Live video classroom observation: an effective approach to reducing reactivity in collecting observational information for teacher professional development - Liang, Jiwen (Journal of Education for Teaching: International Research and Pedagogy, 2015)
This paper examines the significance of live video classroom observations of teaching practice to reduce reactivity (the observer effect) so as to obtain more credible observational information for teacher professional development in a secondary school in the largest city in southern China. Although much has been discussed regarding the use of remote live video classroom observation for professional development, the advantage of remote live video classroom observation in reducing reactivity has often been overlooked. Using the case study method, the research reported here focuses on two components: conducting live video classroom observation and the use of the live video classroom observation in reducing reactivity. This paper suggests that live video classroom observation is effective in reducing reactivity and helps avoid subjective judgement and increase feedback sources, thus providing a solution to compensate for the limitations of traditional classroom observations.
Publisher: Routledge, Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1720065888?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2015.1045314 2405685:XGZM5SEC 2534378:69WEYDDC 2534378:6KGYG6GM 2534378:NCYRP586
Keywords: Administrator Attitudes; Case Studies; Case studies; China; Classroom Observation Techniques; Classroom observation; ERIC; Current Index to Journals in Education (CIJE); Education; Effectiveness; Faculty Development; Feedback; Feedback (Response); Foreign Countries; Interviews; Principals; Professional development; Qualitative Research; Secondary Education; Secondary School Teachers; Secondary schools; Teacher Attitudes; Teacher education; Teaching; Teaching Methods; Teaching methods; Video; Video Technology; Video recordings; __:import:01; __:match:final; __:matched; __:study_id:2096967; __finaldtb

Live video classroom observation: an effective approach to reducing reactivity in collecting observational information for teacher professional development - Liang, Jiwen (Journal of Education for Teaching: International Research and Pedagogy, 2015)
This paper examines the significance of live video classroom observations of teaching practice to reduce reactivity (the observer effect) so as to obtain more credible observational information for teacher professional development in a secondary school in the largest city in southern China. Although much has been discussed regarding the use of remote live video classroom observation for professional development, the advantage of remote live video classroom observation in reducing reactivity has often been overlooked. Using the case study method, the research reported here focuses on two components: conducting live video classroom observation and the use of the live video classroom observation in reducing reactivity. This paper suggests that live video classroom observation is effective in reducing reactivity and helps avoid subjective judgement and increase feedback sources, thus providing a solution to compensate for the limitations of traditional classroom observations.
Publisher: Routledge, Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1720065888?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2015.1045314 2339240:VQ7H8WUD 2405685:63X8MEP4 2534378:69WEYDDC 2534378:6KGYG6GM 2534378:NCYRP586
Keywords: Administrator Attitudes; Case Studies; Case studies; China; Classroom Observation Techniques; Classroom observation; ERIC; Current Index to Journals in Education (CIJE); Education; Effectiveness; Faculty Development; Feedback; Feedback (Response); Foreign Countries; Interviews; Principals; Professional development; Qualitative Research; Secondary Education; Secondary School Teachers; Secondary schools; Teacher Attitudes; Teacher education; Teaching; Teaching Methods; Teaching methods; Video; Video Technology; Video recordings; __:import:01; __:match:final; __:matched; __:study_id:2096967; __finaldtb

Live tutoring calls did not improve learning during the COVID-19 pandemic in Sierra Leone - Crawfurd, Lee; Evans, David K.; Hares, Susannah; Sandefur, Justin (Journal of Development Economics, 2023)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2023.103114 2405685:D8BHBGK9

LitSonar
KerkoCite.ItemAlsoKnownAs: 2405685:3PUUWHFP 2486141:G7RNZJYX
Keywords: _Added-ailr-2024

Literature searching for social science systematic reviews: Consideration of a range of search techniques - Papaioannou, Diana; Sutton, Anthea; Carroll, Christopher; Booth, Andrew; Wong, Ruth (Health Information & Libraries Journal, 2010)
Background: Literature for a systematic review on the student experience of e-learning is located across a range of subject areas including health, education, social science, library and information science. Objectives: To assess the merits and shortcomings of using different search techniques in retrieval of evidence in the social science literature. Methods: A conventional subject search was undertaken as the principal method of identifying the literature for the review. Four supplementary search methods were used including citation searching, reference list checking, contact with experts and pearl growing. Results: The conventional subject search identified 30 of 41 included references; retrieved from 10 different databases. References were missed by this method and a further 11 references were identified via citation searching, reference list checking and contact with experts. Pearl growing was suspended as the nominated pearls were dispersed across numerous databases, with no single database indexing more than four pearls. Conclusions: Searching within the social sciences literature requires careful consideration. Conventional subject searching identified the majority of references, but additional search techniques were essential and located further high quality references.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1471-1842.2009.00863.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1471-1842.2009.00863.x 2405685:8DNWJW52 2486141:9NRSNVM9 2486141:CSZNDTJB
Keywords: _TBC for use ailr-2024

Literature search protocol for the Evidence hub: Education partnerships between the state and non-state sector. - Rose, P; Downing, P (2019)
This methodological note provides an overview of a joint project to catalogue the research evidence on collaborations between the state and non-state sector in education in low income, lower-middle and upper-middle income countries. This document outlines the search protocol for the literature search, data extraction, and the development of the database.
shortDOI: 10/ggkzr2 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.2677613 10/ggkzr2 2339240:FTG4QDZF 2405685:CA7UBFY3
Keywords: Secondary Review; _zenodoOTHER

Literature search protocol for the African Education Research Database - Mitchell; Rose (Zenodo, 2018)
This methodological note provides an overview of the ‘Mapping education research in sub-Saharan Africa’ project. It presents the protocols for the literature search, data extraction, and development of the African Education Research Database.
shortDOI: 10/ghgnfp KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1245521 10/ghgnfp 2339240:3WYP59B9 2405685:CK2VGGRV
Keywords: Reviewed; _not_EdTechHub; _zenodoOTHER; education research; sub-Saharan Africa

Literature Reviews of Educational Technology Research in Low- and Middle-Income Countries: An audit of the field - Haßler, Björn; Adam, Taskeen; Brugha, Meaghan; Damani, Kalifa; Allier-Gagneur, Zoe; Hennessy, Sara; Hollow, David; Jordan, Katy; Martin, Kevin; Murphy, Mary; Walker, Hannah (EdTech Hub, 2019)
previousShortDOI: 10/ghgnfn previousShortDOI: 10/ghgnfn previousDOI: 10.5281/zenodo.4779020 previousDOI: 10.5281/zenodo.4768577 previousDOI: 10.5281/zenodo.3594489 previousShortDOI: 10/ghgnfn EdTechHub.Copy: 2129771:USWMWK73 previousShortDOI: 10/ghgnfn KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3523943 10.5281/zenodo.3594489 10.5281/zenodo.4768577 10.5281/zenodo.4779020 10.53832/edtechhub.0015 10/ghgnfn 2129771:K852X3EV 2129771:T7BUZI5N 2129771:USWMWK73 2339240:5KS58AH6 2339240:NZDE37HY 2405685:NM6CPLE9 2405685:SSWKT2MV 2405685:TDVP3W34
Keywords: LP: English; R:Literature review; systematic review; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _yl:g; _zenodoETH:submitted; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode; educational technology; EdTech; low-income countries; literature review

Literature Review in Science Education and the Role of ICT: Promise, Problems and Future Directions - Osborne, J.; Hennessy, S. (Nesta FutureLab, 2003)
KerkoCite.ItemAlsoKnownAs: 2129771:A4LVVMFJ 2405685:KT9DD3YZ

Literature review in mobile technologies and learning - Naismith, Laura; Sharples, Mike; Vavoula, Giasemi; Lonsdale, Peter (2004)
00662 KerkoCite.ItemAlsoKnownAs: 2129771:3BKJ5Q2K 2405685:LG3I5F3Y
Keywords: ⛔ No DOI found

Literature Overview of Accountability and EdTech: Recommendations for Using Technology to Improve Accountability in Educational Systems from Ghana and Other LMICs - McIntyre, Nora; Sabates, Ricardo; Jamieson Eberhardt, Molly (EdTech Hub, 2021)
ZenodoArchiveID: 4575561 PreviousDOI: 10.5281/zenodo.4468852 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4575561 2339240:BJT3BKFR 2405685:V9FUFGLQ

Literacy rate, adult total (% of people ages 15 and above) - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:W6SX6H6F

Literacy Promotion through Mobile Phones - Miyazawa, Ichiro (UNESCO, 2009)
KerkoCite.ItemAlsoKnownAs: 2405685:ITZEFIGS

Literacy League — Curious Learning - Curious Learning
KerkoCite.ItemAlsoKnownAs: 2339240:PE4XFR6G 2405685:QYVXQBUR

Literacy, Foundation Learning and Assessment in Developing Countries: Final Report. Education Rigorous Literature Review. - Nag, Sonali; Chiat, Shula; Torgerson, Carole; Snowling, Margaret J. (Department for International Development, 2014)
KerkoCite.ItemAlsoKnownAs: 2405685:IKA83Z7J 2405685:IM87X7QQ

Literacy Boost in Rwanda: Impact Evaluation of a 2-year Randomized Control Trial. - Friedlander, E; Goldenberg, C (Stanford University, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:I24TPEWC

litbaskets
LITBASKETS — Supporting literature searches for Information Systems researchers.
KerkoCite.ItemAlsoKnownAs: 2405685:M8EMH47V 2486141:EPW67R7M
Keywords: _Added-ailr-2024

List of types of systems theory - Wikipedia (Wikipedia, 2021)
This list of types of systems theory gives an overview of different types of systems theory, which are mentioned in scientific book titles or articles. The following more than 40 types of systems theory are all explicitly named systems theory and represent a unique conceptual framework in a specific field of science. Systems theory has been formalized since the 1950s, and a long set of specialized systems theories and cybernetics exist. In the beginnings, general systems theory was developed by Ludwig von Bertalanffy to overcome the over-specialisation of the modern times and as a worldview using holism. The systems theories nowadays are closer to the traditional specialisation than to holism, by interdependencies and mutual division by mutually-different specialists.
Page Version ID: 998624856 KerkoCite.ItemAlsoKnownAs: 2339240:9ZNWIT4X 2405685:XFYANJMX

Liquid Telecom Kenya (Liquid telecom, 2020)
Liquid Telecom in Kenya is a full-service data communications carrier offering a host of services including IP, broadband transport, infrastructure services and co-location services.
Library Catalog: www.liquidtelecom.com KerkoCite.ItemAlsoKnownAs: 2405685:P2386RRU

Link It, Open It, Use It: Changing How Education Data Are Used to Generate Ideas - Rossiter, Jack (Center for Global Development, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:YXBCLR9K 2405685:5M7N4NGE 4656463:5SQLXUEG

Link it, open it, use it: changing how education data are used to generate ideas - Rossiter, Jack (Center for Global Development, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:TI93K3JQ 2405685:5C7QHDNJ 8836279:4T7GVVU4 8836279:9WYHNMFV 8836279:EZC3PBDB 8836279:HPLJT6V2 8836279:YLSJNHSD

Linguistic imperialism and language decolonisation in Africa through documentation and preservation - Agyekum, Kofi (African linguistics on the prairie, 2018)
This paper addresses the politics of language use in African nations and societies. It highlights the role of power and economics in the choice of language. It discusses linguistic imperialism and language shift, and how they lead to language endangerment. The paper also discusses linguistic decolonization whereby societies resist linguistic domination and endangerment and embark on language maintenance. It touches on the methods employed in language decolonisation, namely language revitalisation, resistance, maintenance, documentation and preservation. Attention will be on lexicology, terminology and the role of radio and TV. We argue that as a society tries to redeem itself from linguistic imperialism through decolonisation, certain stronger politico-economic factors push it back into linguistic imperialism. We will find out that some of the indigenous people themselves kick against language decolonisation. The paper hinges on the theoretical base of language endangerment. Examples are taken from African and Ghanaian languages with emphasis on Akan.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1251718 2405685:DKKX2Q3F 4042040:5IUAYIB2

Linguistic Diversity Index by Country 2024 - World Population Review (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:UYVQFNFE 2405685:D52VUZ8C
Keywords: ⛔ No INSPIRE recid found

Linear systems theory - Hespanha, Joao P. (Princeton university press, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:GSZKISLH 2405685:6T5JW898

Limiting Learning Loss using Phone-based Programming during Covid-19 in Botswana - Angrist, Noam; Bergman, Peter; Brewstar, Caton; Matsheng, Moitshepi (The Abdul Latif Jameel Poverty Action Lab (J-PAL), 2020)
Working in Botswana, researchers rapidly evaluated a phone-based remote learning program aimed at keeping children engaged with math during the Covid-19 pandemic. Students who received weekly SMS messages and phone calls to review math exercises increased their math skills after twelve weeks, while students who received only SMS messages did not.
KerkoCite.ItemAlsoKnownAs: 2339240:ERXJR257 2405685:S6P3E5AS

Limitations of Malaysia’s Data Protection Bill - Greenleaf, Graham (2010)
KerkoCite.ItemAlsoKnownAs: 2339240:CB72STTR 2405685:PSA77FZR
Keywords: ⛔ No DOI found

Life planning by digital storytelling in a primary school in rural Tanzania - Duveskog, Marcus; Tedre, Matti; Sedano, Carolina Islas; Sutinen, Erkki (Educational Technology & Society, 2012)
Storytelling is one of the earliest forms of knowledge transfer, and parents often use it for teaching their children values and knowledge. Formal schooling, however, is less inclined to use storytelling as a vehicle for knowledge transfer, and even less as a vehicle for modern self-directed, student-centered, and constructionist pedagogy. Research literature reports experiences on student-centered storytelling in schools, but there is little information about such learning environments using modern information technology. Using a case study approach, we collected qualitative data from a workshop that tested a number of constructionist pedagogical approaches and one-to-one computing technology in a hypercontextualized storytelling workshop. In that workshop, which took place in a Tanzanian primary school, pupils used their XO-1 laptops as digital media tools for expressing their dreams and solutions to overcoming challenges in life. Results of this study suggest that digital storytelling offers additional advantages when compared to traditional storytelling. Designers need to follow six principles for a successful digital storytelling workshop: commitment, contextual grounding, previous exposure to the context, involvement of local experts, atmosphere of trust, and realistic flexible planning.
KerkoCite.ItemAlsoKnownAs: 2339240:RY6T9AGL 2405685:KW2JCTF6
Keywords: ⛔ No DOI found

Life experiences of individuals living with dyslexia in Malaysia: A phenomenological study - Oga, Chan; Haron, Fatimah (Procedia-Social and behavioral sciences, 2012)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.sbspro.2012.05.261 2339240:PHHTPURG 2405685:Y77YE77L
Keywords: ⛔ No INSPIRE recid found

Licenses for open material - Wageningen University and Research (WUR, 2018)
Open materials are any material provided with an open license. You can use an open license to indicate what other people are allowed to do with your work.
EdTechHub.ItemAlsoKnownAs: 2405685:JAX76AQP

Libya’s Roadmap for Distance Learning (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5901508 2405685:2WMNXSHF
Keywords: F: Helpdesk response; _r:AddedByZotZen

Libya: How to use KoBo for UNHCR - UNHCR

LibGuides: Accessibility Toolkit for Open Educational Resources (OER): OER Commons-ISKME - Wolfe, Amy (2020)
Accessibility guide for creating OER
KerkoCite.ItemAlsoKnownAs: 2405685:Q4JNJWBC

Liberia Teacher Training Program II (LTTP II) - FHI360 (2016)
FHI 360’s Liberia Teacher Training Program II (LTTP II) builds on work conducted under LTTP I to address Liberia’s critical shortages of qualified teachers and institutional capacity to produce new teachers.
Library Catalog: www.fhi360.org KerkoCite.ItemAlsoKnownAs: 2339240:KJT59EFR 2405685:TVLFHSTQ

Liberia Profile - International Telecommunications Union (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:7B7I5Z5W

Liberia launches “getting to best in education” program - Woods Baysah, David (Global Partnership for Education, 2018)
Library Catalog: www.globalpartnership.org EdTechHub.ItemAlsoKnownAs: 2405685:URWCC77S

Liberia Information and Communications Technology (ICT) Policy 2019-2024 - Ministry of Posts and Telecommunications (Government of Liberia, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:W7W8NRTC 2405685:ZVX6PFYN

Liberia - Improving Results in Secondary Education Project - World Bank (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:B759A5Q3

Liberia ICT Policy 2017-2021: Initial Stakeholders Consultation - Sarpong, Eleanor (Alliance for Affordable Internet, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:DRS892WA

Liberia: Framework and Strategy Drawn up at UNESCO-MOE ICT in Education Policy Workshop - Front Page Africa (2019)
MONROVIA – UNESCO Liberia over the weekend ended a two-day workshop in Monrovia on ICT in Education, with participants building a consensus on a framework and strategy for a draft national policy on ICT in Education in country. The workshop is part of a UNESCO-CFIT project sponsored by the People’s Republic of China in collaboration […]
Library Catalog: frontpageafricaonline.com KerkoCite.ItemAlsoKnownAs: 2339240:KFUWVVA9 2405685:3L33SBJW

Liberia: Farewell 2019 - A Review of ICT Initiatives in Liberia - Wilkins, Darren (All Africa, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:PKSW9KQS

Liberia Education Sector Analysis - World Bank (2016)
KerkoCite.ItemAlsoKnownAs: 2405685:5JH5HDGM

LGA Implementation Guide for Teacher Continuous Professional Development - Tanzania Institute of Education; Ministry of Education, Science & Technology; President’s Office — Regional and Local Governance (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5202057 2405685:U7NR3KP4
Keywords: _r:AddedByZotZen

Leveraging mathematics software data to understand student learning and motivation during the COVID-19 pandemic - Rutherford, Teomara; Duck, Kerry; Rosenberg, Joshua M.; Patt, Raymond (Journal of Research on Technology in Education, 2022)
KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2021.1920520 2339240:4M3D4MSP 2405685:CATW6CYQ

Leveraging Malawi’s Existing Digital Infrastructure to Boost Economic Growth - World Bank (World Bank, 2021)
The latest economic analysis of Malawi says the country has an opportunity to kickstart digital transformation by enabling the growth of a robust digital economy ecosystem
KerkoCite.ItemAlsoKnownAs: 2339240:F9MIWM7B 2405685:6ZM5SVJE

Leveraging innovative technology in literacy and education programmes for refugees, migrants and internally displaced persons - UNESCO Institute for Lifelong Learning; Zholdoshalieva, Rakhat; Xi Teng, Jian; Ayyappan, Annapurna; Tu, Boxuan (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:Q25WA8BP 2405685:S289U387

Leveraging Existing Technology in Low-Resource Settings: Conceiving and developing implementation plans for schools - Hayat, Amal; Flam, Rebekka; Handigol, Apoorva (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 14727493 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1088 ZenodoArchiveConcept: 14727492
Keywords: _r:AddedByMyEducationEvidence

Leveraging Education Technology to Reach Disadvantaged Children and Youth - UNICEF (ROSA) (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:VMEGD46F 2405685:5HW23DBV

Leveraging Education in Emergencies for Climate Action - EiE Hub (Geneva Global Hub for Education in Emergencies, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:DJQE6RS5 2405685:LDPAP6F7

Leveraging data in African countries: Curating government microdata for research - Woolfrey, Lynn (DataFirst, University of Cape Town, 2013)
Governments mandate their National Statistics Offices to collect empirical data through censuses and surveys to determine appropriate national policies. Further investigation of this data by academics can help evaluate the effectiveness of government action. In many countries governments have created policies and institutions to share official data with researchers to allow independent evaluation of both the data and the policies informed by the data. In 2009 a survey was undertaken to assess ease of access to government survey microdata in African countries. This investigation revealed that the sharing of African government microdata is constrained by several obstacles. African National Statistics Offices, the main African data producers, have limited resources to curate microdata and ensure its long-term availability. Consequently many African data producers do not follow international best practice with regard to survey data management or make the microdata from official surveys available for research purposes. A further obstacle in Africa is inadequate producer-user communication channels. Concerns around the confidentiality of respondent information also present a barrier to data usage for research, as does the bureaucratic nature of government institutions involved in data production. A follow-up survey undertaken in 2012 examined improvements in data access and other dimensions of data quality in the intervening years, focusing on Statistics Offices participating in a donor project to advance data curation in resource poor countries. The survey showed that the provision of appropriate data curation tools can improve data sharing for policy feedback. However, this is more effective in countries with sound data usage policies driven by African decision-makers who appreciate the role of data utilisation in national development.
KerkoCite.ItemAlsoKnownAs: 2339240:2TLBL6P2 2405685:ZMP3MEVM

Leveraging community partnerships to engage digitally foreign learners in response to COVID-19 - Burgess, W Keith; Anderson, Jimmeka L (Middle Grades Review, 2020)
This practitioner perspective discusses how creating and leveraging community partnerships in response to COVID-19 enhanced remote learning with science curriculum in an urban middle school with digitally foreign learners. The term digitally foreign learners was coined by the authors to contextualize the experiences of students with limited digital learning both at home and in school as a result of the digital divide. By developing a partnership with the nonprofit organization, I AM not the MEdia, Inc., along with parents and an external educator, the authors describe how a classroom blog site was created that enhanced remote learning engagement with students and families in a high poverty community. Strategies for addressing technology inequities and engaging digitally foreign learners through digital curriculum is provided.
KerkoCite.ItemAlsoKnownAs: 2339240:T2AMHYLK 2405685:QHB7XQU2 2405685:V9PDIVXY
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Leveraging Community and Government Resources for Gender and Educational Equity in India: A Case Study of Educate Girls | Educate a Child (educate a child, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:NHVZMVIL 2405685:QLKRXATW

Levar sala de aula até sala de casa é bom negócio na Geekie - Rosa, Joao Luiz (Valor Econômico, 2021)
Isolamento social ajudou ‘edtech’ a elevar o faturamento em mais de 170% no ano passado
KerkoCite.ItemAlsoKnownAs: 2339240:4UAQBJVI 2405685:F7RAB35E

Lettre de Politique Générale pour le Secteur de l’Education et de la Formation (LPGS-EF) - Ministère de l'Education Nationale (Republique du Senegal, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:V9WX7BB8 2405685:BQ5B36LB

Let's Read — How Tusome Leveraged EdTech to Improve National Learning Outcomes. Governing Digital Transformation: Improving Outcomes in Education Systems - Myers, Christina; Kaye, Tom; Khalayleh, Abdullah (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 4699337 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4699337 2339240:MQFC486E 2339240:YAXCDGIK 2405685:3GQXS67C 2405685:Q9F2PISN
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _r:AddedByZotZen; _zenodo:submitted; _zenodoETH

Let's Read — How Tusome Leveraged EdTech to Improve National Learning Outcomes. Governing Digital Transformation: Improving Outcomes in Education Systems - Myers, Christina; Kaye, Tom; Khalayleh, Abdullah (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 2405685:2J7K7DAQ 2486141:3ILITC56

Let’s Read - The Asia Foundation (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:HM8MTIIC 2405685:Y4NFIS88

"Let's not leave this problem": exploring inclusive education in rural South Africa - Mitchell, Claudia; De Lange, Naydene; Thuy, Nguyen-Thi Xuan (Prospects: Quarterly Review of Comparative Education, 2008)
Inclusive education represents a new agenda for educational reform that spans a wide range of socio-political, cultural, ethical, personal and interpersonal dimensions. Working towards educational inclusion demands commitments, responsibilities and initiatives on the part of all parties to take into consideration the meanings and purpose of education and social justice, to engage and take collective actions in their struggle to combat the diverse forms of educational and social exclusion. This paper presents an educational initiative to implement inclusive education in rural KwaZulu-Natal, an area of South Africa that is most seriously affected by the pandemic of HIV and AIDS. Through the implementation of participatory video-making projects in two schools, the authors seek to empower the voices and actions of teachers in an effort to cope with the problems of poverty and marginalization facing many children. The outcomes of this type of participatory work with teachers have implications for the policy-making process, which in turn, could change the ways educational policy research is structured and implemented.
Publisher: Springer, 233 Spring Street, New York, NY 10013 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/61950460?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-008-9057-y 2339240:BV8QZH7J 2405685:G5SZS5H6 2405685:X66PVJWQ 2534378:RJ6ZCAD4 2534378:TTCJ2RZE 2534378:WG3HWTSN
Keywords: Access to Education; Acquired Immunodeficiency Syndrome (AIDS); Developing Nations; Disabilities; ERIC; Current Index to Journals in Education (CIJE); Education; Education reform; Educational Change; Educational Policy; Foreign Countries; Human immunodeficiency virus–HIV; Inclusive Schools; Mainstreaming; Multicultural education; Policymakers; Poverty; Researchers; Rural Areas; Rural areas; Social Attitudes; Social Bias; Social Isolation; Social Justice; Social activism; South Africa; Special Needs Students; Teacher Attitudes; __:import:01; __:match:final; __:matched; __:study_id:2098725; __finaldtb

Let’s learn together’: co-creating mental health solutions with adolescents in Tanzania and Viet Nam - Myers, Christina; Samuels, Fiona (ODI, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:TU9L3ERY

'Let's learn together': co-creating mental health solutions with adolescents in Tanzania and Viet Nam - Myers, Christina; Samuels, Fiona; Kyungu, Esther; Mbowe, Dayani; Dang, Hoang-Minh; Vu, Van; Le, Ha; Leon-Himmelstine, Carmen; Pellini, Arnaldo (ODI: Think change, 2022)
Co-creation is when participants and key stakeholders themselves are central to the process of designing solutions. This approach challenges the idea that interventions should be designed for individuals, and instead focuses on contextualising interventions through designing solutions by the very individuals who will be using them.This ODI Case study explores the experiences and reflections that emerged from designing and implementing a co-creation process. The project, funded by Fondation Botnar, was aiming to respond to mental health and well-being challenges facing adolescents in Tanzania and Viet Nam by co-creating digital and non-digital solutions. In the context of Covid-19, it also presents insights that can be used to inform what a co-design process should consider in practice, as well as a few lessons learnt and suggestions on how to do things differently in future.
KerkoCite.ItemAlsoKnownAs: 2339240:WPJHF95F 2405685:GHBTXCU4

Let’s Chat: Chatbot Nudging for Improved Course Performance - Meyer, Katharine; Page, Lindsay C.; Smith, Eric; Walsh, B. Tyler; Fifield, C. Lindsey; Evans, Michael
Despite documented benefits to college completion, more than a third of students who initially enroll in college do not ultimately earn a credential. Completing college requires students to navigate both institutional administrative tasks (e.g., registering for classes) and academic tasks within courses (e.g., completing homework). In postsecondary education, several promising interventions have shown that text-based outreach and communication can be a low-cost, easy to implement, and effective strategy for supporting administrative task navigation. In this paper, we report on two randomized controlled trials testing the effect of a text-based chatbot with artificial intelligence (AI) capability on students' academic task navigation in introductory courses (political science and economics). We find the academic chatbot significantly shifted students’ final grades, increasing the likelihood students received a course grade of B or higher by 5-6 percentage points and reduced the likelihood students dropped the course.
Publisher: EdWorkingPapers.com KerkoCite.ItemAlsoKnownAs: 10.26300/ES6B-SM82 2339240:DPYFZACM 2405685:VS7Y6Z72

Let it Snow: How Solar Panels Can Thrive in Winter Weather - Gray, Charlie (Energy.gov, 2017)
Winter is here and many parts of the country have already seen snow. Although at first blush it may seem that solar power is ideal for the summer, solar panels actually produce useful power throughout all four seasons — including when they're covered...
KerkoCite.ItemAlsoKnownAs: 2339240:4WL2NVQ7 2405685:PW8ZY4M3

Lessons on Implementation: Stakeholders’ Experiences with Digital Personalized Learning Platforms - D'Angelo, Sophia; Barón, Juan; Mazari, Haani; Morales, Daniel; Tabares, Santiago Ospina; Santos, Paola Polanco; Kaye, Tom (World Bank, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:MCYVG4AG 2405685:9A2P2NAW

Lessons learnt: Synthesis of literature on the effectiveness of investments in education - Ministry of Foreign Affairs of the Netherlands (2011)
KerkoCite.ItemAlsoKnownAs: 2405685:N8B723NX

Lessons learnt from education data mapping in Africa: Workshop summary and synthesis - Pambe, Rigobert; Kadzamira, Esme; Mjomba, Renaldah; Lawson, Laté; Onsomu, Eldah; Adam, Taskeen; Heady, Lucy; Mugo, John; Tinto, Teg-WendeIdriss (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
10.5281/zenodo.5576416 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5576416 10.53832/edtechhub.0052 2339240:282R466B 2339240:EQWZQPHA 2405685:2B2RMIDY 2405685:AEQDZV3T 2405685:DX6WMTLN 2405685:NNN9EZ7J
Keywords: _r:AddedByZotZen

Lessons Learned from World Bank Education Management Information System Operations: Portfolio Review, 1998-2014 - Abdul-Hamid, Husein; Saraogi, Namrata; Mintz, Sarah (Washington, DC: World Bank, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-1056-5 2339240:7ZBERZEJ 2339240:KD2C2VGD 2339240:XMYQAKT5 2405685:6CI2PJ6Z 2405685:7FGMNWRV 2405685:ZQRXYWG4 4656463:I9K4CKTB
Keywords: Accountability; Data Integration; Data Quality; Data Utilization; Education; Education Management; Emis; Enabling Environment; Information System; Management Information Systems; Monitoring and Evaluation System; Planning; Sustainability; System Procurement; System Soundness; Unique Id; ___working_potential_duplicate

Lessons learned from the outcomes and delivery of girls’ clubs in educational programmes - Page, Ella (Institute of Development Studies, 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.
KerkoCite.ItemAlsoKnownAs: 2405685:I4NXTSY4 2534379:MB29IWDI
Keywords: ⛔ No DOI found

Lessons learned from-introducing value-added performance measures in Uganda - Elks, Phil (HEART, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:BC3Q9BSL 2405685:8Z5M7R78 4656463:BQQC9G96

Lessons Learned from Education Initiatives Implemented During the First Wave of COVID-19: A Literature Review - Sims, Kate (Institute of Development Studies (IDS), 2021)
It is important to assume that the learning crisis caused by COVID-19 is not over. As highlighted by 2021 school closures in response to the Delta variant, lessons learned from school closures in 2020 are required and applicable. There is therefore a need for reflection and a consolidation of lessons learned to protect education outcomes. Lessons include the need for parental engagement and support, the mobilisation of community actors, and inclusive and accessible remote learning approaches (Kapur, 2020, p. 38). This literature review seeks to better understand what worked and what did not work in education interventions during the first wave of COVID-19, in order to support planning on current and future school closures and/or disruptions to education systems. It focuses on three key areas: 1. Support to teachers to continue teaching during school closures, and the role of teachers in supporting marginalised learners; 2. Approaches to ensure the continuation of learning; and 3. Approaches to reach the most marginalised learners.
KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2021.134 2339240:JZRWLVTZ 2405685:85KMGD6V

Lessons Learned about Remote Learning from Liberia’s Ebola Crisis - Hartenberger-Toby, Lisa (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PFSHLTH7 2405685:V64VBUXT

Lessons from Kenya’s Education Reforms - World Bank (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:58C9VTTY 2405685:5S455QEI

Lessons from Girls’ Education South Sudan (GESS) - GESS (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FEZBZJAV 2405685:HKWLWKCL

Lessons for effective CPD - Synthesis of a Sandbox Learning Session - Plaut, Daniel (EdTech Hub, 2020)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 5123352 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5123352 2405685:JN3CGXFK
Keywords: _EdTechHub_Output; _r:AddedByZotZen

Lessons for Education from COVID-19 A Policy Maker’s Handbook for More Resilient Systems - OECD (OECD Publishing, 2020)
The COVID-19 pandemic has shaken long-accepted beliefs about education, showing that learning can occur anywhere, at any time, and that education systems are not too heavy to move. When surveyed in May 2020, only around one-fifth of OECD education systems aimed to reinstate the status quo. Policy makers must therefore maintain the momentum of collective emergency action to drive education into a new and better normal. This Handbook provides practical guidance to support them to do just that. It presents the current state-of-play in over 40 education systems, and efforts to improve pedagogical practices in the midst of the pandemic. It proposes three key lessons and related policy pointers for the current academic term and beyond. Drawing on concrete examples of COVID-19 policy responses from primary to tertiary, as well as impactful pre-crisis policies, it addresses the policy areas of flexible learning, educator skills, and student equity. The Handbook has been prepared with evidence from the Education Policy Outlook series – the OECD’s analytical observatory of education policy. As such, it benefits from a decade of policy analysis, outcomes from the Education Policy Reform Dialogues 2020, and the development of an actionable Framework for Responsiveness and Resilience in education.
Google-Books-ID: lAkPEAAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:P9VP49QS 2405685:K76DA8BJ

LessonPlanner: Assisting novice teachers to prepare pedagogy-driven lesson plans with Large Language Models - Fan, Haoxiang; Chen, Guanzheng; Wang, Xingbo; Peng, Zhenhui (Proceedings of the 37th Annual ACM Symposium on User Interface Software and Technology, 2024)
Preparing a lesson plan, e.g., a detailed road map with strategies and materials for instructing a 90-minute class, is beneficial yet challenging for novice teachers. Large language models (LLMs) can ease this process by generating adaptive content for lesson plans, which would otherwise require teachers to create from scratch or search existing resources. In this work, we first conduct a formative study with six novice teachers to understand their needs for support of preparing lesson plans with LLMs. Then, we develop LessonPlanner that assists users to interactively construct lesson plans with adaptive LLM-generated content based on Gagne's nine events. Our within-subjects study (N=12) shows that compared to the baseline ChatGPT interface, LessonPlanner can significantly improve the quality of outcome lesson plans and ease users' workload in the preparation process. Our expert interviews (N=6) further demonstrate LessonPlanner's usefulness in suggesting effective teaching strategies and meaningful educational resources. We discuss concerns on and design considerations for supporting teaching activities with LLMs.
arXiv:2408.01102 [cs] KerkoCite.ItemAlsoKnownAs: 10.1145/3654777.3676390 2339240:HBQBW8FG 2405685:VB65TT97
Keywords: Computer Science - Human-Computer Interaction

Lesotho Science & Technology Policy, 2006-2011 - Ministry of Communications, Science and Technology (UNESDOC Digital Library, 2008)
KerkoCite.ItemAlsoKnownAs: 2339240:387VQ7WV 2405685:QYLLGKKG

Les TIC au service de l'éducation : Impact et enseignements retenus des activités appuyées par IICD - IICD (2007)
KerkoCite.ItemAlsoKnownAs: 2405685:TW37BR7D

Les Technologies De L’enseignement Et Le Covid-19 - 10 Choses À Savoir - EdTech Hub Team (2021)
ZenodoArchiveID: 4709702 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4709702 2339240:IH4ZG3U7 2339240:JUZ57X4A 2339240:R39DB2EG 2405685:26VNTFQU 2405685:DQ5URLSY 2405685:VJ488Z7L
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH

Les langues maternelles africaines et/ou ivoiriennes ont-elles des limitespédagogiques ou d’apprentissage–enseignement? - Koffi, Konan Thomas (ANADISS, 2016)
Publisher: UNIVERSITATEA» ȘTEFAN CEL MARE «SUCEAVA KerkoCite.ItemAlsoKnownAs: 2405685:CUWC3FUY 315692:AILBFPK4 315692:P4ZJ6JN2 4042040:5Z5Y6LR5 4042040:BKPV8X3J
Keywords: ⛔ No DOI found

Les Langues Africaines a L'ere Numerique: Defis Et Opportunites de L'informatisation Des Langues Autochtones - Osborn, Don (IDRC, 2011)
KerkoCite.ItemAlsoKnownAs: 2405685:MFEFAQY5 4042040:H7B5DJCZ

Leh Wi Learn - Sierra Leone Secondary Education Improvement Programme - DFID (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:9PJP3ZYU

Leh Wi Learn - Sierra Leone Secondary Education Improvement Programme - Foreign, Commonwealth Development Office (GOV.UK, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:X4QX7MSL 2405685:LUH7MFXZ

Leh wi Lan - Sierra Leone Secondary Education Improvement programme - Camb-Ed - Cambridge Education
KerkoCite.ItemAlsoKnownAs: 2339240:D6QHH8AY 2405685:BXRXKEAD

Leh wi Lan - Sierra Leone Secondary Education Improvement programme - Cambridge Education
KerkoCite.ItemAlsoKnownAs: 2405685:6R27IYAN 2486141:VVKL5SZ9

Leh Wi Lan | MBSSE - Ministry of Basic and Senior Secondary Education: Sierra Leone
Library Catalog: mbsse.gov.sl KerkoCite.ItemAlsoKnownAs: 2339240:EYVXUCT4 2405685:I9W42NJV

Leh Wi Lan: Improving The Quality Of Secondary Education In Sierra Leone - Ministry of Basic and Senior Secondary Education (Sierra Leone) (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:Y7RFFB9I

Leh Wi Lan: 12th Quarterly Report - Leh Wi Lan (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:5RCQFTGZ 2405685:ID2XMAX7

Legislating gender and sexuality in Africa: Human rights, society, and the state - Boyd, Lydia; Burrill, Emily (University of Wisconsin Pres, 2020)
In recent decades, a more formalized and forceful shift has emerged in the legislative realm when it comes to gender and sexual justice in Africa. This rigorous, timely volume brings together leading and rising scholars across disciplines to evaluate these ideological struggles and reconsider the modern history of human rights on the continent. Broad in geographic coverage and topical in scope, chapters investigate such subjects as marriage legislation in Mali, family violence experienced by West African refugees, sex education in Uganda, and statutes criminalizing homosexuality in Senegal. These case studies highlight the nuances and contradictions in the varied ways key actors make arguments for or against rights. They also explore how individual countries draft and implement laws that attempt to address the underlying problems. Legislating Gender and Sexuality in Africa details how legal efforts in the continent can often be moralizing enterprises, illuminating how these processes are closely tied to notions of ethics, personhood, and citizenship. The contributors provide new appraisals of recent events, with fresh arguments about the relationships between local and global fights for rights. This interdisciplinary approach will appeal to scholars in African studies, anthropology, history, and gender studies.
Google-Books-ID: Cp7eDwAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:EYJ99ERE 2405685:448SI79U
Keywords: History / Africa / General; Political Science / Human Rights; Social Science / Gender Studies

Left out, left behind: adolescent girls’ secondary education in crises - Plan International UK (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:ZBUBLI5A 2405685:PRP5JTIX

Lecture Pour Tous Final Performance Report - USAID; Chemonics International (2014)

Lebanon: Why the country is in crisis (BBC News, 2020)
What has caused such anger across Lebanon - and why it is not going away.
KerkoCite.ItemAlsoKnownAs: 2339240:PLG3SIYH 2405685:89PJLV5P

Lebanon Telecoms, Mobile and Broadband Markets 2020 - Pricing of Telecom Services Has Been Raised as an Issue in Recent Years (Business Wire, 2020)
The
KerkoCite.ItemAlsoKnownAs: 2339240:56DPGZ7E 2405685:5U87V72X

Lebanon starts transformation process to digital economy (MENAFN, 2019)
) BEIRUT, Sept 13 (KUNA) – Lebanese Minister of Telecommunications Mohamed Choucair said on Friday that the government has started the transformation process to the digital economy that acquires four percent of the country's national income. Choucair, who represented Prime Minister Saad Al-Hariri at the opening ceremony to 'Digital Lebanon Conference 201
KerkoCite.ItemAlsoKnownAs: 2339240:ZMQFZ38J 2405685:H3SPNCJ8

Lebanon: Needs at a Glance – 2024 - UNHCR (2024)
KerkoCite.ItemAlsoKnownAs: 2405685:3EZCN88R

Lebanon - Media Landscape - Trombetta, Lorenzo (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:ZZL7UPM8 2405685:UIACR9QG

Leaving No Youth Behind in Timor-Leste: Young People with a Disability - United Nations Timor-Leste; Belun (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:5WJQA2J3 2339240:8AXGPTWP 2339240:E2IQPSA8 2405685:CHYY5HHM 2405685:HFMSMQQH 2405685:N3RGRRSB
Keywords: ⛔ No INSPIRE recid found

Leaving no one behind: technology and the education sector response to COVID-19 in Rwanda (EdTech Hub, 2020)
By Ernest Ngabonzima, Roberte Isimbi, Marie Merci Mwali, Arnaldo Pellini A swift policy response When COVID-19 reached Rwanda, the Ministry of Education (MINEDUC) was quick to shut schools and make use of technology to support and enable distance learning. This includes e-learning platforms and the use of private and public media channels. The first teaching radio programmes were introduced just…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707854 2405685:PBVEZH79
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Leaving no-one behind: Improving climate change and entrepreneurship education in sub-Saharan Africa through E-learning and innovative governance systems - Chirambo, Dumisani (Climate Literacy and Innovations in Climate Change Education: Distance Learning for Sustainable Development, 2018)
Poverty and climate change vulnerability is increasing in Sub-Saharan Africa (SSA) because the region lacks education and skills development facilities, and sustainable governance systems. Arguably, mainstreaming climate literacy in secondary schools through Information and Communications Technology (ICT) modalities can promote sustainable development and climate change resilience by providing early opportunities for the youth to gain knowledge and awareness of the behavioral and cultural changes that may foster improved climate change resilience. Through an inductive analysis based on research articles, case studies, policy briefs, and academic literature reviews, this chapter sought to highlight emerging ICT learning contexts in SSA as a means to determine the extent to which ICT may be used to promote climate change and sustainable development education in secondary schools. The chapter showed that climate literacy at secondary schools was being constrained by a lack of climate change education material and content on existing ICT learning platforms; and a lack of innovative governance systems to support governments in delivering climate literacy content to secondary schools and the youth. Consequently, to “leave no-one behind” requires non-state actors to develop and utilise innovative governance systems and digital climate literacy material that can complement government efforts to mainstream climate literacy at secondary schools.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-70199-8_3 2339240:3KUJPMJY 2405685:RMVKCCC3

'Leave no one behind' - five years into Agenda 2030: Guidelines for turning the concept into action - Samman, Emma; Roche, Jose Manuael; Sarwar, Moizza Binat; Evans, Martin (Overseas Development Institute, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:7VTSZ8FZ 2405685:9KJFUTGQ

Leave no child behind: global report on boys’ disengagement from education - UNESCO (UNESCO, 2022)
ISBN: 978-92-3-100520-6 KerkoCite.ItemAlsoKnownAs: 2339240:E33FHUU6 2405685:ZZT8CKLI

#LearningNeverStops(?): A teacher and refugee student’s reflections on Covid-19 school closures in Lebanon | INEE - Chopra, Vidur; Talhouk, Joumana (Inter-agency Network for Educatio in Emergencies, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:3WENPKKT 2405685:UBDIW8HL

learningequality/sushi-chef-ubongokids - GitHub (GitHub)
Contribute to learningequality/sushi-chef-ubongokids development by creating an account on GitHub.
KerkoCite.ItemAlsoKnownAs: 2405685:RF3TIZAX

Learning without Teachers? Evidence from a Randomized Experiment of a Mobile Phone-Based Adult Education Program in Los Angeles - Ksoll, Christopher; Aker, Jenny C; Miller, Danielle; Perez, Karla; Smalley, Susan L (2014)
Over 755 million adults worldwide are unable to read and write in any language. Yet the widespread introduction of information and communication technology offers new opportunities to provide standardized distance education to underserved illiterate populations in both developed and developing countries. Using data from a randomized experiment of an innovative mobile phone-based adult education program (Cell-Ed) in Los Angeles, we find that the Cell-Ed program significantly increased students’ basic and broad reading scores, equivalent to a 2-4 year increase in reading levels over a four-month period. The program also increased participants’ selfesteem by 7 percent as compared with the comparison group. These results are robust to correcting for non-random attrition using a variety of non-parametric methods, including using the phase-in design to tighten the Lee bounds. Our results suggest that there is great scope for using information technology as a means of improving educational skills for illiterate adults.
KerkoCite.ItemAlsoKnownAs: 2339240:VY6NYIBB 2405685:ETPJRUJ5

Learning without Schools? Education, Relief, and Government Partnerships during COVID-19 - Skoll Foundation (2020)
Join to hear about how two large school systems, in Pakistan and West Africa, are partnering with governments and NGOs to educate children at home without internet access. This is a case study on how local leaders, including a Skoll Awardee, see the challenge of education, relief, and partnerships during COVID-19. Panel: - Susannah Hares, Center for Global Development - Mushtaq Chhapra, TCF Co-Founder - Riaz Kamlani, TCF EVP - Paul Skidmore, Rising Academy Network Moderator: Shashi Buluswar, UC Berkeley, Institute for Transformative Technologies
EdTechHub.Source: 2129771:X8MZMPUI KerkoCite.ItemAlsoKnownAs: 2129771:X8MZMPUI 2339240:7WIWVAEE 2405685:MIE53XIS

Learning with technology during emergencies: A systematic review of K-12 education - Crompton, Helen; Burke, Diane; Jordan, Katy; Wilson, Samuel W. G. (British Journal of Educational Technology, 2021)
Emergency situations that cause damage to educational buildings or require the closure of schools due to unsafe health, environmental, or political conditions can be an unwelcomed interruption to education. Indeed, the recent COVID-19 pandemic created the largest disruption of education in history, affecting 94% of the world's student population. In emergencies, technology is often utilised as part of a crisis response protocol by continuing education using emergency remote education (ERE). The purpose of this study is to determine how technology has been used to continue K-12 learning remotely during an emergency. This systematic review included an aggregated and configurative synthesis to examine extant empirical work over eleven years, from January 2010 to December 2020. Following a rigorous, PRISMA selection process, 60 articles were included in the final analysis from 48 countries. Grounded coding of the strategies used for learning revealed the following categories: communication, delivery systems, student ERE readiness, partnerships, promoting student learning and engagement, and resources. Grounded coding of the technologies revealed that types of technologies used were divided into two major categories: Internet-based and non-Internet based, with the majority using Internet-based technologies. Practitioner notes What is already known about this topic The COVID-19 pandemic has caused school closures across the globe and prevented in-person school teaching. The rapid shift to distance education in schools can be conceptualised as ‘emergency remote education’ (ERE). Prior ERE research focused on bounded geographic locations where localised emergencies occurred. What this paper adds This provides the scholarly community with a unique systematic review of existing academic research on K-12 ERE implementation in emergencies. This provides aggregated data and analysis on the past 11 years of the types of emergencies, participants, subject domain, technologies used, and location information. This provides findings of the types of remote teaching strategies involving technology used to continue K-12 learning in emergency situations. This provides a set of recommendations on ERE for teachers, school leaders, policy makers, and funders. This provides researchers with a review of the field with identification of gaps and future research opportunities. Implications for practice and/or policy Recommendations regarding ERE are provided in this paper that will be of benefit to K-12 teachers, school leaders policymakers, and funders in the continuing COVID-19 pandemic and future emergencies. The research gaps highlighted in this paper, such as the lack of studies conducted in low and low middle-income countries, are presented with suggestions for much needed future research. This can lead to changes in practice and policy.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13114 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.13114 2339240:ELI3E5RF 2405685:3KJJW6XZ
Keywords: COVID-19; disasters; emergencies; emergency remote education; pandemic

Learning with technology during emergencies: A systematic review of K-12 education - Crompton, Helen; Burke, Diane; Jordan, Katy; Wilson, Samuel W. G. (British Journal of Educational Technology, 2021)
Emergency situations that cause damage to educational buildings or require the closure of schools due to unsafe health, environmental, or political conditions can be an unwelcomed interruption to education. Indeed, the recent COVID-19 pandemic created the largest disruption of education in history, affecting 94% of the world's student population. In emergencies, technology is often utilised as part of a crisis response protocol by continuing education using emergency remote education (ERE). The purpose of this study is to determine how technology has been used to continue K-12 learning remotely during an emergency. This systematic review included an aggregated and configurative synthesis to examine extant empirical work over eleven years, from January 2010 to December 2020. Following a rigorous, PRISMA selection process, 60 articles were included in the final analysis from 48 countries. Grounded coding of the strategies used for learning revealed the following categories: communication, delivery systems, student ERE readiness, partnerships, promoting student learning and engagement, and resources. Grounded coding of the technologies revealed that types of technologies used were divided into two major categories: Internet-based and non-Internet based, with the majority using Internet-based technologies. Practitioner notes What is already known about this topic The COVID-19 pandemic has caused school closures across the globe and prevented in-person school teaching. The rapid shift to distance education in schools can be conceptualised as ‘emergency remote education’ (ERE). Prior ERE research focused on bounded geographic locations where localised emergencies occurred. What this paper adds This provides the scholarly community with a unique systematic review of existing academic research on K-12 ERE implementation in emergencies. This provides aggregated data and analysis on the past 11 years of the types of emergencies, participants, subject domain, technologies used, and location information. This provides findings of the types of remote teaching strategies involving technology used to continue K-12 learning in emergency situations. This provides a set of recommendations on ERE for teachers, school leaders, policy makers, and funders. This provides researchers with a review of the field with identification of gaps and future research opportunities. Implications for practice and/or policy Recommendations regarding ERE are provided in this paper that will be of benefit to K-12 teachers, school leaders policymakers, and funders in the continuing COVID-19 pandemic and future emergencies. The research gaps highlighted in this paper, such as the lack of studies conducted in low and low middle-income countries, are presented with suggestions for much needed future research. This can lead to changes in practice and policy.
ZenodoArchiveID: 5652042 _eprint: https://bera-journals.onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13114 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652042 2339240:TJNJX997 2405685:9V69ZAFP 2405685:BDG6N6PJ 2405685:JE8I8566 2405685:YY7LXWQB
Keywords: COVID-19; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _yl:b; _zenodo:submitted; disasters; emergencies; emergency remote education; pandemic

Learning While You Teach Project Report - Society for the Advancement of Education (SAHE); Institute of Development & Economic Alternatives (IDEAS) (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:FLFLIANS 2405685:MJ7TDCW5

Learning to teach online: a systematic review of the literature on K-12 teacher preparation for teaching online - Moore-Adams, Brianne L; Jones, W Monty; Cohen, Jonathan (Distance Education, 2016)
There is a growing need for qualified online instructors to teach the expanding population of online K-12 students. To meet this need, teachers must be provided learning opportunities to acquire the specific types of knowledge and skills necessary to teach online. In this systematic review of the literature, we utilize the TPACK framework to aggregate the types of knowledge and skills required to teach online and examine both the extent to which these elements are addressed in existing programs and are based on empirical research. Findings suggest that the types of knowledge and skills based on empirical research originate from few studies and that most programs address only a small subset of knowledge and skills, varying greatly without uniformity in content or learning experiences.
KerkoCite.ItemAlsoKnownAs: 10.1080/01587919.2016.1232158 2405685:XP5NP64W
Keywords: Online learning; online teaching; teacher preparation; virtual learning

Learning to teach online: A systematic review of the literature on K-12 teacher preparation for teaching online - Moore-Adams, Brianne L.; Jones, W. Monty; Cohen, Jonathan (Distance Education, 2016)
There is a growing need for qualified online instructors to teach the expanding population of online K-12 students. To meet this need, teachers must be provided learning opportunities to acquire th...
Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 2339240:XKGTDWK8 2405685:9QGBE6MK
Keywords: ⛔ No DOI found

LEARNING to improve LEARNING: Lessons from Early Primary Interventions and Evaluations in India and Sub-Saharan Africa - The William & Flora Hewlett Foundation (2014)
EdTechHub.ItemAlsoKnownAs: 2405685:4QKUVYQV

Learning to argue: A study of four schools and their attempt to develop the use of argumentation as a common instructional practice and its impact on students - Osborne, Jonathan; Simon, Shirley; Christodoulou, Andri; Howell-Richardson, Christina; Richardson, Katherine (Journal of Research in Science Teaching, 2013)
This article reports the outcomes of a project in which teachers' sought to develop their ability to use instructional practices associated with argumentation in the teaching of science—in particular, the use of more dialogic approach based on small group work and the consideration of ideas, evidence, and argument. The project worked with four secondary school science departments over 2 years with the aim of developing a more dialogic approach to the teaching of science as a common instructional practice within the school. To achieve this goal, two lead teachers in each school worked to improve the use of argumentation as an instructional practice by embedding activities in the school science curriculum and to develop their colleague's expertise across the curriculum for 11- to 16-year-old students. This research sought to identify: (a) whether such an approach using minimal support and professional development could lead to measurable difference in student outcomes, and (b) what changes in teachers' practice were achieved (reported elsewhere). To assess the effects on student learning and engagement, data were collected of students' conceptual understanding, reasoning, and attitudes toward science from both the experimental schools and a comparison sample using a set of standard instruments. Results show that few significant changes were found in students compared to the comparison sample. In this article, we report the findings and discuss what we argue are salient implications for teacher professional development and teacher learning. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50:315–347, 2013
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/tea.21073 KerkoCite.ItemAlsoKnownAs: 10.1002/tea.21073 2339240:4NIGXKV2 2405685:4X4GKSJM 2405685:VIDIRPJ6 2534378:G9ZN4A6P
Keywords: argumentation; dialogic teaching; epistemic learning; student engagement; teacher professional development

Learning through Video Games: A Case Study of Private Schools of Pakistan - Khalid, Tooba; Batool, Syeda Hina (Ieee, 2018)
This study investigated video game based academic and information literacy (IL) learning of teenagers of private schools of Lahore city. Lahore is one of the big city and knowledge hub of Pakistan. Previous literature highlighted the importance of video games in learning academic and IL skills; therefore, the present study aims to reveal this fact in local context. The presented study adopted qualitative research approach and utilized phenomenological research method to achieve its objectives. The data was collected through interviews. The study participants were teenagers (13 to 19 years) of elite economic class private schools who were frequent video game players. Based on the study findings, it can be concluded that playing video games has positive impact on teenagers' learning. The majority of the participants were of view that challenges of completing various stages of games and interacting with online competitors enhanced their social (communication) and information literacy (searching/locating and evaluating) skills. The results of the study are benefitted for the game developers, teachers, librarians and parents.
Pages: 135-139 Publication Title: 2018 International Conference on Information Management and Processing (icimp 2018) WOS:000458552800025 KerkoCite.ItemAlsoKnownAs: 2339240:N7BHL93X 2405685:HSIXBVLD
Keywords: Pakistan; academic learning; information literacy; learning; skills; video games

Learning through the crisis: Helping decision-makers around the world use digital technology to combat the educational challenges produced by the current COVID-19 pandemic - Traxler, John; Scott, Howard; Smith, Matt; Hayes, Sarah (EdTech Hub, 2020)
ZenodoArchiveID: 4706076 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706076 2339240:XWBHC8ID 2405685:CD9IAPFX
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

Learning through television in low-income contexts: mitigating the impact of coronavirus (COVID-19) - Watson, Joe (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. Written by Joe Watson, research assistant at the University of Cambridge One of the many consequences of COVID-19 is that more than a billion caregivers will soon face the stark (and often scary) realisation that they must become their children’s teachers. This will be particularly difficult in low-income contexts where…
Library Catalog: edtechhub.org KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707800 2339240:ELSHST8I 2339240:NH74Q4D5 2339240:SEDLSMKA 2339240:SRTNHXEM 2339240:ZL8JVQGI 2405685:54S7693K 2405685:BGP7GCNU 2405685:DLE5F2DK 2405685:FF93KYQR 2405685:LA5D6QFR 2405685:PCDTZ7S3 2405685:PD7SX3IX 2405685:SS7E2HN4 2405685:VCLDWRIS 4803016:U4W8F4AZ BGP7GCNU SEDLSMKA
Keywords: _DOILIVE; _EdTechHub_Output; ___working_potential_duplicate; _zenodoETH

Learning through radio and television in times of COVID-19 - UNESCO (2020)
With an estimated 91.3 percent or 1.57 billion students out of school worldwide, ministers of education are executing their plans for school during disruptions related to COVID-19. Under the banner of learning continuity, many countries have slowly begun to use existing platforms, tools, and technologies for some form of interim learning by distance.
KerkoCite.ItemAlsoKnownAs: 2339240:2HIQHMQZ 2405685:5QX8JYXP

Learning through radio and television in the time of COVID-19 - UNESCO (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:TDMPEWCF 2405685:NRJGBJFJ

learning-through-play-school.pdf
KerkoCite.ItemAlsoKnownAs: 2405685:IBVY9UM3

Learning through play at school: a study of playful integrated pedagogies that foster childrenâs holistic skills development in the primary school classroom. - Parker, Rachel; Thomsen, Bo Stjerne (2019)
This scoping study seeks to understand the role and impact of learning through play at school. The evidence supporting learning through playâs positive impact on child development is strong. Yet many education systems have reduced opportunities for playful learning and increased emphasis on didactic and structured approaches to learning for school readiness and achievement. A re-calibration is needed, as experts have established that play supports the development of early literacy and numeracy skills while also cultivating childrenâs social, emotional, physical and creative skills. Eight pedagogical approaches are identified, namely active learning, collaborative and cooperative learning, experiential learning, guided discovery learning, inquiry-based learning, problem-based learning, project-based learning, and Montessori education. These pedagogies can altogether create learning experiences for children that are meaningful, actively engaging, iterative, socially interactive and joyful. [Abstract]
OCLC: 1090691142 KerkoCite.ItemAlsoKnownAs: 2405685:IXNY2CV5

Learning through Assistive Devices: A Case of Students with Hearing Impairment - Farooq, Muhammad Shahid; Aasma; Iftikhar, Umaira (Bulletin of Education and Research, 2015)
Present era has introduced persons with disabilities with a range of assistive devices that have rapidly increased their educational, vocational, and frivolous activities. Current descriptive study attempted to explore the effects of assistive devices on the learning of hearing impaired students. A sample of 200 hearing impaired students was selected to identify the assistive devices that are more in use by hearing impaired students. All of the assistive devices commonly used for hearing impairment were included in the study to explore the effects of each on the learning of students with hearing impairment. The mean difference in the learning of students suggested that assistive technologies are overall assistance for the students with hearing impairment and there is no substitute to these devices that could assist them in such a quite differentiated manner. The role of high tech assistive devices as well as low tech devices has been highlighted prominently. The parents of hearing impaired students were also the part of study and found satisfied with the use of assistive devices for their children. It is divulged that there is a need to reduce the cost of assistive devices to be used by the students with hearing impairment.
KerkoCite.ItemAlsoKnownAs: 2339240:Z7WED3QU 2405685:L6EEZ9LR
Keywords: Assistive Technology; Costs; Elementary School Students; Foreign Countries; Grade 4; Hearing Impairments; Interpersonal Communication; Parent Attitudes; Program Effectiveness; Quality of Life; Student Needs; ___working_potential_duplicate; ⛔ No DOI found

Learning through Assistive Devices: A Case of Students with Hearing Impairment - Farooq, Muhammad Shahid; Aasma; Iftikhar, Umaira (Bulletin of Education and Research, 2015)
Present era has introduced persons with disabilities with a range of assistive devices that have rapidly increased their educational, vocational, and frivolous activities. Current descriptive study attempted to explore the effects of assistive devices on the learning of hearing impaired students. A sample of 200 hearing impaired students was selected to identify the assistive devices that are more in use by hearing impaired students. All of the assistive devices commonly used for hearing impairment were included in the study to explore the effects of each on the learning of students with hearing impairment. The mean difference in the learning of students suggested that assistive technologies are overall assistance for the students with hearing impairment and there is no substitute to these devices that could assist them in such a quite differentiated manner. The role of high tech assistive devices as well as low tech devices has been highlighted prominently. The parents of hearing impaired students were also the part of study and found satisfied with the use of assistive devices for their children. It is divulged that there is a need to reduce the cost of assistive devices to be used by the students with hearing impairment.
Publisher: Institute of Education and Research KerkoCite.ItemAlsoKnownAs: 2339240:BMZ8MTPR 2405685:GTZBXLQU
Keywords: Assistive Technology; Costs; Elementary School Students; Foreign Countries; Grade 4; Hearing Impairments; Interpersonal Communication; Parent Attitudes; Program Effectiveness; Quality of Life; Student Needs; ___working_potential_duplicate; ⛔ No DOI found

Learning styles of design students and the relationship of academic performance and gender in design education - Demirbas, Ozgen; Demirkan, Halime (Learning and Instruction, 2007)
The study focuses on design education using Experiential Learning Theory (ELT) and explores the effects of learning styles and gender on the performance scores of freshman design students in three successive academic years. Findings indicate that the distribution of design students through learning style type preference was more concentrated in assimilating and converging groups. Further study indicates that the first and third groups were found to be more balancing while the second group being mostly a southerner. The learning style preferences did not significantly differ by gender in all three groups. Although there is no consistency in all three groups, results indicate that the performance scores of males were higher in technology-based courses, whereas scores of females were higher in artistic and fundamental courses and in the semester academic performance scores (GPA). Also, it was found that the performance scores of converging and diverging students differed significantly in favor of converging students only in design courses. In design education, instructors should provide a strategy that is relevant to the style of each learner in design studio process.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.learninstruc.2007.02.007 2339240:XEQ9QHRJ 2405685:2IG3V8IB

Learning styles and formative assessment strategy: enhancing student achievement in Web-based learning - Wang, K. H.; Wang, T. H.; Wang, W. L.; Huang, S. C. (Journal of Computer Assisted Learning, 2006)
The purpose of this research was to investigate the effects of formative assessment and learning style on student achievement in a Web-based learning environment. A quasi-experimental research design was used. Participants were 455 seventh grade students from 12 classes of six junior high schools. A Web-based course, named BioCAL, combining three different formative assessment strategies was developed. The formative assessment strategies included Formative Assessment Module of the Web-Based Assessment and Test Analysis system (FAM-WATA) (with six Web-based formative assessment strategies), Normal Module of Web-Based Assessment and Test Analysis system (N-WATA) (only with partial Web-based formative assessment strategy) and Paper and Pencil Test (PPT) (without Web-based formative assessment strategy). Subjects were tested using Kolb's Learning Style Inventory, and assigned randomly by class into three groups. Each group took Web-based courses using one of the formative assessment strategies. Pre- and post-achievement testing was carried out. A one-way ANCOVA analysis showed that both learning style and formative assessment strategy are significant factors affecting student achievement in a Web-based learning environment. However, there is no interaction between these two factors. A post hoc comparison showed that performances of the FAM-WATA group are higher than the N-WATA and PPT groups. Learners with a ‘Diverger’ learning style performed best followed by, ‘Assimilator’, ‘Accommodator’, and ‘Converger’, respectively. Finally, FAM-WATA group students are satisfied with six strategies of the FAM-WATA.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1365-2729.2006.00166.x shortDOI: 10/fgkwjr KerkoCite.ItemAlsoKnownAs: 10.1111/j.1365-2729.2006.00166.x 10/fgkwjr 2405685:HQSUKKNZ
Keywords: Kolb's learning style; WATA system; Web-based formative assessment; biology; e-learning effects; middle school

Learning Renewed: ten lessons from the pandemic - McAleavy, Tony; Riggall, Anna; Korin, Astrid (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:5ZRP2HCK 2405685:ARSSKSPN
Keywords: ⛔ No DOI found

Learning Poverty: Measures and Simulations - Azevedo, João Pedro (World Bank Group, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:NEU568SV 2405685:KCVJ4N9Y

Learning poverty in the time of COVID-19: a crisis within a crisis - Azevedo, Joao Pedro (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:8P9NGICG 2405685:MB7WWDGU

Learning Poverty Brief - World Bank (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:GBKAU9Q5 2405685:NGEPLHDI 2405685:YBW7KR4Z

Learning poverty - World Bank (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:HBB55RC3 2339240:MKW7W6F6 2405685:JL3T5B44 2405685:LM9S4WTM

Learning poverty - World Bank (2019)
This indicator brings together schooling and learning indicators.
KerkoCite.ItemAlsoKnownAs: 2339240:N8466Y2D 2405685:4PIXX9F9

Learning Passport Launched in Sudan - UNICEF Sudan (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:2LAD9A3D 2405685:LNHCQBGI

Learning on Hold: The Toll of COVID-19 School Closures on Mozambique’s Foundational Literacy - Kan, Sophia; Pontuschka, Rafael (UNICEF, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:75A4XTSW 2405685:4WR5TEQR
Keywords: ⛔ No INSPIRE recid found

Learning number sense through digital games with intrinsic feedback - Laurillard, Diana (Australasian Journal of Educational Technology, 2016)
KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.3116 2339240:52CUNAS7 2405685:BV3DRQZZ
Keywords: ⛔ No INSPIRE recid found

Learning Motivations, Learning Outcomes and Gender in Vietnam - Azubuike, Obiageri Bridget; Little, Angela W (2019)
This working paper uses the 2016-17 Young Lives school survey data in Vietnam to examine learning outcomes and learning motivations for boys and girls in Grade 10. It examines how differences in learning motivations impact on learning outcomes and future expectations, and also examines the determinants of these differences and their relationships with student’s background and prior learning attainment.
KerkoCite.ItemAlsoKnownAs: 2339240:WQ43I24R 2405685:CBI3IUSP

Learning, Marginalization, and Improving the Quality of Education in Low-Income Countries - Castillo, Nathan; Adam, Taskeen; Haßler, Björn
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652117 2129771:UEHRQHHH 2339240:9KYUHTMU 2405685:QVX4XRJF
Keywords: _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; dode_eth-src-eth; dode_eth-trf2-dode

Learning, Marginalization, and Improving the Quality of Education in Low-income Countries - Wagner, Daniel A.; Nathan, M Castillo; Lewis, Suzanne Grant (2022)
Academic publishing of peer-reviewed open access monographs
KerkoCite.ItemAlsoKnownAs: 10.11647/OBP.0256 2339240:5K7AS5JX 2405685:CASXLSCY 4656463:GPN4AJV2

Learning Losses. What to Do About the Heavy Cost of Covid-19 on Children, Youth, and Future Productivity - World Bank (World Bank, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:SXMGCS6P 2405685:N4CQJPFW

Learning Losses in Pakistan Due to COVID-19 School Closures - Geven, Koen; Hasan, Amer (World Bank, Washington, DC, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1596/34659 2339240:I42PDVQZ 2405685:SAS5H5FB

Learning losses during the COVID-19 pandemic: Understanding and addressing increased learning disparities - Alejo, Anna; Jenkins, Robert; Yao, Haogen (Future in Educational Research, 2024)
Abstract A growing body of evidence has revealed the negative effects of COVID-19-induced school closures on learning, with the largest losses often observed among the most vulnerable children. Learning disparities widened due to six potential reasons related to marginalized children, who (a) were already behind even before the pandemic, (b) were more likely to experience longer school closures, (c) had limited access to and support on remote learning, (d) were less likely to receive supervision and learning support at home, (e) face greater obstacles to return to school, and (f) return to school systems that are less able to provide for their needs. To ensure all children?especially the most vulnerable?can catch up on missed learning, five urgent actions are needed for a RAPID learning recovery and acceleration: (a) Reach every child and keep them in school, (b) Assess learning levels regularly, (c) Prioritize teaching the fundamentals, (d) Increase the efficiency of instruction, and (e) Develop psychosocial health and wellbeing. Implementation of RAPID actions must be strengthened and supported by enabling systems to address the widening disparities in learning.
Publisher: John Wiley & Sons, Ltd KerkoCite.ItemAlsoKnownAs: 10.1002/fer3.21 2339240:86NCUMAX 2405685:9T6USH3H
Keywords: COVID-19; education; learning recovery; policy; school reopening

Learning Loss in Cambodia and the Use of Edtech During Covid-19 - Bhatta, Saurav Dev; Katwal, Saurav; Pfutze, Tobias; Ros, Vutha; Wong, Yi Ning; No, Fata (World Bank, 2022)
KerkoCite.ItemAlsoKnownAs: 10.1596/38351 2339240:PYF3AGVN 2405685:BQF45Z9V
Keywords: COVID-19; ⛔ No INSPIRE recid found

Learning loss due to school closures during the COVID-19 pandemic - Engzell, Per; Frey, Arun; Verhagen, Mark D. (Proceedings of the National Academy of Sciences, 2021)
KerkoCite.ItemAlsoKnownAs: 10.1073/pnas.2022376118 2339240:44J4M2BJ 2405685:DRSWVWNR

Learning loss due to school closures during the COVID-19 pandemic - Engzell, Per; Frey, Arun; Verhagen, Mark D. (Proceedings of the National Academy of Sciences of the United States of America, 2021)
Suspension of face-to-face instruction in schools during the COVID-19 pandemic has led to concerns about consequences for students' learning. So far, data to study this question have been limited. Here we evaluate the effect of school closures on primary school performance using exceptionally rich data from The Netherlands (n ≈ 350,000). We use the fact that national examinations took place before and after lockdown and compare progress during this period to the same period in the 3 previous years. The Netherlands underwent only a relatively short lockdown (8 wk) and features an equitable system of school funding and the world's highest rate of broadband access. Still, our results reveal a learning loss of about 3 percentile points or 0.08 standard deviations. The effect is equivalent to one-fifth of a school year, the same period that schools remained closed. Losses are up to 60% larger among students from less-educated homes, confirming worries about the uneven toll of the pandemic on children and families. Investigating mechanisms, we find that most of the effect reflects the cumulative impact of knowledge learned rather than transitory influences on the day of testing. Results remain robust when balancing on the estimated propensity of treatment and using maximum-entropy weights or with fixed-effects specifications that compare students within the same school and family. The findings imply that students made little or no progress while learning from home and suggest losses even larger in countries with weaker infrastructure or longer school closures.
KerkoCite.ItemAlsoKnownAs: 10.1073/pnas.2022376118 2339240:FQ7T9968 2405685:BRNCTXQM
Keywords: COVID-19; Child; Female; Humans; Learning; Male; Netherlands; Pandemics; Quarantine; SARS-CoV-2; Schools; digital divide; learning loss; school closures; social inequality

Learning Loss and Recovery from the COVID-19 Pandemic: A Systematic Review of Evidence - Dela Cruz, Nina Ashley; Adona, Ann Jillian; Molato-Gayares, Rhea; Park, Albert (Asian Development Bank, 2024)
This systematic review covers 56 studies that measure the effects of school closures on learning outcomes during the coronavirus disease (COVID-19) pandemic and 20 studies that evaluate the impact of measures to reduce learning loss. It restricts attention to evaluations with credible control groups and provides the first meta-analysis of learning losses that covers more developing countries (21) than developed ones (15). We find that a year of school closure is associated with learning loss equivalent to 1.1 years’ worth of learning and that school reopening mitigates these losses down to 0.5 years. With regard to measures to reduce learning loss, we find that tutoring delivered either in-person or through mobile phones has positive, statistically significant effects on mitigating learning loss.
KerkoCite.ItemAlsoKnownAs: 2339240:ELPHCPI9 2405685:8URQDXZG

Learning Inequality During the Covid-19 Pandemic - Engzell, Per; Frey, Arun; Verhagen, Mark D. (SocArXiv, 2020)
Suspension of face-to-face instruction in schools during the COVID-19 pandemic has led to concerns about consequences for student learning. So far, data to study this question have been limited. Here we evaluate the effect of school closures on primary school performance using exceptionally rich data from the Netherlands (n≈350,000). The Netherlands represents a best-case scenario with a relatively short lockdown (8 weeks) and a high degree of technological preparedness. We use the fact that national exams took place before and after lockdown, and compare progress during this period to the same period in the three previous years using a difference-in-differences design. Our results reveal a learning loss of about 3 percentile points or 0.08 standard deviations. These results remain robust when balancing on the estimated propensity of treatment and using maximum entropy weights, or with fixed-effects specifications that compare students within the same school and family. Losses are up to 55% larger among students from less-educated homes. Investigating mechanisms, we find that most of the effect reflects the cumulative impact of knowledge learned rather than transitory influences on the day of testing. The average learning loss is equivalent to a fifth of a school year, nearly exactly the same period that schools remained closed. These results imply that students made little or no progress whilst learning from home, and suggest much larger losses in countries less prepared for remote learning.
KerkoCite.ItemAlsoKnownAs: 10.31235/osf.io/ve4z7 2339240:9UR55BWA 2405685:42C36LBW
Keywords: Economics; Education; Educational Assessment; Evaluation; Public Affairs; Public Policy and Public Administration; Social Statistics; Social and Behavioral Sciences; Sociology; and Research

Learning in times of lockdown: how Covid-19 is affecting education and food security in India - Alvi, Muzna; Gupta, Manavi (Food Security, 2020)
A vast majority of the relief and rehabilitation packages announced in the months following the nationwide lockdown in India have focused on economic rehabilitation. However, the education sector has remained absent from this effort, including in India’s central government’s 250 billion dollar stimulus package. In this paper, we discuss the implications of lockdown-induced school and rural child-care center closures on education and health outcomes for the urban and rural poor. We especially focus on food and nutritional security of children who depend on school feeding and supplementary nutrition programs. We argue that the impacts are likely to be much more severe for girls as well as for children from already disadvantaged ethnic and caste groups. We also discuss ways in which existing social security programs can be leveraged and strengthened to ameliorate these impacts.
KerkoCite.ItemAlsoKnownAs: 10.1007/s12571-020-01065-4 2339240:AJ4ZVUR6 2405685:I7TYUPIC

Learning in the Time of Ebola - EDC (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:AGQVB3I9 2405685:IMQ3NAEC IMQ3NAEC

Learning in the Time of Ebola - Education Development Center (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:4XGCPT9M 2405685:5RLGRBT3

Learning in the time of a pandemic and implications for returning to school: effects of COVID-19 in Ghana - Wolf, Sharon; Aurino, Elisabetta; Suntheimer, Noelle; Avornyo, Esinam; Tsinigo, Edward; Jordan, Jasmine; Samanhyia, Soloman; Aber, J Lawrence; Behrman, Jere R (Consortium for Policy Research in Education (CPRE), 2021)
The Covid-19 pandemic led to school closures all over the world, leaving children across diverse contexts without formal education for nearly a year. Remote-learning programs were designed and rapidly implemented to promote learning continuity throughout the crisis. There were inequalities in who was able to access remote-learning during school closures, though little systematic evidence documenting these gaps exists, particularly in sub-Saharan Africa. In this study, we surveyed 1,844 children in the Greater Accra Region of Ghana, as well as their caregivers and teachers, regarding their engagement in remote learning, literacy and math test scores, and household economic hardships. We document inequalities in access to and engagement in remote-learning activities during the ten months in 2020 in which schools were closed in Ghana. Specifically, children in private schools and children in highersocioeconomic status households engaged in remote-learning at higher rates and received more support from their schools and caregivers. Further, controlling for demographic characteristics and pre-pandemic learning outcomes, we document gaps in children’s literacy and math test scores, with food insecure and low-SES children, as well as children enrolled in public schools before the pandemic, performing significantly worse than their peers (0.2-0.3 SD gap). Finally, children in households that experienced more economic hardships during the pandemic engaged in fewer remote learning activities and had lower literacy and numeracy assessment scores. The findings speak to the potential consequences of increased inequalities due to the pandemic as schools re-open in Ghana and around the world and provide insight into how schools may address these inequalities as children return to the classroom.
KerkoCite.ItemAlsoKnownAs: 2339240:IHPERKZR 2405685:Z7A2W9D6
Keywords: ⛔ No DOI found

Learning in the COVID-19 era - UNESCO (UNESCO, 2020)
Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:NPU5QD2E 2405685:IP764L4J

Learning in a mobile age: an investigation of student motivation: Learning in a mobile age - Ciampa, K. (Journal of Computer Assisted Learning, 2014)
shortDOI: 10/f5rf5t KerkoCite.ItemAlsoKnownAs: 10/f5rf5t 2129771:JTR4P68L 2405685:MRMCTDLX

Learning Hub - T-TEL - T-TEL
KerkoCite.ItemAlsoKnownAs: 2405685:GUYIM2MK 2405685:ZYARBUZ2

Learning gains in Liberia - Bridge International (Bridge International Academies, 2017)
Bridge manages 68 of the 200 ‘Liberian Education Advancement Program’ (LEAP) schools in partnership with the Liberian government. Discover our impact.
Library Catalog: www.bridgeinternationalacademies.com KerkoCite.ItemAlsoKnownAs: 2405685:YKT56VQU

Learning futures: Education, technology and social change - Facer, Keri (Taylor & Francis, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:6Y2MJWHK 2405685:9SMMWNQI

Learning from What Works: RBF in Education - Lee, Jessica; Medina, Octavio (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:99ZH7LFR 2405685:RTB9AMYG 4656463:L2JHG9SK

Learning from international experiences with interactive whiteboards: The role of professional development in integrating the technology - Hennessy, S.; London, L. (OECD Publishing, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:2PSREG5Q 2405685:VVAL36CP

Learning from Experience: A post-Covid-19 data architecture for a resilient education data ecosystem in Sierra Leone - Fab Inc. (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
2339240:7FA4YDWJ 2339240:YBKKN8XE KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.5498054 10.5281/zenodo.5498054 2339240:3H4M8YJ8 2339240:5S4BZY48 2339240:SRWI5WQJ 2405685:BCFK4Q23 2405685:JR65CZU2 2405685:JTKTA5X5 2405685:VQ3F9NQ7 2405685:ZLATZSGU 4656463:RIFY2UNL
Keywords: _DOILIVE; _r:AddedByZotZen; _zenodo:submitted

Learning from evidence in a complex world - Sterman, John D. (American journal of public health, 2006)
Publisher: American Public Health Association KerkoCite.ItemAlsoKnownAs: 10.2105/AJPH.2005.066043 2339240:S4A7BF3D 2405685:47LVMS7V

Learning from African classroom pedagogy to increase student engagement in education technologies - Uchidiuno, Judith; Yarzebinski, Evelyn; Keebler, Emily; Koedinger, Kenneth; Ogan, Amy (Proceedings of the 2nd ACM SIGCAS Conference on Computing and Sustainable Societies)
Tablet-based educational technologies provide a supplement to traditional classroom-based early literacy education, especially in regions with limited schooling resources. Prior work has probed how children generally interact with and learn from these technologies, however, there is limited research on student engagement with applications that utilize valuable input techniques such as automatic handwriting and speech recognition. In our study, we designed and field-tested early literacy speech and handwriting recognition applications with the primary aim of maximizing student engagement. We designed the applications based on prior research insights and classroom observations from our target population and field-tested the applications with 283 children living in rural Tanzania. We found that observing a small set of classrooms can produce design insights that increase engagement on tablet-based learning systems on a much larger scale. We also demonstrate the importance of domain familiarity in students' choice to persist through activities while learning with technology.
KerkoCite.ItemAlsoKnownAs: 10.1145/3314344.3332501 2339240:K7LTZYUY 2405685:CCINQTXI
Keywords: early literacy; educational technologies; handwriting recognition; speech recognition; sub-saharan africa

Learning for an uncertain future: Artificial intelligence a challenge for Pakistani education system in the era of digital transformation - Khurshid, Saba; Khurshid, Shumaila; Toor, Hafsa Khalil (Qualitative Research Journal, 2024)
The rapid advancement of AI in education brings both significant challenges and opportunities. In Pakistan, where the educational system is facing numerous issues, AI integration has raised significant concerns. Therefore, this study aims to explore the challenges AI poses to the Pakistani education system in the era of digital transformation.,A focus group was conducted with 13 participants, including educators and heads of departments from universities located in Rawalpindi and Islamabad. Thematic analysis was used to generate themes from the data.,The study findings indicated that AI integration in education can provide personalized and adaptive learning and teaching experiences by bridging the educational divide through easy access to quality education. Participants also highlighted the anxieties related to the digital divide as a great challenge for Pakistan. The integration of AI and automation in education is also raising concerns about job displacement for educators.,It highlighted that the integration of AI into the educational system can also bring both challenges and opportunities. To tackle these issues, potential strategies such as professional development and training programs to develop AI literacy among educators need to be introduced.
Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/QRJ-02-2024-0045 2339240:I72XLUAG 2405685:XTHZTMER

Learning Equity Requires More than Equality: Learning Goals and Achievement Gaps between the Rich and the Poor in Five Developing Countries - Working Paper 504 - Akmal, Maryam; Pritchett, Lant (RISE Programme Working Paper, 2019)
Achieving some absolute standard of learning for all children is a key element of global equity in education. Using the Annual Status of Education Report (ASER) data from India and Pakistan, and Uwezo data from Kenya, Tanzania, and Uganda that test all children of given ages, whether in school or not, on simple measures of learning in math, reading (local language), and English, we quantify the role of achieving equality between the richest 20% and the poorest 40% in terms of grade attainment and learning achievement toward accomplishing the global equity goal of universal numeracy and literacy for all children.
KerkoCite.ItemAlsoKnownAs: 2339240:HR2A7JWR 2405685:5DCJE3IG

Learning English Language by Radio in Primary Schools in Kenya - Odera, Florence (2011)
Learning English Language by Radio in Primary Schools in Kenya By Florence Y. Odera (PhD) P.O.Box 2303, Kisumu, Kenya Introduction and background information One of the
KerkoCite.ItemAlsoKnownAs: 2339240:H2WW7AHK 2405685:AI2IS3MP
Keywords: ___working_potential_duplicate

Learning English Language by Radio in Primary Schools in Kenya - Odera, Florence Y
Radio is one of the most affordable educational technologies available for the use in education and development in developing countries. This article explores the use of school radio broadcast to assist teachers and pupils to learn and improve English language both written and spoken in Kenyan primary schools. English language occupies a central place in formal education in Kenya. It is one of the compulsory subjects in both primary (aged six to 13 years) and secondary education (aged 14 to 18 years). It is also a medium of instruction in upper primary from standard four to university education in Kenya. However, teaching and learning English remains one of the most difficult and taxing assignment to primary schoolteachers, because when children join class one they go to the classroom with pre-set language skills. They have developed skills in their vernacular which is the language of instruction in most of rural schools or Kiswahili in urban schools. Sometimes, they mix vernacular, Kiswahili and English and come up with another language called “Sheng”. This makes it very difficult for them to learn English language. Research from developed and developing countries indicates that the use of school radio programmes assist pupils and teachers to learn foreign language like English faster and help them to improve pronunciation of difficult words. School radio broadcast was introduced in Kenya in 1961. One of the reasons was to help improve the standard of spoken and written English language and set the standard for the spoken English in the country. Radio was chosen, because it is affordable and simple to maintain. Despite of the existence of the program in Kenya for many years, there has been an out cry over falling standard in English language evidenced by poor performance in national examinations. The purpose of this study was to find out if teachers in primary schools use broadcasts to schools radio programmes to assist them in teaching and learning the language. The study was based on a descriptive survey. The area of study was Kisumu district and saturated sampling technique was used to select a sample of participants. Data were collected by use of questionnaire for pupils and teachers, while semi-structured interview was used to collect information from head teachers. The main findings indicated that most teachers were not listening to the school radio broadcasts. Very few of them used radio lessons citing various problems, such as lack of resources, broadcast time tables and teachers guide notes, negative attitudes and large number of pupils in the class. Those, who listened to English radio lessons, valued them very much and noted how it has helped to improve the pupils spoken English and performance in Kenya certificate of primary education examination. In view of the findings, the paper recommends that head teachers should provide teachers with radio sets and support materials, encourage and assist them to use English radio lessons.
KerkoCite.ItemAlsoKnownAs: 2339240:CMTI82DS 2405685:9I854Q5C
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Learning ecologies through a lens: Ontological, methodological and applicative issues. A systematic review of the literature - Sangrá, Albert; Raffaghelli, Juliana Elisa; Guitert‐Catasús, Montse (British Journal of Educational Technology, 2019)
The concept of learning ecologies emerged in a context of educational change. While the “learning ecologies” construct has offered a broad semantic space for characterizing innovative ways of learning, it is also true that its potential to promote innovative educational interventions may have been hindered by this same broadness. Based on this assumption, in this paper the authors carried out a systematic review of the literature on learning ecologies with the aim of analysing: (1) the varying definitions given to the concept, including the ontological perspective underlying the phenomena studied; (2) the methodological approaches adopted in studying the phenomenon; and (3) the applications of the research on this topic. Throughout this analysis, the authors attempt to describe the criticalities of the existing research, as well as the potential areas of development that align well with the theoretical/ontological issues, methodological approaches and educational applications. The authors selected and analysed 85 articles, which they then classified in a set of 20 categories defined by them on a theoretical basis. Moreover, in order to triangulate the manual coding, a bibliometric map was created showing the co-citation activity of the 85 papers. The emerging picture showed significant variability in the ontological definitions and methodological approaches. In spite of this richness, few educational applications currently exist, particularly with regard to technology-enhanced learning developments. Most research is observational, devoted to describing hybrid (digital and on-site) learning activities that bridge the gap between the school and social spaces. Furthermore, many of the studies relate to the field of secondary education, with fewer studies exploring adult learning and higher education. The studies dealing with professional development relate mostly to teachers’ continuing education. The authors conclude that the concept of learning ecologies could be used to address further experimental and design-based research leading to research applications if there is proper alignment between the ontological, methodological and applicative dimensions. The main potential of this strategy lies in the possibility of supporting learners by raising their awareness of their own learning ecologies, thereby empowering them and encouraging them to engage in agentic practices. This empowerment could help maintain and build new and better learning opportunities, which every learning ecology can incorporate, amidst the chaotic abundance that characterizes the digital society.
shortDOI: 10/gf5f7h KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12795 10/gf5f7h 2339240:B3XDZLNT 2405685:64NV5INX
Keywords: Reviewed

Learning Disabilities - National Institute of Neurological Disorders and Stroke (2023)
Learning disabilities are disorders that affect the ability to understand, or use spoken or written language, do mathematical calculations, coordinate movements, and/or direct attention. Learning disabilities occur in very young children, yet they are usually not noticed until the child reaches school age. Learning disabilities can be lifelong conditions.
KerkoCite.ItemAlsoKnownAs: 2339240:EQFZVDN5 2405685:D5FS9SBN
Keywords: ⛔ No INSPIRE recid found

Learning directors toolbox - UNICEF Sudan (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:CMXS8ZMI 2405685:RNBJZZFD

Learning Director's Training Manual - UNICEF Sudan (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:NNQ3CEBF 2405685:RDU7FPCF

Learning Curve: Progress in the Replication Crisis - Angrist, Noam; Cullen, Claire; Ainomugisha, Micheal; Bathena, Sai Pramod; Bergman, Peter; Crossley, Colin; Letsomo, Thato; Matsheng, Moitshepi; Panti, Rene Marlon; Sabarwal, Shwetlena; Sullivan, Tim (AEA Papers and Proceedings, 2023)
We present detailed monitoring data across a five-country randomized trial of phone-based targeted tutoring–one of the largest multicountry replication efforts in education to date. We study an approach shown to work in Botswana and replicated in India, Kenya, Nepal, the Philippines, and Uganda. While the existing literature often finds diminishing effects as proof-of-concept studies are replicated and scaled, we find the opposite: implementation fidelity (the degree of targeted educational instruction) improves across replications and over time. This demonstrates that replication is not intractable; rather, equipped with mechanisms to learn from experience, organizational “learning curves” can enable effective replication and scale-up.
KerkoCite.ItemAlsoKnownAs: 10.1257/pandp.20231009 2405685:48MA4RDL

Learning continuity in response to Pakistan’s 2022 floods: Policy brief - Mazari, Haani; Baloch, Imdad; Thinley, Sangay; Radford, Kate; Perry, Freya; Kaye, Tom (EdTech Hub)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7782171 ZenodoArchiveConcept: 7782170 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7782171 10.53832/edtechhub.0160 2405685:333BJPIR
Keywords: _r:AddedByZotZen

Learning Continuity in Response to Climate Emergencies: Preliminary insights on supporting learning continuity following the 2022 Pakistan floods - Mazari, Haani; Baloch, Imdad; Thinley, Sangay; Kaye, Tom; Perry, Freya (EdTech Hub, 2022)
This resource is based on preliminary insights from EdTech Hub’s emerging study of Learning continuity in response to climate emergencies following the 2022 Pakistan floods. The intention is to support stakeholders to identify feasible ways of using EdTech in response to Pakistan’s 2022 floods. The design adopted for this resource balances generating primary insights from flood-affected parents and teachers quickly and complementing these with insights from the existing evidence base on education in emergencies globally and nationally. EdTech Hub’s study of learning continuity in response to climate emergencies is ongoing. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7326483 ZenodoArchiveConcept: 7326482 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7326483 10.53832/edtechhub.0134 2339240:JZC2BLQQ 2405685:FKCF86HV 2405685:IHTU7JRT 2405685:UXWWBVVX
Keywords: _r:AddedByZotZen; ⛔ No INSPIRE recid found

Learning Continuity in Response to Climate Emergencies: Pakistan's 2022 floods - Mazari, Haani; Baloch, Imdad; Thinley, Sangay; Radford, Kate; Kaye, Tom; Perry, Freya (EdTech Hub, 2023)
Building on EdTech Hub's preliminary insights, this extended resource explores Learning continuity in response to climate emergencies following the 2022 Pakistan floods. The intention is to support stakeholders in identifying scalable and feasible ways of using EdTech in response to Pakistan’s 2022 floods and improving learning responses in future climate emergencies. We identified these approaches by interviewing flood-affected parents and teachers, government education officers, development partners, local NGOs, and international experts in education in emergencies. We find that during the different phases of response to the emergency, communities’ needs and infrastructural realities keep changing. However, existing responses to support learning have not been able to address these needs at scale. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7334016 ZenodoArchiveConcept: 7334015 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7334016 10.5281/zenodo.7716210 10.53832/edtechhub.0135 2339240:JDMXQUFN 2405685:42XI4RCK 2405685:EQ454TF3 2405685:QEMBQCJ6 2405685:ZXRRJ5S6
Keywords: _r:AddedByZotZen; ⛔ No INSPIRE recid found

Learning circles: creating conditions for professional development - Collay, Michelle (Corwin Press, 1998)
KerkoCite.ItemAlsoKnownAs: 2339240:H7NWEVPR 2405685:UXYXVQ2E
Keywords: Cooperativeness; Group work in education; In-service training; Teachers; Teaching; United States

Learning basic life support (BLS) with tablet PCs in reciprocal learning at school: Are videos superior to pictures? A randomized controlled trial - Iserbyt, Peter; Charlier, Nathalie; Mols, Liesbet (Resuscitation, 2014)
00001 shortDOI: 10/f562g7 KerkoCite.ItemAlsoKnownAs: 10/f562g7 2129771:PJ2YNAJP 2405685:KQWYTD4Z

Learning at the bottom of the pyramid: Science, measurement, and policy in low-income countries - Wagner, D.A.; Wolf, S.; Boruch, R.F. (UNESCO-IIEP, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:V2ADC4RW 2405685:CH8XANB6

Learning at Home in Times of Crisis Using Radio - Education Development Center (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:EWN34YG4 2405685:JR56L8PR

Learning as Development: Rethinking International Education in a Changing World - Wagner, Daniel (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:M2BTPEMX
Keywords: ___working_potential_duplicate

Learning as Development: Rethinking International Education in a Changing World - Wagner, Daniel (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:B59KLITC 2339240:X5JC7XCM 2405685:K3NHBWTP
Keywords: ___working_potential_duplicate

Learning as development: Rethinking international education in a changing world - Wagner, Daniel A. (Routledge, 2018)

Learning and working in the digital age: Advancing opportunities and identifying the risks - Goger, Annelies; Parco, Allyson; Vegas, Emiliana (Brookings, 2022)
Annelies Goger, Allyson Parco, and Emiliana Vegas provide a high-level map of the landscape of education and labor market innovations in formal and informal education.
KerkoCite.ItemAlsoKnownAs: 2339240:BECTE3UC 2405685:6ZIX3DVL

LEARNING AND TEACHING WITH MOBILE DEVICES AN APPROACH IN SECONDARY EDUCATION IN GHANA - Grimus, Margarete; Ebner, Martin (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:4INLKHHR 2405685:DSWX579I
Keywords: ⛔ No DOI found

Learning and Teaching with Mobile Devices: An Approach in Secondary Education in Ghana - Grimus, Margarete; Ebner, Martin (Institute for Information Systems Computer Media, Graz University of Technology, 2014)
While many developing nations find Internet-based e-learning unsuitable for their needs (lack of technology as well as of accessibility), mobile learning methods – specifically those involving the use of mobile-phones for both formal and informal learning – hold great promise for them (Grimus et al, 2013b). This article examines the chances and challenges of the use of mobile devices to support improvement and transformation of education in a Senior High School in Ghana. It draws attention to the local situation in a field-study looking at infrastructure, development of material and support. A model for teacher training was designed to facilitate teachers’ attitudes and abilities for implementation of mobile learning. The article figures out how mobile devices can be integrated in learning and teaching on the specific background of a school in Ghana. Based on our results we conclude that teachers and students want to use mobile devices in learning. Their perceptions are positive and they developed courses for specific subjects available for eReaders and mobile phones. The results and feedback from two workshops encourage us to propose this model as an example for integration of mobile devices for learning in other regions of Sub Sahara Africa.
KerkoCite.ItemAlsoKnownAs: 2339240:KUYCFDLA 2405685:W83IEEJP

Learning and teaching with mobile devices: an approach in higher secondary education in Ghana - Grimus, Margarete; Ebner, Martin (International Journal of Mobile and Blended Learning, 2015)
While many developing nations find Internet-based e-learning unsuitable for their needs mobile learning methods–specifically those involving the use of mobile-phones for both formal and informal learning–hold great promise for them (Grimus et al, 2013b). In this paper chances and challenges introduced by mobile devices to support improvement and transformation of education in a Senior High School in Ghana are examined. The field-study draws attention to the local situation, looking at infrastructure and teachers and students attitudes in using digital learning material. This paper presents results of a pilot project at a Senior High Technical School in Ghana, by addressing the issue how mobile devices can be integrated in learning and teaching. Based on our results we conclude that teachers and students hold great promise for using mobile devices for learning. Together they developed content based on the national curriculum, available for eReaders and mobile phones.
Publisher: IGI Global, 701 East Chocolate Avenue, Hershey, PA 17033 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1871575620?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.4018/ijmbl.2015040102 2405685:XK46R6XU 2534378:5KLKWTMM 2534378:KZNNQLJ5
Keywords: ERIC; Current Index to Journals in Education (CIJE); Educational Technology; Faculty Development; Feedback (Response); Foreign Countries; Ghana; Handheld Devices; Online Surveys; Secondary Education; Semi Structured Interviews; Student Attitudes; Teacher Attitudes; Technical Education; Technology Uses in Education; Telecommunications; Workshops; __:import:03; __:match:final; __:matched; __:study_id:2096257; ___working_potential_duplicate; __finaldtb

Learning and Teaching With Mobile Devices: An Approach in Higher Secondary Education in Ghana - Grimus, Margarete; Ebner, Martin (International Journal of Mobile and Blended Learning, 2015)
While many developing nations find Internet-based e-learning unsuitable for their needs mobile learning methods – specifically those involving the use of mobile-phones for both formal and informal learning – hold great promise for them (Grimus et al, 2013b). In this paper chances and challenges introduced by mobile devices to support improvement and transformation of education in a Senior High School in Ghana are examined. The field-study draws attention to the local situation, looking at infrastructure and teachers and students attitudes in using digital learning material. This paper presents results of a pilot project at a Senior High Technical School in Ghana, by addressing the issue how mobile devices can be integrated in learning and teaching. Based on our results we conclude that teachers and students hold great promise for using mobile devices for learning. Together they developed content based on the national curriculum, available for eReaders and mobile phones.
KerkoCite.ItemAlsoKnownAs: 10.4018/ijmbl.2015040102 10/ggn3xd 2339240:MHJH5AZV 2405685:NCJ8I8FF
Keywords: ___working_potential_duplicate

Learning and teachin with social network sites: A decade of research in K-12 related education - Greenhow, Christine; Askari, E (Education and Information Technologies, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-015-9446-9 2405685:CQQGDLH3

Learning-Adjusted Years of Schooling (LAYS): Defining A New Macro Measure of Education - Filmer, Deon; Rogers, Halsey; Angrist, Noam; Sabarwal, Shwetlena (World Bank, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8591 2339240:3A9F6FVB 2339240:KGVQPHCJ 2405685:59ERQXRR 2405685:GSG23QSA 2405685:TP9IZVSC 2447227:6BFXZ6TA 2561267:ELKQGNZN
Keywords: _B:important; ___working_potential_duplicate; _final_bib; _important; _s:DFID; ⛔ No DOI found; ❓ Multiple DOI

Learning-adjusted years of schooling (LAYS): Defining a new macro measure of education - Filmer, Deon; Rogers, Halsey; Angrist, Noam; Sabarwal, Shwetlena (Economics of Education Review, 2020)
The standard summary metric of education-based human capital used in macro analyses is a quantity-based one: The average number of years of schooling in a population. But as recent research shows, students in different countries who have completed the same number of years of school often have vastly different learning outcomes. We therefore propose a new summary measure, the Learning-Adjusted Years of Schooling (LAYS). This measure combines quantity and quality of schooling into a single easy-to-understand metric of progress, revealing considerably larger cross-country education gaps than the standard metric. We show that the comparisons produced by this measure are robust to different ways of adjusting for learning and that LAYS is consistent with other evidence, including other approaches to quality adjustment. Like other learning measures, LAYS reflects learning, and barriers to learning, both inside and outside of school; also, cross-country comparability of LAYS rests on assumptions related to learning trajectories and the validity, reliability, and comparability of test data. Acknowledging these limitations, we argue that LAYS nonetheless improves on the standard metric in key ways.
shortDOI: 10/ggqkfm KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2020.101971 10/ggqkfm 2339240:SYL58Y22 2405685:9SKUVUJ9
Keywords: Education; Human capital; Learning; Returns to education; Schooling; Test Scores; ___working_potential_duplicate

Learning about System Renewal - Levin, Ben; Fullan, Michael (http://lst-iiep.iiep-unesco.org/cgi-bin/wwwi32.exe/[in=epidoc1.in]/?t2000=027046/(100), 2008)
Incl. bibl., abstract Our focus in this article is on the lessons learned about effective change from international experience with large-scale reform over the last 20 years. The central lesson now evident is that sustained improvement in student outcomes requires a sustained effort to change teaching and learning practices in thousands and thousands of classrooms, and this requires focused and sustained effort by all parts of the education system and its partners. Key components of this work include a small number of ambitious yet achievable goals, publicly stated; a positive stance with a focus on motivation; multi-level engagement with strong leadership and a "guiding coalition"; emphasis on capacity building with a focus on results; keeping a focus on key strategies while also managing other interests and issues; effective use of resources; and constant and growing transparency including public and stakeholder communication and feedback. Although we believe the use of change knowledge is increasing internationally, future prospects remain mixed because the work is hard to do.
shortDOI: 10/dccxs9 KerkoCite.ItemAlsoKnownAs: 10.1177/1741143207087778 10/dccxs9 2339240:3LWL9VYA 2405685:J5NZ3E5U

Learners with Disabilities & COVID-19 School Closure - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:5KFUIK8T 2405685:XXZ4QDWB

Learners and Caregivers' Barriers and Attitudes to SMS-based Mobile Learning in Kenya: Key findings from a telephone survey - Jordan, Katy; Damani, Kalifa; Myers, Christina; Khagame, Phoebe; Mumbi, Albina; Njuguna, Lydia (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7689021 ZenodoArchiveConcept: 7689020 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7689021 10.53832/edtechhub.0162 2405685:FQV2DUEH 2405685:JV87UGDX
Keywords: _r:AddedByZotZen

Learners and caregivers barriers and attitudes to SMS-based mobile learning in Kenya - Jordan, Katy; Damani, Kalifa; Myers, Christina; Mumbi, Albina; Khagame, Phoebe; Njuguna, Lydia (African Educational Research Journal, 2023)
The use of mobile phones has been identified as a potential way to bring the benefits of educational technology to a wider audience, including in low-connectivity settings. This is a topic that has received renewed interest recently as a result of the COVID-19 pandemic and school closures. While a number of recent studies have demonstrated good potential for mobile phones and SMS to be used to support learning, there are also questions about how equitable this medium is in practice. We conducted a telephone survey with learners (n = 122) and their caregivers (n = 124) who use M-Shule, an SMS-based educational platform in Kenya, in order to understand their attitudes towards mobile learning, and the benefits and constraints. In particular, we consider whether there are differences in responses according to gender and/or location, to shed light on whether use is equitable. We find that girls and boys face similar barriers to use, and the technology is perceived to be equally beneficial. We identify some areas for potential further support for all learners through mobile learning.
KerkoCite.ItemAlsoKnownAs: 10.30918/AERJ.114.23.088 2405685:6BR2KK45

Learner engagement strategies in online class environment - Chakraborty, Misha (Texas A&M University, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:Y3ZPJ4WL 2405685:M3RWSCLI

Learner-centred pedagogy: Towards a post-2015 agenda for teaching and learning - Schweisfurth, Michele (International Journal of Educational Development, 2015)
Pedagogy continues to be a neglected priority in discussions on the post-2015 agenda for education. The article situates pedagogy generally and learner-centred pedagogy specifically within these current debates. The potential of learner-centred education (LCE) is considered in the light of the evidence of its promise also taking into consideration the historic record of implementation challenges where LCE has been part of a policy framework for improving the quality of education. The concept of a pedagogical nexus illustrates how different parts of a system work together, how actors shape this and are influenced by it, and the implications of this for pedagogical change. The article therefore also explores how global goals and targets and their monitoring interact with other parts of the system and may affect teaching and learning in unintended ways. It argues for a revised conception of learner-centred pedagogy as an enabling goal, upon which other goals and targets depend.
shortDOI: 10/f65t73 KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.10.011 10/f65t73 2129771:P3WMASAB 2339240:7FAWYW8S 2339240:IWUNNNQV 2405685:44GP3DG6 2405685:57MFW2KZ 2534378:ENK8YVXP
Keywords: Learner-centred education; Pedagogy; Post-2015; ___working_potential_duplicate

Learner-centred pedagogy: towards a post-2015 agenda for teaching and learning - Schweisfurth, Michele (International Journal of Educational Development, 2015)
Pedagogy continues to be a neglected priority in discussions on the post-2015 agenda for education. The article situates pedagogy generally and learner-centred pedagogy specifically within these current debates. The potential of learner-centred education (LCE) is considered in the light of the evidence of its promise also taking into consideration the historic record of implementation challenges where LCE has been part of a policy framework for improving the quality of education. The concept of a pedagogical nexus illustrates how different parts of a system work together, how actors shape this and are influenced by it, and the implications of this for pedagogical change. The article therefore also explores how global goals and targets and their monitoring interact with other parts of the system and may affect teaching and learning in unintended ways. It argues for a revised conception of learner-centred pedagogy as an enabling goal, upon which other goals and targets depend.
Extra URL (?): https://www.sciencedirect.com/science/article/abs/pii/S0738059314001084?via%3Dihub KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.10.011 2339240:7FAWYW8S 2405685:ISKC55X6 2534378:ENK8YVXP
Keywords: Learner-centred education; Pedagogy; Post-2015; ___working_potential_duplicate

Learner-centred pedagogy: Towards a post-2015 agenda for teaching and learning - Schweisfurth, Michele (International Journal of Educational Development, 2015)
Pedagogy continues to be a neglected priority in discussions on the post-2015 agenda for education. The article situates pedagogy generally and learner-centred pedagogy specifically within these current debates. The potential of learner-centred education (LCE) is considered in the light of the evidence of its promise also taking into consideration the historic record of implementation challenges where LCE has been part of a policy framework for improving the quality of education. The concept of a pedagogical nexus illustrates how different parts of a system work together, how actors shape this and are influenced by it, and the implications of this for pedagogical change. The article therefore also explores how global goals and targets and their monitoring interact with other parts of the system and may affect teaching and learning in unintended ways. It argues for a revised conception of learner-centred pedagogy as an enabling goal, upon which other goals and targets depend.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.10.011 2339240:9ITNETF8 2405685:BX2PV4ZZ
Keywords: Learner-centred education; Pedagogy; Post-2015

Learner-centred education in international perspective: Whose pedagogy for whose development? - Schweisfurth, Michele (Routledge, 2013)
Is learner-centred education appropriate for all societies and classrooms? Learner-centred education (LCE) is a travelling policy, widely promoted by international agencies and national governments. Arguments in favour of this pedagogical tradition refer to theories and evidence from cognitive psychology, claiming that all learners can benefit equally from its judicious use. Beyond the benefits to the individual however, lie a set of assumptions about learner-centred education as a foundation for the building of democratic citizens and societies, suitable for economies of the future. These promises have been questioned by critics who doubt that it is appropriate in all cultural and resource contexts, and there is considerable evidence in the global South of perennial problems of implementation. In the light of these debates, is LCE still a good development 'bet'? This book provides an authoritative and balanced investigation of these issues, exploring the contextual factors from global movements to local resourcing realities which have fuelled it as a discourse and affected its practice. In the light of the theoretical underpinnings and research evidence, the book addresses pressing questions: to what extent is learner-centred education a sound choice for policy and practice in developing countries? And if it is a sound choice, under which conditions is it a viable one? The book is divided into three key parts: - Learner-centred Education as a Global Phenomenon - Learner-centred Education in Lower and Middle-income Countries - Lessons and Resolutions This book provides a much-needed fresh analysis of the concept and practice of LCE. It will be valuable reading for academics and post-graduates with a focus on comparative and international education, along with policy-makers in developing countries and development agencies.
Google-Books-ID: E0p0jeZNIIYC KerkoCite.ItemAlsoKnownAs: 2339240:VXYIEQEU 2405685:F9YR4IYI
Keywords: Education / General

Learner-centred education in developing country contexts: From solution to problem? - Schweisfurth, Michele (International Journal of Educational Development, 2011)
shortDOI: 10/cnfz43 KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2011.03.005 10/cnfz43 2405685:LDEHPJCR

Learner Agency in Personalised Content Recommendation: Investigating Its Impact in Kenyan Pre-primary Education - Sun, Chen; Major, Louis; Moustafa, Nariman; Daltry, Rebecca; Friedberg, Aidan (Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners, Doctoral Consortium and Blue Sky, 2024)
Series Title: Communications in Computer and Information Science KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-031-64312-5_25 2405685:IYFT5P4N

Learner access to resources for eLearning and preference for eLearning delivery mode in distance education programs in Ghana - Arthur-Nyarko, Emmanuel; Kariuki, Moses Githua (International Journal of Educational Technology, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:XYCPC7IU 2405685:83GZ8QYZ
Keywords: ⛔ No DOI found

LEAP From Pilot to Scale: Embedding Digital Reading within the Kenya National Library Service - Heavner, Rachel; Lowe, Zev; Mwachi-Amolo, Joan (2017)
Mobile technologies have become more normalized for data collection, education for displaced communities and interventions at a distance. Yet, questions remain around how to effectively bring these technology interventions from pilot efforts to broad scale adoption. Worldreader is demonstrating operational success in its digital reading programs in Kenya. In 2014, Worldreader, in partnership with the Kenyan National Library Service (knls), launched its digital reading program, called LEAP (Libraries E-reading Activities Partnership) in eight libraries. By December 2017, LEAP had successfully scaled to all 61 public libraries in the country. This paper outlines five key insights for moving from pilot to country-level scale: 1. Start slow, start smart 2. Leverage economies of scale 3. Step by step: Implement in phases 4. Manage change: Creating a unified vision of success 5. Implement sustainability from the start. These learnings can inform others leveraging technology to improve education around the world and contribute to strengthening an effective, responsible and efficient ecosystem of technology-enriched educational programs.
KerkoCite.ItemAlsoKnownAs: 2339240:IGJL4PW2 2405685:GNGTW6N4
Keywords: ⛔ No DOI found