛔ No DOI found

Editorial: Covid-19 Pandemic and Innovations in Institutional Transformation, Technology and Pedagogy - Panda, Santosh (Journal of Learning for Development, 2020)
Keywords: COVID-19; ⛔ No DOI found

Editorial: Learning for Development – Discourse and Practice - Panda, Santosh (Journal of Learning for Development, 2021)
Keywords: _genre:PR-primary_research; discourse; learning for development; practice; ⛔ No DOI found

Editorial: Researching Technology-Enabled Teaching, Learning and Training - Panda, Santosh (Journal of Learning for Development, 2021)
Editorial
Keywords: learning; teaching; technology-enabled; training; ⛔ No DOI found

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

Technology-Enabled Learning: OER, MOOCs, and other TEL Designs - Panda, Santosh (Journal of Learning for Development, 2021)
Keywords: MOOC; OER; TEL; ⛔ No DOI found

Enhancing the review process in global environmental assessments: The case of the IPCC - Palutikof, Jean; Boulter, Sarah; Field, Christopher B.; Mach, Katharine J.; Manning, Martin; Mastrandrea, Michael D.; Meyer, Leo M.; Minx, Jan; Pereira, Joy Jacqueline; Plattner, Gian‐Kasper; Ribeiro, Suzana Kahn; Sokona, Youba; et al. (Environmental Science & Policy, 2023)
External review is a fundamental component of Global Environmental Assessments, ensuring their processes are comprehensive, objective, open and transparent, and are perceived as such. Here, we focus on review of Intergovernmental Panel on Climate Change (IPCC) Assessment Reports. The review process has received little scrutiny, although review comments and author responses are public. Here we analyse review documents from the Fourth and Fifth Assessments, focusing primarily on Working Group II. We address three questions: Is the review representative? Is it comprehensive? Is it insightful? Overall we found the review process to be fit for purpose, although there are outstanding issues. First, the overwhelming majority of reviewers are from developed countries, although evidence suggests participation by developing country reviewers increased between the Fourth and Fifth Assessments. Second, earlier sections of chapters are more densely reviewed than later ones. This is true even when executive summaries are removed from analysis. In consequence, some sections on specialised topics may escape in-depth review. Thirdly, those review comments which are received make a valid and valuable contribution to the scientific development of chapters. We suggest how outstanding issues could be addressed, including through enhanced reviewer recognition, a wider role for review editors, adherence to mandated page lengths from early in the process, reviewer training, and consistency in reporting to allow systematic evaluation. Making such changes will result in more transparent, consistent and representative processes delivering reviews which effectively contribute to the credibility and legitimacy of future Global Environmental Assessments and, ultimately, their recognition and contribution.
Keywords: openalex:citedBy; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

Approaches and Models for Teaching Digital Ethics in Information Systems Courses–A Review of the Literature - Paltiel, Minna; Cheong, Marc; Coghlan, Simon; Lederman, Reeva (Australasian Journal of Information Systems, 2023)

Teaching Digital Ethics in Information Systems - Paltiel, Minna; Cheong, Marc; Coghlan, Simon; Lederman, Reeva (2022)
Keywords: ⛔ No DOI found

Identifying gaps on health impacts, exposures, and vulnerabilities to climate change on human health and wellbeing in South America: a scoping review - Palmeiro-Silva, Yasna K.; Lescano, Andrés G.; Flores, Elaine C.; E, Yamileth Astorga; Rojas, Luis; Chavez-Hermosilla, Mario; Mora-Rivera, Wendel; Hartinger, Stella M. (The Lancet Regional Health - Americas, 2023)
There is an important gap in regional information on climate change and health, limiting the development of science-based climate policies in South American countries. This study aims to identify the main gaps in the existing scientific literature on the impacts, exposure, and vulnerabilities of climate change on population health. A scoping review was performed guided by four sub-questions focused on the impacts of climate change on physical and mental health, exposure and vulnerability factors of population to climate hazards. The main findings showed that physical impacts mainly included infectious diseases, while mental health impacts included trauma, depression, and anxiety. Evidence on population exposure to climate hazards is limited, and social determinants of health and individual factors were identified as vulnerability factors. Overall, evidence on the intersection between climate change and health is limited in South America and has been generated in silos, with limited transdisciplinary research. More formal and systematic information should be generated to inform public policy.None.
Keywords: openalex:citedBy; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

International Common Assessment of Numeracy. Background, Features and Large-scale Implementation - PAL Network (2020)

Learning Loss, Learning Gains and Wellbeing: A Rapid Evidence Assessment - Page, Ella; Leonard-Kane, Rosie; Kashefpakdel, Elnaz; Riggall, Anna; Guerriero, Sonia (Education Development Trust, 2021)
As schools begin reopening around the world, education systems are faced with the challenge of mitigating learning lost during the pandemic, designing and implementing remedial or accelerated learning programmes, remote learning and next year's curriculum. Effective teachers are a crucial part of supporting learning recovery. School closure during COVID-19 has left many teachers uncertain about their role, worried about their working conditions and their health, safety and wellbeing, unable to use technology effectively, and unprepared for classroom challenges when schools reopen. Teachers will need to respond to students' academic losses (and gains), but also to their socio-emotional wellbeing. United Nations Educational, Scientific and Cultural Organisation (UNESCO) and Education Development Trust have undertaken this study to provide information to help teachers, schools and governments understand how to support teachers to best support students as they return to school. This research is designed to allow to focus on the available existing evidence, and focuses on the most marginalised students and include research from previous crisis and disaster contexts to examine broadly what is know about actions to mitigate and recover learning loss, not just related to the current global pandemic but in a broader sense. The key research questions for this Rapid Evidence Assessment (REA) are grouped into two sections. Firstly, questions about learning loss, gain and impact on student wellbeing. The second group of questions focus on the experience of teachers and the literature around the skills and support required for teachers to recover learning and wellbeing themselves and in students as they return to school. The REA is a companion to a review of policy and grey literature which focuses more on commentary and guidance literature. These papers are the first stage in a wider research project which will look at how teachers support learning recovery post COVID-19. [For "Learning Loss, Learning Gains and Wellbeing: A Review of Policy and Grey Literature," see ED615067.]
Keywords: 21st Century Skills; Access to Computers; Access to Education; Achievement Gains; At Risk Students; COVID-19; Conflict; Educational Needs; Elementary Secondary Education; Emotional Response; Foreign Countries; Health Promotion; Intervention; Mental Health; Natural Disasters; Pandemics; Research; School Closing; Social Influences; Socioeconomic Influences; Teacher Competencies; Teacher Role; Technological Literacy; War; Well Being; ⛔ No DOI found

Lessons Learned from the Outcomes and Delivery of Girls’ Clubs in Educational Programmes - Page, Ella (2020)
This helpdesk provides a rapid review of the evidence on the outcomes and delivery of girls’ clubs in educational programmes. The review found some evidence of girls’ clubs specific programmes in school settings having positive impacts on educational and life skills outcomes. Girls clubs delivered as part of education programmes can have positive impacts on literacy, numeracy, enrolment and attendance. Although the evidence is limited.Clubs delivered in schools which combine the delivery of life skills training with sports also show promising impact on education. Evaluation of one of such programmes showed that participation had increased their determination to complete their education and girls were more able to express ambition. However, not all the evaluations of girls’ club found for this review showed positive outcomes – for example one evaluation found no impact on school enrolment or other empowerment outcomes.
Keywords: ⛔ No DOI found

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

Spillover of COVID-19: Impact on the Global Economy - Ozili, Peterson K.; Arun, Thankom (Social Science Research Network, 2020)
How did a health crisis translate to an economic crisis? Why did the spread of the coronavirus bring the global economy to its knees? The answer lies in two methods by which coronavirus stifled economic activities. First, the spread of the virus encouraged social distancing which led to the shutdown of financial markets, corporate offices, businesses and events. Second, the exponential rate at which the virus was spreading, and the heightened uncertainty about how bad the situation could get, led to flight to safety in consumption and investment among consumers, investors and international trade partners. We focus on the period from the start of 2020 through March when the coronavirus began spreading into other countries and markets. We draw on real-world observations in assessing the restrictive measures, monetary policy measures, fiscal policy measures and the public health measures that were adopted during the period. We empirically examine the impact of social distancing policies on economic activities and stock market indices. The findings reveal that the increasing number of lockdown days, monetary policy decisions and international travel restrictions severely affected the level of economic activities and the closing, opening, lowest and highest stock price of major stock market indices. In contrast, the imposed restriction on internal movement and higher fiscal policy spending had a positive impact on the level of economic activities, although the increasing number of confirmed coronavirus cases did not have a significant effect on the level of economic activities.
Keywords: COVID-19; Central banks.; Coronavirus; SARS-CoV-2; financial crisis; fiscal policy; global recession; liquidity provision; monetary policy; outbreak; pandemic; public health; social distancing; spillovers

The Impact of Covid-19 on Learning - the Perspective of the Ghanaian Student - Owusu-Fordjour, C.; Koomson, C. K.; Hanson, D. (European Journal of Education Studies, 2020)
This study aimed at accessing the impact of Covid-19 on Ghana’s teaching and learning. The study employed a Descriptive survey design in which 11 items Likert-scale type of questionnaires was administered to 214 respondents mainly students in the second cycle and tertiary institutions of Ghana. The study employed simple random sampling technique in selecting the respondents for the study. The study revealed some challenges students encounter in the close down of schools due to the outbreak of the pandemic Covid-19: Students are unable to study effectively from the house thus, making the online system of learning very ineffective. Again, parents are incapable of assisting their wards on how to access online learning platform, neither can they entirely supervise the learning of their children at home without any complications. It came to light that the pandemic really has had a negative impact on their learning as many of them are not used to effectively learn by themselves. The e-learning platforms rolled out also poses challenge to majority of the students because of the limited access to internet and lack of the technical knowhow of these technological devices by most Ghanaian students. The study therefore recommends that students should be introduced to e-learning platforms to supplement classroom teaching and learning.  Article visualizations:
Keywords: _COVID_DEAA-List; __C:filed:1; emotions; highlife music; lyrics; popular music; structure; ⚠️ Invalid DOI

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

Applying Behavioural Insights in EdTech - An incomplete guide - Owen, Hannah; Chadeesingh, Lal; Arnold, Brian (2020)

Leveraging Hybrid Learning As The Future of Education - Ouya, Angelica (CIO East Africa, 2020)
Isn’t it easy to dream, imagine, envision, and talk about the future of something? Becoming the visionary of that idea or being part of the process and seeing it succeed? Education today is very different from what it was 20 years ago, but it still has room to move. Learning is changing with the times, …

Technology and Learning for Early Childhood and Primary Education - Outhwaite, Laura; Ang, Lynn; Herbert, Elisabeth; Sumner, Emma; Van Herwegen, Jo (UNESCO, 2023)
Educational software and apps offer a potential solution for the global learning crisis in maths and literacy. When designed, implemented, and integrated effectively, these programmes can offer accessible and personalised learning experiences for young children at school and at home. This paper synthesises current evidence evaluating the use of educational software and apps with young children aged 0-8 years in early childhood and primary education, including those from disadvantaged and marginalised groups across a range of low-, middle- and high-income countries. Based on this evidence synthesis, recommendations for system-wide conditions in the EdTech ecosystem to achieve optimal outcomes for all children are discussed, including potential avenues for effective pedagogy, implementation, and integration.

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

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

Disability, computer and school data in Zanzibar (Unpublished) - Othman, Othman S. (EMIS Department MoEVT Zanzibar, 2020)

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

Teachers’ Perceptions of Open Educational Resources: The Case of Open Resources for English Language Teaching (ORELT) in Kenya - Orwenjo, Daniel Ochieng; Erastus, Fridah Kanana (Journal of Learning for Development, 2021)
The use of Open Educational Resources (OERs) in the teaching and learning of various subjects is a relatively new innovation in the Kenyan school system. With the advent and subsequent liberalization of ICT, material developers are subsequently shifting away from the traditional modes of material development in the form of textbooks and other “canonical” formats which require the teacher to use them as they are handed down without any input or modification. The Open Resources for English Language Teaching (ORELT) is one such educational innovation. This paper reports the findings of a baseline survey conducted in Kenya with a view to finding out the views and perceptions of Kenyan Junior Secondary School Teachers with regard to the adoption of open resources for the teaching of English language in Kenyan secondary schools. Sixty (60) JSS teachers of English from rural and urban schools and of mixed gender were invited for a four day ORELT in-service induction workshop at the Kenyatta University Conference Centre. The teachers were then given ORELT materials in form of CDs and textbooks for use in teaching English in their schools. They were also registered on the online ORELT platform and each given log in credentials to enable them access freely access the materials and freely interact with fellow teachers throughout the commonwealth. The study reports that whereas teachers are ready to embrace the use of open resources, they have varying perceptions on the suitability and potential efficacy of open resources in Kenyan classrooms. It also emerges that such differing perceptions are constrained by institutional, cultural, pedagogical and personal factors. Accordingly, the study recommends a more structured, inclusive bottoms up approach to any educational innovation as a means of ensuring success.
Keywords: ESL; Education Innovation; Kenya; ORELT; Perceptions; Teacher Education; _genre:PR-primary_research; ⛔ No DOI found

Improving Enrollment and Learning Through Videos and Mobiles: Experimental Evidence from Northern Nigeria - Orozco-Olvera, Victor; Rascon-Ramirez, Ericka G. (2022)
School enrollment and learning outcomes often lag far behind in settings where traditional social norms prevail. We present the main findings of a cluster randomized control trial that tested two components of a five-day intervention targeting 6-9-year-old children and their parents in northern Nigeria. These components consisted of community video screenings to reshape parental aspirations and attitudes towards education, and mobile literacy apps. After 12 months, community screenings decreased out-of-school children by 42 percent though did not improve learning outcomes. In half of the treatment communities, we provided an add − on where a third of attending households received a smartphone pre-loaded with gamified and digital library apps. This combined intervention increased literacy and numeracy skills by 0.46 and 0.63σ respectively. Learning impacts on boys and girls were similar in magnitude. The combined intervention had spillovers on non-targeted older children, where we observe an increase in literacy and numeracy skills of 0.34 and 0.47σ, and on adolescents a decrease in parenthood (13%) and early entry into the labor market (14%). Finally, using a standarized metric for reporting gains from education interventions, our results suggest that combining aspirational videos with engaging apps is a highly effective and cost-effective tool, a relevant finding for home-learning interventions targeting rural, low-literate communities that are governed by traditional social norms, where the evidence base remains scarce.
Keywords: Final_citation; aspirations; cited; disruptive technologies; early marriage; early parenthood; existing; learning; school enrollment; self-efficacy

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

Orange Education Portal - Orange Sierra Leone (2020)

GPT-4 Technical Report - OpenAI; Achiam, Josh; Adler, Steven; Agarwal, Sandhini; Ahmad, Lama; Akkaya, Ilge; Aleman, Florencia Leoni; Almeida, Diogo; Altenschmidt, Janko; Altman, Sam; Anadkat, Shyamal; Avila, Red; et al. (arXiv, 2023)
We report the development of GPT-4, a large-scale, multimodal model which can accept image and text inputs and produce text outputs. While less capable than humans in many real-world scenarios, GPT-4 exhibits human-level performance on various professional and academic benchmarks, including passing a simulated bar exam with a score around the top 10% of test takers. GPT-4 is a Transformer-based model pre-trained to predict the next token in a document. The post-training alignment process results in improved performance on measures of factuality and adherence to desired behavior. A core component of this project was developing infrastructure and optimization methods that behave predictably across a wide range of scales. This allowed us to accurately predict some aspects of GPT-4's performance based on models trained with no more than 1/1,000th the compute of GPT-4.
Keywords: Computer Science - Artificial Intelligence; Computer Science - Computation and Language

21st century learning in Zambia - Open Development & Education - Open Development & Education (2023)
A school-based teacher professional development programme initiated in Zambia around 2010 and later expanded to other countries such as Zambia, Kenya, Rwanda, and Sierra Leone.

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

Evidence collection: Effects of climate change and environmental degradation on learning in LMICs - Open Development & Education (2024)

Zambia’s Education Sector Support Technical Assistance Facility (ZESSTA) - Open Development & Education - Open Development & Education (2023)
Effective teaching and learning of large cohorts in institutions of higher learning in Zambia: Challenges and opportunities

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

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.

Key stage 1 and phonics screening check attainment, Academic year 2022/23 - ONS (2023)
This publication provides the attainment of pupils in the 2023 phonics screening check and key stage 1 (KS1) national curriculum teacher assessments (TA).  It includes statistics for pupils in schools in England: at national level, broken down by the following pupil characteristics: gender, disadvantage, free school meal eligibility, ethnicity, special educational need status, first language and month of birth; at national level, broken down by the following school characteristics: school type, school phase, cohort size and school religious character; at regional and local authority level, broken down by gender. Pupils take the phonics screening check at the end of year 1, typically aged 6. Pupils who do not meet the expected standard take the check again at the end of year 2, typically aged 7.  Pupils are assessed at the end of key stage 1 (year 2) in reading, writing, maths and science. There were no assessments in 2020 and 2021 due to the pandemic.  End of KS1 assessments will become non-statutory from the 2023/24 academic year onwards. Optional assessments will still be offered, but these statistics will not be published in 2023/24. The phonics screening check attainment section of this publication will continue to be published to the same schedule.  All gaps and percentage point differences are calculated from unrounded figures.

Key stage 2 attainment, Academic year 2022/23 - ONS (2023)
This publication provides revised attainment and progress statistics for key stage 2 national curriculum assessments in England. It is an update to the provisional statistics published on 12 September 2023 and extends the Key stage 2: National headlines statistics published on 11 July 2023. Progress measures of pupils between key stage 1 and key stage 2 are included. These statistics cover attainment in assessments taken by pupils at the end of year 6, when most are age 11.   It includes results for pupils in schools in England: at national level, broken down by the following pupil characteristics: gender, disadvantage, free school meal eligibility, ethnicity, special educational need status, first language and month of birth; at national level, broken down by the following school characteristics: school type, school phase, cohort size and school religious character; at regional and local authority level, broken down by pupil characteristics: gender, disadvantage, free school meal eligibility, ethnicity, special educational need status and first language; at local authority district, school location and pupil residency broken down by disadvantage, free school meal eligibility and school type.  Some of these breakdowns are not discussed in the text but can be accessed via the table tool or by downloading the data files. All gaps and percentage point differences are calculated from unrounded figures.

Key stage 4 performance, Academic year 2022/23 - ONS (2023)
This statistical release focuses on the GCSE results of pupils at the end of Key Stage 4 (KS4) attending state-funded schools in England. This provisional release includes pupil characteristic breakdowns such as disadvantage status, free school meal status, special educational needs status and ethnicity. 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 announced approach to grading assessments in summer 2022. The KS4 performance measures reported in this release, and on the performance tables website, 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.  2022/23 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, by pupils included in 2022/23 measures, are not included in the calculations. The ongoing uneven impacts of the pandemic on different schools/colleges and pupils. For more information on how we calculate performance measures, and the factors affecting measures for 2022/23, please see the KS4 technical guide. Throughout this release, comparisons are made with 2022 and with 2019. The more meaningful comparison is with 2019, 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 pupil performance alone. To find out more about this, please visit our secondary accountability measures guide.

Hindrance to Technologically Guided Education in Kenya Secondary Schools: A Case Study of Embakasi Girls’ School: - Onesmus, Gicheru (Journal of Learning for Development, 2020)
Covid-19 epidemic has forced education managers and teachers to begin or enhance e-learning mode of education across the world. Kenya have not been left behind. This article is geared towards identification of challenges that face technologically based / supported education. First is the accessibility question. The availability and actual use of ICT tools/ system for learning is a mirage to many. Availability of ICT system and devices is limited to most learners, teachers, and parents due to their socioeconomic status. Even for the cases where gadgets and platforms are availability, the drive and preference of the owners of devices / system towards the education material is not guaranteed. There is also a question of digital divide, most of Kenya parents and schools do not have internet or smart phones for the same. Secondly, is the issue of pedagogy –this implies practice and methodology that best fit the teaching of youthful students. Use of technologies in teaching should be done in a professional way by adhering to how instructional materials are prepared, dissemination of the same materials and then fusing it to technology for effective teaching and learning. There are few programs that are professional done towards this aspect in Africa. The screenshot below is an indication of factors that may hinder the eLearning education. It was taken from online training of Machakos University tutors. A survey was done where the participants indicated challenges that they may face in their teaching. Clearly, pedagogy and access was their main concern as shown from the percentages of each challenges.
Keywords: Accessibility; Availability; Blended Education; Digital; Pedagogy; Professional; Technological; ⛔ No DOI found

Government Decision-Making on Education in Low- and Middle-Income Countries: Understanding the Fit among Innovation, Scaling Strategy, and Broader Environment - Olsen, B. (2023)
Keywords: Final_citation; anystyle; existing

Mobile phone data and COVID-19: Missing an opportunity? - Oliver, Nuria; Letouzé, Emmanuel; Sterly, Harald; Delataille, Sébastien; De Nadai, Marco; Lepri, Bruno; Lambiotte, Renaud; Benjamins, Richard; Cattuto, Ciro; Colizza, Vittoria; de Cordes, Nicolas; Fraiberger, Samuel P.; et al. (arXiv:2003.12347 [cs], 2020)
This paper describes how mobile phone data can guide government and public health authorities in determining the best course of action to control the COVID-19 pandemic and in assessing the effectiveness of control measures such as physical distancing. It identifies key gaps and reasons why this kind of data is only scarcely used, although their value in similar epidemics has proven in a number of use cases. It presents ways to overcome these gaps and key recommendations for urgent action, most notably the establishment of mixed expert groups on national and regional level, and the inclusion and support of governments and public authorities early on. It is authored by a group of experienced data scientists, epidemiologists, demographers and representatives of mobile network operators who jointly put their work at the service of the global effort to combat the COVID-19 pandemic.
Keywords: Computer Science - Computers and Society; __C:filed:1; ⛔ No DOI found

Teaching and learning of mathematics in the context of the National Numeracy Programme: Finding from a rapid in-depth qualitative study - Oliveira, Andre Correa de; Kanyoza, Charity; Boilo, Violet; Chidothi, Emmanuel; Kadzamira, Esme; Mpoola, Dorothy; McBurnie, Chris; Phiri, Magret; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: Author:OpenDevEd; _forthcoming; _r:AddedByZotZen

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

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

Financing Education in Africa through Diaspora Bonds - Olanrewaju, Gideon Seun; Olaniran, Sunday Olawale (African Journal of Development Studies, 2020)
Keywords: ⛔ No DOI found

Left behind? The effects of digital gaps on e-learning in rural secondary schools and remote communities across Nigeria during the COVID19 pandemic - Olanrewaju, Gideon Seun; Adebayo, Seun Bunmi; Omotosho, Abiodun Yetunde; Olajide, Charles Falajiki (International Journal of Educational Research Open, 2021)
Keywords: auto_merged

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

Effects of Free Day Secondary Education Policy on Academic Performance of Rural Public Day Secondary Schools in Kilifi County, Kenya - Olang'o, Jorry; Malechwanzi, Joseph; Murage, Susan; Amuka, Lorna (Journal of Learning for Development, 2021)
The purpose of the study was to investigate the influence of Free Day Secondary Education (FDSE) policy on academic Performance of Rural Public Day Secondary Schools (RPDSS) in Kilifi County, Kenya. The study adopted descriptive survey research design and a sample of 375 subjects was considered sufficient. Structured questionnaires and interview schedules were used to collect data from principals, teachers, and education directors. Data on performance and enrolment were collected through document analysis. Reliability of the instruments was ascertained through test and retest method that yielded a correlation coefficient of 0.83, an indication of reliable instruments. The study found out that there was a decrease in school mean score between 2003-2007 and 2013-2017. There was a strong positive correlation (r = 0.93) between enrollment and poor performance. Further, learning resources and student finances were inadequate. The study recommends a reduction in class size, timely disbursement and increased students’ capitation.
Keywords: educational policies; enrolment; school performance; school resources; ⛔ No DOI found

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

State of the Art of Teaching-Learning of Artificial Intelligence at Early Ages - Ojeda-Bazaran, Maria-Jose; Chamba-Eras, Luis; Coronel-Romero, Edison; Labanda-Jaramillo, Milton; Conde-Zhingre, Lorena; Irene-Robalino, Daniel; Fierro-Saltos, Washington; Orellana-Malla, Angel; Romero-Flores, Mabel; Cueva-Alvarado, Gilmar (IEEE, 2021)

Curriculum Revolution in Higher Education: The Mighty Role of Artificial Intelligence - Ogunode, Niyi Jacob; UKOZOR, Conrad Ugochukwu (Indonesian Journal of Innovation Studies, 2023)
Keywords: _z:no_pdf

1. Introduction to interactive teaching and the use of ICT - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

1.1.A. What is interactive teaching? - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

1.1.B. What is interactive teaching? - Part B - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

1.2.A. Introduction to interactive teaching with ICT - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

1.2.B. Introduction to interactive teaching with ICT - Part B - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

1.3.A. Activity planning and reflection - Part A - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

1.3.B. Activity Planning - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

1.4.A. ICTs in interactive teaching - Part A - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

1.4.B. ICTs in interactive teaching - Part B - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

2. Whole class dialogue and effective questioning - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

2.1.A. Introduction to dialogue and effective questioning - Part A - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

2.1.B. Mid-morning - final day - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

2.2.A. Questioning I - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

2.3.A. More on questioning - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

2.3.B. More on Question - Aligning OER - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

2.4.A. Concept mapping - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

2.4.B. Concept mapping - Aligning OER II - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

2.5.A. Engaging the community - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

2.5.B. Engaging the community - Using applications - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

3. Group work - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

3.1.A. Group work: Same task and different tasks group work - OER in Education - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

3.2.A. When to use group work and how to manage it - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

3.3.A. Mixed pace group work with and without ICT - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

3.4.A. Talking points and effective group work - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

3.5.A. Review of group work - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

3.6.A. Designing interactive lesson plans - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

4. Assessment for learning and lesson pacing - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

4.1.A. Introduction to Assessment for Learning - OER in Education - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

4.1.B. Introduction to Assessment for Learning - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

4.2.A. Learning objectives and success criteria - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

4.3.A. Formative feedback - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

4.4.A. Peer and self-assessment - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

OECS Programme for Educational Advancement and Relevant Learning (PEARL) - OECS Secretariat (2021)

OECS Instructional Content and Engagement Framework - OECS Commission; McBurnie, Chris; Megha-Bongnkar, Ghislaine (2021)
Keywords: Author:OpenDevEd

Desk Review: Virtual learning environments and learning management systems - OECS Commission (Open Development & Education, 2021)
Keywords: Author:OpenDevEd

LMS Selection and Implementation Tool Kit An Agile Delivery Approach - OECS Commission (Open Development & Education, 2021)
Keywords: Author:OpenDevEd

Cover Note for COVID-19 Accelerated Funding Request - OECS (2020)

OECS Education Sector Response and Recovery Strategy to COVID-19 - OECS (Organisation of Eastern Caribbean States, 2020)

OECS Regional Education Statistical Digest 2017-18 - OECS (2020)

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

Development Co-operation Report 2021: Shaping a Just Digital Transformation - OECD (Development Co-operation Report, 2021)
Digital transformation is revolutionising economies and societies with rapid technological advances in AI, robotics and the Internet of Things. Low and middle-income countries are struggling to gain a foothold in the global digital economy in the...
Keywords: Final_citation; existing

Learning remotely when schools close: How well are students and schools prepared? Insights from PISA - OECD (OECD, 2020)
As school after school shuts down in the face of the Covid-19 crisis (in now more than 140 countries), online learning opportunities have been elevated from a bonus extracurricular facility to a critical lifeline for education.
Keywords: Final_citation; existing

OECD Legal Instruments - OECD (2021)
Keywords: Final_citation; anystyle; existing

Enriching the scholarly metadata commons with citation metadata and spatio-temporal metadata to support responsible research assessment and research discovery - Nüst, Daniel; Yücel, Gazi; Cordts, Anette; Hauschke, Christian (2023)
In this article, we focus on the importance of open research information as the foundation for transparent and responsible research assessment and discovery of research outputs. We introduce work in which we support the open research information commons by enabling, in particular, independent and small Open Access journals to provide metadata to several open data hubs (Open Citations, Wikidata, Open Research Knowledge Graph). In this context, we present The OPTIMETA Way, a means to integrate metadata collection, enrichment, and distribution in an effective and quality-ensured way that enables uptake even amongst small scholar-led publication venues. We have designed an implementation strategy for this approach in the form of two plugins for the most widely used journal publishing software, Open Journal Systems (OJS). These plugins collect, enrich, and automatically deliver citation metadata and spatio-temporal metadata for articles. Our contribution to research assessment and discovery with linked open bibliographic data is threefold. First, we enlarge the open research information data pool by advocating for the collection of enriched, user-validated metadata at the time of publication through open APIs. Second, we integrate data platforms and journals currently not included in the standard scientometric practices because of their language or lack of support from big publishing houses. Third, we allow new use cases based on location and temporal metadata that go beyond commonly used discovery features, specifically, the assessment of research activities using spatial coverage and new transdisciplinary connections between research outputs.
Keywords: Digital Libraries (cs.DL); FOS: Computer and information sciences; H.0

Who Gets to Wield Academic Mjolnir?: On Worthiness, Knowledge Curation, and Using the Power of the People to Diversify OER - Nusbaum, Amy T. (Journal of Interactive Media in Education, 2020)
1In many academic fields Western/white/male/cishetero2/abled perspectives are often centered, while other perspectives are presented as “other.” Implicitly, this sends messages to students that success looks like one type of person, knowledge is generated in one kind of way, and their background is not worth being centered. While open educational resources (OER) are often marketed as a tool for social justice, due to their ability to neutralize class-based differences (e.g., Okamoto 2013), there is no evidence that OER are any better than commercial texts at addressing issues of diversity, equity, and inclusion (see Mishra 2017 for a discussion of context). However, OER do present a good opportunity for diversification, due to the relatively simple nature of updating the content. This project takes a crowdsourcing approach to diversify OpenStax Psychology (OpenStax College 2014), an OER for Introductory Psychology courses. Contributors were asked to read areas of the textbook they were comfortable with and make suggestions to diversify the content. The author then used some of the suggestions to create modified chapters and conducted a study investigating the impact of the revisions. Participants read either the original chapter or the diversified chapter and completed a questionnaire assessing their sense of belongingness in the classroom/on campus. Overall, first-generation students had a reduced sense of belonging related to their financial circumstances. However, this effect was ameliorated for first-generation students who read the diversified chapter, compared to those who read the original chapter.
Keywords: diversity; equity; open educational resources; open pedagogy

Distance Education for Rohingya Children during COVID 19 Emergency: Bangladesh Rohingya Response Perspectives; Challenges, Recommendations and Proximities - Nurul Mostafa Kamal, Zafari (Social Science Research Network, 2020)
COVID 19 leaves the humanity in a burdened edge. During this unprecedented health emergency, a big lapse in education sector is hampering the educational services in the Rohingya camps in Bangladesh. This paper will focus on the foundational ideas and concepts of distance education and distance education in emergencies. Distance education in emergencies is a very new concept. The present paper will layout the principles of distance education or remote learning. Also the paper frame the learning delivery modalities, learning competencies, offline games for Rohingya learners, and support systems for EiE practitioners during the COVID 19 emergency for health, mental, and psychosocial well-being. This paper will recommend some particular actions, will check the challenges and present some proximities.
Keywords: Education in emergency; distance education in emergency; home schooling.; remote learning; remote schooling

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

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

Availability and usage of information communication technology facilities in secondary schools in Zambia - Nsama, Peggy; Masaiti, Gift; Akakandelwa, Akakandelwa (Zambian Journal of Educational Management, Administration and Leadership (ZJEMAL)(ISSN-Print: 2706-7416, Online: 2709-1864), 2020)
Keywords: ⛔ No DOI found

Video Improves Learning in Higher Education: A Systematic Review - Noetel, Michael; Griffith, Shantell; Delaney, Oscar; Sanders, Taren; Parker, Philip; del Pozo Cruz, Borja; Lonsdale, Chris (Review of Educational Research, 2021)
Universities around the world are incorporating online learning, often relying on videos (asynchronous multimedia). We systematically reviewed the effects of video on learning in higher education. We searched five databases using 27 keywords to find randomized trials that measured the learning effects of video among college students. We conducted full-text screening, data extraction, and risk of bias in duplicate. We calculated pooled effect sizes using multilevel random-effects meta-analysis. Searches retrieved 9,677 unique records. After screening 329 full texts, 105 met inclusion criteria, with a pooled sample of 7,776 students. Swapping video for existing teaching methods led to small improvements in student learning (g = 0.28). Adding video to existing teaching led to strong learning benefits (g = 0.80). Although results may be subject to some experimental and publication biases, they suggest that videos are unlikely to be detrimental and usually improve student learning.
Keywords: _genre:LR-literature_review; active learning; cognitive load; instructional design; multimedia; online learning

Thermal and visual comfort of schoolchildren in air-conditioned classrooms in hot and humid climates - Noda, Lumy; Lima, Amanda VP; Souza, Jullyanne F.; Leder, Solange; Quirino, Luana M. (Building and Environment, 2020)
Keywords: BE:RELEVANT

COVID-19 employment stress and child vulnerability.pdf - Noble, K.; Hurley, P.; Macklin, S. (2020)

Revisiting global development frameworks and research on universal basic education in Ghana and Sub-Saharan Africa: a review of evidence and gaps for future research - Nkrumah, Rodney Buadi; Sinha, Vandna (Review of Education, 2020)
The emergence of global development frameworks such as Education for All, Millennium Development Goals, and Sustainable Development Goals have expanded opportunities for Universal Basic Education (UBE) in Ghana and Sub-Saharan Africa (SSA). In the three decades of their implementation, these frameworks have also stimulated a culture of research based on measuring development and educational outcomes through established indicator-based approaches. Subsequently, research on UBE in Ghana and SSA remains largely dominated by quantitative indicators which concentrate on enrolment and completion numbers in measuring a country’s progress. Yet, emerging literature shows that the expansion in enrolment is accompanied by high rates of drop-outs, non completion, and low learning outcomes even for those able to complete basic education. Using structured and unstructured procedures to identify both academic and grey literature, this review explores the state of educational expansion and research on UBE in Ghana and SSA. We argue that the current reliance on dominant quantitative, indicator-based approaches to assessing UBE reveals little about the differential experiences of children, particularly those in rural and marginalised communities, who receive poor quality education. The lack of information about children’s experiences of access reinforces inequalities in education, employment, and upward mobility in later life. Future research should seek to unpack micro-level experiences which characterise access, as well as the pathways through which factors such as poverty and location create unequal experiences in schooling access, to inform context-specific policies for UBE.
Keywords: Ghana; Sub-Saharan Africa; educational expansion; global development frameworks; universal basic education

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

Artificial intelligence for sustainability: Challenges, opportunities, and a research agenda - Nishant, Rohit; Kennedy, Mike; Corbett, Jacqueline (International Journal of Information Management, 2020)

Teaching Systematic Review - Nind, Melanie (Systematic Reviews in Educational Research: Methodology, Perspectives and Application, 2020)
This chapter is about teaching systematic review; it is not, however, the product of a systematic review. It combines and builds on insights from two sets of research experiences: being taught about how to conduct systematic reviews ahead of doing this myself, and more recently, conducting study of the Pedagogy of Methodological Learning for the National Centre for Research Methods in the UK. The latter engaged teachers and learners in the process of building capability and capacity in the co-construction of understandings of what is important in teaching and learning advanced social science research methods, including systematic review. The chapter advocates teaching systematic review in ways that support critical thinking, utilising deep knowledge of the method and a willingness to be reflexive and open about its messy realities.

AI in Learning: Designing the Future - Niemi, Hannele; Pea, Roy D.; Lu, Yu (Springer International Publishing, 2023)
Keywords: Open Access; artificial intelligence; deep learning; games; human-machine interaction; intelligent digital tools; learning analytics; life-long learning; robotics; simulations; tutoring; virtual learning; well-being

Introduction to AI in Learning: Designing the Future - Niemi, Hannele; Pea, Roy D.; Lu, Yu (AI in Learning: Designing the Future, 2023)
The introduction chapter focuses on the main questions of the whole book AI in Learning: Designing the Future: (1) How is learning changing when human learning and machine learning are connected and what consequences does this conjunction have for education, also for working life as lifelong learning and (2) what kind of ethical issues are emerging with AI in education from the viewpoints of schools and other learning environments. The chapter first summarizes how recent AI technologies provide several options for learning and educational services and how AI is applied already in societies. In education and learning, many advanced techniques are already available, and we have tentatively promising findings. However, the accelerating pace of development of technology expands AI’s potentialities in education, so we need extensive new research about educational implementations and their effects on human learning and people’s lives. The chapter also summarizes how different chapters provide new research on AI in learning and education.
Keywords: AI ethical issues; Artificial intelligence; Human learning; Lifelong learning; Machine learning

Edtech and parental engagement - Nicolai, Susan; Rui, Tingting Yang; Zubairi, Asma; Seluget, Chebet; Kamninga, Tony (2023)
Keywords: ⛔ No DOI found

EdTech Evidence From Covid-19 Response: A thematic review of primary research from Bangladesh, Ghana, Kenya, Pakistan and Sierra Leone - Nicolai, Susan; Jefferies, Kate; Stepanek Lockhart, Ashley (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

EdTech Evidence From Covid-19 Response: A thematic review of primary research from Bangladesh, Ghana, Kenya, Pakistan and Sierra Leone - Nicolai, Susan; Jefferies, Kate; Lockhart, Ashley Stepanek (EdTech Hub, 2022)
Keywords: Final_citation; cited; existing

EdTech’s three promising approaches to #SaveOurFuture - Nicolai, Susan; Haßler, Björn (EdTech Hub, 2020)
By Susan Nicolai and Björn Haßler Covid-19 has led to the biggest upheaval to daily life that many of us have ever seen, including for education. Even before schools shut in early March, there was a recognised global learning crisis and some 260 million not in school. The pandemic has further interrupted education for 90% of children around the world,…
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; dode_eth-src-eth; dode_eth-trf2-dode

scite: A smart citation index that displays the context of citations and classifies their intent using deep learning - Nicholson, Josh M.; Mordaunt, Milo; Lopez, Patrice; Uppala, Ashish; Rosati, Domenic; Rodrigues, Neves P.; Grabitz, Peter; Rife, Sean C. (Quantitative Science Studies, 2021)
Citation indices are tools used by the academic community for research and research evaluation that aggregate scientific literature output and measure impact by collating citation counts. Citation indices help measure the interconnections between scientific papers but fall short because they fail to communicate contextual information about a citation. The use of citations in research evaluation without consideration of context can be problematic because a citation that presents contrasting evidence to a paper is treated the same as a citation that presents supporting evidence. To solve this problem, we have used machine learning, traditional document ingestion methods, and a network of researchers to develop a “smart citation index” called scite, which categorizes citations based on context. Scite shows how a citation was used by displaying the surrounding textual context from the citing paper and a classification from our deep learning model that indicates whether the statement provides supporting or contrasting evidence for a referenced work, or simply mentions it. Scite has been developed by analyzing over 25 million full-text scientific articles and currently has a database of more than 880 million classified citation statements. Here we describe how scite works and how it can be used to further research and research evaluation.

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

When Artificial Intelligence Voices Human Concerns: The Paradoxical Effects of AI Voice on Climate Risk Perception and Pro-Environmental Behavioral Intention - Ni, Binbin; Wu, Fuzhong; Huang, Qing (International Journal of Environmental Research and Public Health, 2023)

Should we collaborate with AI to conduct literature reviews? Changing epistemic values in a flattening world - Ngwenyama, Ojelanki; Rowe, Frantz (Journal of the Association for Information Systems, 2024)

Reports from the Field: Secondary School in Hong Kong Integrating the Spirit of Humanities into STEAM Education - Ng, Sin Fai Eric; Ng, Chin Hung (Journal of Learning for Development, 2021)
A small project of STEAM education called “Innovation for Love and Care” was implemented in a local secondary school in Hong Kong. Four seventh-grade students participated from November 2020 to February 2021. The project aims to integrate humanism into the traditional STEAM curriculum to stimulate the students’ innovation in a people-oriented approach. The project consisted of three modules implemented by means of both online teaching and face-to-face lessons due to the COVID-19 pandemic. The responses of the students were very positive. The overall performance has been recognised by the school management team. For the next step, the project team plans to expand the project to all seventh-grade students.
Keywords: Hong Kong; STEAM education; humanities; interdisciplinary approach; ⛔ No DOI found

Systematic Reviews in Educational Research: Methodology, Perspectives and Application [Chapter] - Newman, Mark; Gough, David (Systematic Reviews in Educational Research: Methodology, Perspectives and Application, 2020)
This chapter explores the processes of reviewing literature as a research method. The logic of the family of research approaches called systematic review is analysed and the variation in techniques used in the different approaches explored using examples from existing reviews. The key distinctions between aggregative and configurative approaches are illustrated and the chapter signposts further reading on key issues in the systematic review process.

Education Systems for Girls’ Education in the Indo-Pacific Region - Newman, Lorenzo; Pelosi, Alice; Zino, Giovanni; Crespi, Silvia; Gordon, Rebecca (2021)
Despite substantial progress over the last two decades, girls in many parts of the world experience worse educational outcomes than boys, particularly at the secondary and tertiary levels. The COVID-19 pandemic appears to have exacerbated this learning gap in many regions, making research on the relationship between girls’ education outcomes and education systems increasingly urgent. This rapid review explores the determinants of girls’ education outcomes in a specific group of Indo-Pacific countries. It examines the education system determinants of these outcomes such as government investment, teacher training, water, sanitation, and hygiene (WASH) infrastructure in schools, school-related gender-based violence, and indirect costs of education, drawing from pre-COVID-19 data. It also investigates societal determinants such as political factors, poverty rates, labour market participation trends, and child marriage rates. By attempting to explain differences in learning outcomes for girls, it also achieves a typology of countries in the region and suggests ideas for further research and FCDO programming.

Recommendations for the safe opening of schools for the 2020-2021 school year - COVID-19 SMART - NEMO (Ministry of National Security, 2020)

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

Review: Southgate, E. (2020). Virtual Reality in Curriculum and Pedagogy: Evidence from Secondary Classrooms. Routledge. - Neal, Terry (Journal of Learning for Development, 2021)
Keywords: immersive virtual reality; pedagogy technology; ⛔ No DOI found

Mitigating errors and misconceptions among Grade 11 learners in algebra through error analysis - Ndemo, Zakaria; Ndemo, Osten (African Journal of Teacher Education and Development, 2023)

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

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

Mobile Technology in a Transnational Project: The Experiences of Teacher Educators and Teachers - Naylor, Amanda; Gibbs, Janet; Igland, Anbjorg; Armundson, Monica (Transforming Teacher Education with Mobile Technologies, 2020)
Keywords: __C:filed:1

Loans and scholarships in Africa’s higher education finance: a comparative analysis of capitation, policy and recoveries in eleven countries. - Nayame-Chirwa, Ireen; Masaiti, Gift; Mwale, Nelly; Mkandawire, Sitwe Benson; Mulenga, Innocent Mutale; Sichula, Noah Kenny (2022)
Keywords: ⛔ No DOI found

Tanzania Weather & Climate - Natural habitat adventures (2022)
Tanzania has a generally comfortable climate year-round. Browse this month by month break down of weather and climate in Tanzania.

National Digital Literacy Framework - National Information Technology Development Agency (2023)

Valid Training Providers (Nigeria) - National Industrial Training Authority (2020)

Artificial Intelligence and Machine Learning for Climate Change Mitigation and Adaptation - Natani, Garima (Artificial Intelligence and Sustainable Computing, 2023)
Keywords: _z:no_pdf

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