[No title found] (Saudi Journal of Humanities and Social Sciences)
Throughout the world, the Information and Communications Technology (ICT) is changing the face of education. This paper is a report of a study that was carried out in the months of May and June 2016 on the availability of resources and facilities for ICT integration in the public primary school curriculum in Kitui County in Kenya. The research purpose and objective of the study was: To find out the availability of resources and facilities for ICT integration in the public primary school curriculum in Kitui County. This study was guided by the Technology Acceptance Model (TAM). It was informed by the pragmatic philosophy and the Mixed Method (MM) research approach. Data was collected from 388 public primary schools in Kitui County selected through stratified and simple random sampling methods. A total of 388 head teachers and 776 teachers participated in the study giving a total of 1114 respondents. The research instruments used were questionnaires for teachers, interview schedules for head teachers and observation checklists. The data collected was analyzed qualitatively and quantitatively. The findings revealed that most of the schools were connected to electricity but lacked ICT resources such as desk computers, whiteboards, CD-ROMs and anti-viruses. Laptops were available in some of the schools but were not being used by teachers in direct instruction. They were mainly used in the storage of school records, teacher plans, examination questions and for examination registration exercises. Another finding was lack of internet connectivity in most of the schools that affected ICT integration in the curriculum. The study recommended that the education stakeholders and the government should partner in provision of ICT resources and facilities to facilitate integration of ICT in schools. It is hoped that this study will be useful in education policy making on ICT integration in schools in Kenya and other parts of the world.
KerkoCite.ItemAlsoKnownAs: 2339240:NHKZ3KGS 2405685:9UV4IRMN

Non-financial rewards and job commitment among public secondary school teachers in Ogun State Public Secondary Schools - Bawalla, Oluwatoyin Gbenga; Omolawal, Ayodeji Samuel (Reality of Politics. Estimates - Comments - Forecasts, 2022)
The study examined the relationship between non-financial rewards and teachers job commitment in the educational sector in Ogun State, Nigeria. A survey was conducted on public secondary school teachers to examine the relationship between non-financial rewards (promotion, study leave and sponsorship, provision of long service awards) and teachers’ job commitment. A sample of 750 full-time teachers was taken. Thirty schools were randomly selected across the three senatorial districts of Ogun State. A structured questionnaire was used to elicit information on socio-demographic characteristics and types of non-financial rewards available to public secondary school teachers in Ogun State. The response rate was 90.2%. Pearson Product Moment Correlation was used to test the relationship between non-financial and teachers job commitment. The result showed that non-financial rewards are a strong determinant of job commitment for the teachers in the state public secondary schools. It was therefore recommended that government and other relevant stakeholders in the educational sector are to reward teachers adequately by making use of non-financial rewards.
KerkoCite.ItemAlsoKnownAs: 2405685:LNLECYL6
Keywords: ⛔ No DOI found

Not just for special occasions: supporting the professional learning of teachers through critical reflection with audio-visual information - Saito, Eisuke; Khong, Thi Diem Hang (Reflective Practice, 2017)
Despite increased use of professional learning communities in the teacher education field, they do not necessarily guarantee change in teachers’ daily practice. This study is a multiple case study of three school leaders in Vietnam to connect their teachers’ learning and practice by utilising visual records. In the cases studied, we see a progression of models of joint reflection based on visual information, from only occasional reflection to daily critical reflection, the latter of which the authors call ‘vide-flection’ referring to a process for people to consider their actions, thoughts, or experiences by utilising video-recorded images. For joint vide-flection, school leaders visit every classroom for several minutes every day to observe the wellbeing and learning of pupils and video-record struggles or breakthroughs in children’s learning; they share those images with teachers to jointly reflect on the situations. Through this vide-flection, teachers develop more detailed awareness of pupils needs.
Publisher: Routledge _eprint: https://doi.org/10.1080/14623943.2017.1361921 KerkoCite.ItemAlsoKnownAs: 10.1080/14623943.2017.1361921 2339240:UPNEHQVJ 2405685:8CQU3AHD
Keywords: Reflective practice; Vietnam; critical reflection; professional learning; teacher professional development; vide-flection

Not just for special occasions: supporting the professional learning of teachers through critical reflection with audio-visual information - Saito, Eisuke; Khong, Thi Diem Hang (Reflective Practice, 2017)
Despite increased use of professional learning communities in the teacher education field, they do not necessarily guarantee change in teachers’ daily practice. This study is a multiple case study of three school leaders in Vietnam to connect their teachers’ learning and practice by utilising visual records. In the cases studied, we see a progression of models of joint reflection based on visual information, from only occasional reflection to daily critical reflection, the latter of which the authors call ‘vide-flection’ referring to a process for people to consider their actions, thoughts, or experiences by utilising video-recorded images. For joint vide-flection, school leaders visit every classroom for several minutes every day to observe the wellbeing and learning of pupils and video-record struggles or breakthroughs in children’s learning; they share those images with teachers to jointly reflect on the situations. Through this vide-flection, teachers develop more detailed awareness of pupils needs. [ABSTRACT FROM PUBLISHER]
Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bri&AN=126003617&site=ehost-live&scope=site KerkoCite.ItemAlsoKnownAs: 10.1080/14623943.2017.1361921 2405685:BC5IPJP7 2534378:8GYBJJ8Z 2534378:R2HCJDDM
Keywords: ADULTS; AUDIOVISUAL aids in education; AUDIOVISUAL materials; CRITICAL thinking studies; DATA analysis software; DESCRIPTIVE statistics; EDUCATION; FOCUS groups; INTERVIEWING; PROFESSIONAL education; PROFESSIONAL employee training; REFLECTION (Philosophy); RESEARCH funding; Reflective practice; SCHOOL administrators; TEACHER training; TEACHING; THEMATIC analysis; VIETNAM; Vietnam; __:import:01; __:match:final; __:matched; __:study_id:2099873; __finaldtb; critical reflection; professional learning; teacher professional development; vide-flection

Notes de conseils sur l'exploitation des donnees d'enquete - Hasiniavo, Rasolohery; Joel, Mitchell; Angele, Messa (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7867879 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7867879 ZenodoArchiveConcept: 7867878
Keywords: _r:AddedByZotZen

Notes for the political economy analysis design workshop for the Strengthening the Use of Evidence for Development Impact (SEDI) project in Pakistan - Pellini, Arnaldo; Shaxson, Louise; Rocha Menocal, A (ODI, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:VYJAG3A6 2405685:EVI6J4R5

Nothing as practical as good theory: Exploring theory-based evaluation for comprehensive community initiatives for children and families - Weiss, Carol H. (New approaches to evaluating community initiatives: Concepts, methods, and contexts, 1995)
KerkoCite.ItemAlsoKnownAs: 2281034:9ZUKSI77 2281034:AK78J4ZN 2405685:D42QVGLA 2447227:HKHMM7ZL
Keywords: ⛔ No DOI found

Nothing as Practical as Good Theory : Exploring Theory-Based Evaluation for Comprehensive Community Initiatives for Children and Families | Semantic Scholar - Weiss, Carol
KerkoCite.ItemAlsoKnownAs: 2339240:SNUMFGQP 2405685:ESCTB9EV

NRPU Approved Projects 2017-18 - Higher Education Council (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:NDH6S4XZ 2405685:XZQHTNWR

Nudge Messaging and School Attendance in Ghana: Determining the Impact of Tailored Message Characteristics - Zhao, Annette; D'Rozario, Jonny; Kably, Nathan; Jayasinghe, Neema; Mukankusi, Aimée
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 10837385 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1019 ZenodoArchiveConcept: 10837384
Keywords: Coming soon; _r:AddedByMyEducationEvidence

“Nudge Unit” - Institute for Government (Institute for Government, 2020)
The Behavioural Insights team, popularly known as the ‘Nudge Unit’, is playing a big role in helping the government formulate its response to coronavi
KerkoCite.ItemAlsoKnownAs: 2339240:WKGMIW59 2405685:YAQVRAQK

Nudges to Improve Learning and Gender Parity: Preliminary findings on supporting parent-child educational engagement during Covid-19 using mobile phones - Aurino, Elisabetta; Tsinigo, Edward; Wolf, Sharon (EdTech Hub, 2022)
Key words: parental education engagement; caregiver engagement; nudges; text messages; schooling; learning; Ghana; gender In this study we evaluate a digital intervention to improve low-literate caregivers’ engagement with their children’s education and development in rural Ghana during the Covid-19 pandemic. The programme was a text-message-based behavioural change intervention for parents / caregivers that aimed to improve caregiver engagement in children’s educational activities, caregiver beliefs about returns to education, as well as children’s learning, enrollment, attendance, and gender parity in education. This household-randomised trial, conducted in the North East, Northern, Savannah, Upper East, and Upper West regions of Ghana, tested four variations of the intervention, varying both duration and a gender-parity focus. Households were randomised to one of five conditions: (i) regular behavioural nudges, 12 weeks; (ii) gender-boost behavioural nudges, 12 weeks; (iii) regular behavioural nudges, 24 weeks; (ii) gender-boost behavioural-nudges, 24 weeks; or (v) control. The interventions were implemented from January to April 2021 (for the 12-week groups) and January to June 2021 (for the 24-week groups). We collected data at midline (April–June 2021) and endline (August–September 2021). Our preliminary results suggest that a short, light-touch, SMS-based intervention can change caregiver behaviours and child outcomes in a rural, low-literate sample. However, the results were complex and intervention effectiveness depended on the caregiver having minimum levels of schooling. For caregivers with no education (65% of the sample), the intervention only increased caregiver expectations on reaching the desired level of education, especially among girls, but reduced educational engagement and some measures of children’s school enrollment and attendance. Educational engagement among Ghanaian caregivers is low relative to peer countries (Bornstein & Putnick, 2012; McCoy et al., 2018). The findings suggest that caregivers may need a base level of capital and resource (e.g., exposure to formal education) to enact the messages and increase their educational engagement with their children. Without this base level of capital, messages may increase caregivers’ aspirations for their children without providing enough support to change educational investments in positive ways. An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6337916 10.5281/zenodo.6337918 10.5281/zenodo.6338002 10.5281/zenodo.6338007 10.53832/edtechhub.0083 2339240:AZXVF44M 2339240:GZRZGRN7 2339240:MJPJVVCU 2405685:6QCZIQR2 2405685:D9VW8AI3 2405685:PWU63GQS 2405685:QAXG3NCJ 2405685:RKRPWPX5 2405685:VT5Z6XB6 2405685:YBG8MTTQ 2405685:ZDHGEBKD
Keywords: _r:AddedByZotZen

Nudges to improve learning and gender parity: Supporting parent engagement and Ghana’s educational response to Covid-19 using mobile phones - Wolf, Sharon; Aurino, Elisabetta (American Economic Association, 2021)
While recent evidence from Brazil and Ivory Coast suggests that SMS messages to nudge parents' engagement in their children's education have large effects on educational outcomes, the Covid-19 pandemic raises additional concerns. In particular, learning deficits and school dropouts are likely to increase following school shutdowns, especially among vulnerable populations such as older girls who need to work to support their families or due to early marriage, childbearing and adolescent pregnancy. A further knowledge gap relates to the optimal period of exposure to the nudges, which is critical to scale-up. This study investigates whether sending nudges to parents can improve parental engagement in child education and broader development across child age groups and gender, in the low-resource setting of Ghana, by randomly assigning whether parents receive two different versions of nudges, with one version including content promoting girls’ education and addressing some common stereotypes around gender, and whether the duration of these different modalities vary between three and six months.
KerkoCite.ItemAlsoKnownAs: 10.1257/rct.6118-1.4000000000000001 2339240:35CNTCTC 2405685:A3B8URQN

Nudges to improve learning and gender parity: Supporting parent engagement and Ghana’s educational response to COVID-19 using mobile phones - Wolf, Sharon; Aurino, Elisabetta; Osei-Akoto, Isaac; Ackwerh, Eunice Yaa Brimfah (World Bank Strategic Impact Evaluation Fund (SIEF), 2021)
Randomized control trial testing impacts of SMS messages to suggest activities that promote social-emotional development at home and to encourage engagement with remote instruction, variants of these messages that have a gender-parity focus, and the duration of these messages (3 months vs. 6 months)
KerkoCite.ItemAlsoKnownAs: 2339240:H7GV3H2Z 2405685:7DVEJE63 2405685:YKSU9467

Nudging at Scale: Experimental Evidence from FAFSA Completion Campaigns - Bird, A., Kelli; Castleman, Benjamin; Denning, Jeffrey; Goodman, Joshua; Lamberton, Cait; Rosinger, Kelly Ochs (2019)
Do nudge interventions that have generated positive impacts at a local level maintain efficacy when scaled state or nationwide? What specific mechanisms explain the positive impacts of promising smaller-scale nudges? We investigate, through two randomized controlled trials, the impact of a national and state-level campaign to encourage students to apply for financial aid for college. The campaigns collectively reached over 800,000 students, with multiple treatment arms to investigate different potential mechanisms. We find no impacts on financial aid receipt or college enrollment overall or for any student subgroups. We find no evidence that different approaches to message framing, delivery, or timing, or access to one-on-one advising affected campaign efficacy. We discuss why nudge strategies that work locally may be hard to scale effectively.
KerkoCite.ItemAlsoKnownAs: 2339240:HFPDIEFC 2405685:H6VSP7UX 2405685:VPY45H37 2534379:ZU7H9IF5
Keywords: ___working_potential_duplicate

Nudging at Scale: Experimental Evidence from FAFSA Completion Campaigns - Bird, A., Kelli; Castleman, Benjamin; Denning, Jeffrey; Goodman, Joshua; Lamberton, Cait; Rosinger, Kelly Ochs (Journal of Economic Behaviour & Organization, 2021)
Do nudge interventions that have generated positive impacts at a local level maintain efficacy when scaled state or nationwide? What specific mechanisms explain the positive impacts of promising smaller-scale nudges? We investigate, through two randomized controlled trials, the impact of a national and state-level campaign to encourage students to apply for financial aid for college. The campaigns collectively reached over 800,000 students, with multiple treatment arms to investigate different potential mechanisms. We find no impacts on financial aid receipt or college enrollment overall or for any student subgroups. We find no evidence that different approaches to message framing, delivery, or timing, or access to one-on-one advising affected campaign efficacy. We discuss why nudge strategies that work locally may be hard to scale effectively.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jebo.2020.12.022 2339240:2RVLDCU8 2405685:D63Y92LP

Nudging in education - Damgaard, Mette Trier; Nielsen, Helena Skyt (Economics of Education Review, 2018)
Can we nudge children, adolescents and their parents to make better decisions on education? And can we nudge teachers to support and encourage better decision making? Education decisions are taken at young ages and involve immediate costs and potential, future benefits. In such settings behavioural barriers (e.g. lack of self-control, limited attention and social norms) likely influence choices and this may motivate the use of low cost ‘nudges’ to gently push behaviour in the desired direction. Our review of nudging interventions shows that while nudging often has positive effects, the greatest effects often arise for individuals affected most by the behavioural barrier targeted by the intervention. Hence understanding underlying behavioural mechanisms is crucial. Negative effects may arise in situations where nudges potentially crowd-out intrinsic motivation, if nudges pressurise individuals, or in situations where the choice architect has an insufficient understanding of behavioural mechanisms.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2018.03.008 2339240:YBXW7W6Z 2405685:TFBCJC4T
Keywords: Behavioural bias; Boost policies; Human capital investment

Nudging in education: from theory towards guidelines for successful implementation - Weijers, Robert J.; de Koning, Björn B.; Paas, Fred (European Journal of Psychology of Education, 2021)
Nudging is one of the strategies from behavioral economics that aims to influence behavior by changing the environment. We propose that it could also be a valuable means to influence behavior in educational contexts. However, implementation of nudging in education is yet sparse. We describe the relevant issues to consider when applying nudging in education, arguing that a focus on the long-term effects and underlying processes of a nudge is necessary for successful implementation. Then, we aim to facilitate this implementation of nudging in education by making a distinction between nudges that is relevant for overcoming these issues. Based on the framework proposed by Hansen and Jespersen (European Journal of Risk Regulation, 4(1), 3–28, 2013), we distinguish between Type 1 and Type 2 nudges, and transparent and non-transparent nudges, resulting in four nudge categories. For each of these nudge categories, we determine its suitability for different educational goals. The resulting decision matrix can help researchers and practitioners when designing nudges for an educational context.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10212-020-00495-0 2339240:E6XK7JIR 2405685:RC3MYCEA
Keywords: Educational psychology; Instructional support; Learning behavior; Nudging; Teaching strategies

Nudging or Nagging? Conflicting Effects of Behavioral Tools - Kalil, Ariel; Liu, Haoxuan; Mayer, Susan; Rury, Derek; Shah, Rohen (SSRN Electronic Journal, 2023)
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.4318177 2339240:HNT2VXJ7 2405685:5FJWAQY9

Nudging parents and teachers to improve learning and reduce child labor in Cote d’Ivoire - Wolf, Sharon; Lichand, Guilherme (npj Science of Learning, 2023)
Whether SMS-based nudge interventions can increase parent engagement and improve child learning outcomes across diverse contexts such as rural West Africa is unknown. We conducted a school-randomized trial to test the impacts of an audio or text-message intervention (two messages per week for one school year) to parents and teachers of second and fourth grade students (N = 100 schools, 2246 students) in Cote d’Ivoire. Schools were randomly assigned to have messages sent to (i) parents only, (ii) teachers only, (iii) parents and teachers together, or (iv) control. There were statistically non-significant impacts of the parents-only treatment on learning, although with typical effect sizes (d = 0.08, p = 0.158), and marginally statistically significant increases in child labor (d = 0.11, p < 0.10). We find no impacts of the other treatment conditions. Subgroup analyses based on pre-registered subgroups show significantly larger improvements in learning for children with below-median baseline learning levels for the parents-only arm and negative impacts on learning for girls for the teachers-only arm, suggesting different conclusions regarding impacts on equity for vulnerable children.
Number: 1 Publisher: Nature Publishing Group KerkoCite.ItemAlsoKnownAs: 10.1038/s41539-023-00180-z 2339240:TBVAYFZC 2405685:XET829T4
Keywords: Economics; Education

Nudging Parents to Increase Preschool Attendance in Uruguay - Ajzenman, Nicolas; Luna, Laura; Hernández-Agramonte, Juan; Boo, Florencia; Vásquez-Echeverría, Alejandro; Diaz, Mercedes (SSRN Electronic Journal, 2022)
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.4114425 2339240:RBK8EAHR 2405685:U65FUQWL

Number of Computers by District 2018 (Unpublished) - Othman, Othman S. (EMIS Department MoEVT Zanzibar, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:CXDZH729 2405685:73RNJ3SS

Number of pay TV households in Ghana 2014-2023 - Watson, Amy (Statista, 2019)
The timeline presents the number of pay TV households in Ghana from 2014 to 2018, and a forecast thereof until 2023.
EdTechHub.ItemAlsoKnownAs: 2405685:WYGSUTLX

Numbers and words: Combining quantitative and qualitative methods in a single large-scale evaluation study - Rossman, Gretchen B.; Wilson, Bruce L. (Evaluation Review, 1985)
KerkoCite.ItemAlsoKnownAs: 2339240:WRNKVQ5D 2405685:FVALU54N
Keywords: ⚠️ Invalid DOI

NVivo (Lumivero)
NVivo qualitative data analysis software helps to discover richer insights from your qualitative & mixed methods research. Organize, store, and analyze data today!
KerkoCite.ItemAlsoKnownAs: 2405685:DI4BP2LR 2486141:YRZN6U74

O Efeito da COVID-19 na Educação em África e Suas Implicações para a Utilização da Tecnologia Um Inquérito sobre a Experiência e as Opiniões de Educadores e Especialistas em Tecnologia - eLearning Africa; EdTech Hub (2020)
ZenodoArchiveID: 4749656 previousDOI: 10.5281/zenodo.4018774 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4749656 2405685:XSK5P8VC
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH; ⚠️ Invalid DOI

O'Genius Panda - O'Genius Panda
EdTechHub.ItemAlsoKnownAs: 2405685:E59T4C85

O'Genius Priority Ltd (O'Genius Priority, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:JKTZCX5Q 2405685:578RECJL

OAsis Home - Commonwealth of Learning
KerkoCite.ItemAlsoKnownAs: 2339240:W4UDFK6Y 2405685:6XH6MA28

ODK - Open Data Kit (ODK, 2018)
The ODK community produces free and open-source software for collecting, managing, and using data in resource-constrained environments.
Library Catalog: getodk.org KerkoCite.ItemAlsoKnownAs: 2405685:9CTM6SC2

ODK - Open Data Kit; Kit, Open Data (ODK, 2018)
The ODK community produces free and open-source software for collecting, managing, and using data in resource-constrained environments.
KerkoCite.ItemAlsoKnownAs: 2405685:32TBDFZT 2486141:CKAU3BCK

OECD Digital Economy Outlook 2020 - OECD (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2SVTCF5V 2405685:YEBSH72B

OECS to implement school connectivity initiative towards digital education vision - UNICEF (2020)
Organisation of Eastern Caribbean states to partner with UNICEF-ITU global initiative Giga to enhance connectivity of schools and develop digital public goods
KerkoCite.ItemAlsoKnownAs: 2339240:UB7AYYWJ 2405685:5DZSMP9J

OER Adaptation and Reuse across cultural contexts in Sub Saharan Africa: Lessons from TESSA (Teacher Education in Sub Saharan Africa) - Wolfenden, Freda; Buckler, Alison Sarah Hemmings; Keraro, Fred (Journal of Interactive Media in Education, 2012)
shortDOI: 10/gf5f64 KerkoCite.ItemAlsoKnownAs: 10.5334/2012-03 10/gf5f64 2339240:JII3H25Z 2405685:4AGBND6C 2405685:RF9QA3TD 2534378:5DH4QPVZ 2534378:DXRYWBS8 2534378:TSL8CQT4

OER Commons - OER Commons (OER Commons)
Library Catalog: www.oercommons.org KerkoCite.ItemAlsoKnownAs: 2339240:8X92V6WP 2405685:A248ZINP

OER Courseware, Research and Policies | OER Africa - OER Africa
KerkoCite.ItemAlsoKnownAs: 2405685:N8PBTPN4

OER Evaluation Criteria - Affordable Learning Georgia
KerkoCite.ItemAlsoKnownAs: 2339240:W2NKAYPP 2405685:Y5A3VKGV

OER for Open Schooling (OER4OS) | COL - Commonwealth of Learning
KerkoCite.ItemAlsoKnownAs: 2339240:7JGLVB56 2405685:SJII8IQ7

OER Guidance for Colleges - T-TEL Professional Development Programme (Ministry of Education (Ghana), 2016)
EdTechHub.ItemAlsoKnownAs: 2405685:VCK4YCEW

OER may be free, but you still need to invest to use them: Part I - Mogos, Ariam; Gacicio, Esther; Gaible, Edmond (2021)
Calls for access and equity underpin the OER (Open Educational Resources) movement, but it’s yet to be seen if the potential impact of OER will materialize in education - something COVID-19 may help change.
KerkoCite.ItemAlsoKnownAs: 2405685:9KXMVHL3

OER PD - EdTech Hub
KerkoCite.ItemAlsoKnownAs: 2405685:HE7ETKVV

OER quality and adaptation in K–12: Comparing teacher evaluations of copyrightrestricted, open, and open/adapted textbooks - Kimmons, R (The International Review of Research in Open and Distributed Learning, 2015)
KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v16i5.2341 2405685:HTDHIMNP

OER World Map - OER World Map
KerkoCite.ItemAlsoKnownAs: 2339240:Y86ERCC9 2405685:GRUY8QXK

OER2Go - World Possible
The world's best educational websites, now available for download OER2Go Explore
Library Catalog: worldpossible.org KerkoCite.ItemAlsoKnownAs: 2405685:8SX5JYDU

OER4Schools | Home - OER4Schools (2015)
KerkoCite.ItemAlsoKnownAs: 2405685:JKN3CVK9

OER4Schools: Participants Book - Hennessy, Sara; Haßler, Björn; Blair, Janet; Duggal, Nitu; Shin Leong, Wei; Makonga, Abel; Tembo, Agness (The Centre for Commonwealth Education, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:58TW376N 2405685:FBGNRJ43
Keywords: dode_eth-src-dode; dode_eth-trf2-dode

Official Gazette nº 39 of 24/09/2018 - Rwanda Ministry of Education (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:6AKZ4W8V 2405685:HRLP2ZG3

OLCreate: TESS-India (Teacher Education through School-based Support) - TESS-India
KerkoCite.ItemAlsoKnownAs: 2405685:5JVZWRKH 2405685:WKAQ2247

OLCreate: TESSA_GHA - TESSA - Ghana
KerkoCite.ItemAlsoKnownAs: 2405685:M7URBANI

OLE Ghana - Open Learning Exchange Ghana (2017)
Library Catalog: www.oleghana.org KerkoCite.ItemAlsoKnownAs: 2405685:A5UVHX67

On critical pedagogy - Giroux, Henry A. (Bloomsbury Publishing USA, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:WSGBF8GV 2405685:IV8KDKWV

On-line safety for students in developing countries - Trucano, Mike (2009)
When participating in discussions with officials planning for the use of computers and the Internet in schools in many developing countries, I am struck by how child Internet safety issues are often only considered as an afterthought – if indeed they are considered at all. Yet these issues almost *always* present themselves during implementation, and ...
KerkoCite.ItemAlsoKnownAs: 2339240:6F2RLCQS 2405685:5W4VQIV4

On Network Theory - Borgatti, Stephen; Halgin, Daniel (SSRN Electronic Journal, 2011)
Research on social networks has grown considerably in the last decade. However, there is a certain amount of confusion about network theory — for example, what it is, what is distinctive about it, and how to generate new theory. This paper attempts to remedy the situation by clarifying the fundamental concepts of the field (such as the network) and characterizing how network reasoning works. We start by considering the definition of network, noting some confusion caused by two different perspectives, which we refer to as realist and nominalist. We then analyze two well-known network theories, Granovetter’s strength of weak ties, to identify characteristic elements of network theorizing. We argue that both theories share an underlying theoretical model, which we label the network flow model, from which we derive additional implications. We also discuss network phenomena that do not appear to fit the flow model and discuss the possibility of a second fundamental model, which we call the bond model. We close with a discussion of the merits of model-based network theorizing for facilitating the generation of new theory, as well as a discussion of endogeneity in network theorizing.
zotzenLib.CopiedFrom: 2339240:SWTXTUQH KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.2260993 2339240:SWTXTUQH 2405685:SZ42AN3H

On systems thinking and the systems approach - “Stell” Kefalas, Asterios G. (World Futures, 2011)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/02604027.2011.585911 2339240:LP6DGVF9 2405685:6MU35TTS

On the effectiveness of game-like and social approaches in learning: Comparing educational gaming, gamification & social networking - de-Marcos, Luis; Garcia-Lopez, Eva; Garcia-Cabot, Antonio (Computers & Education, 2016)
Game-like approaches are becoming increasingly popular in education, with educational games and gamification drawing increasing levels of attention. While games specifically designed for educational purposes have been used for decades, gamification is particularly new and contrasting evidence was presented about its effectiveness. The potential of social networks has also been harnessed by educators and institutions either using popular social networking sites or specific educational instances. This paper studies how well-established approaches (educational game and social networking) compare with more novel ones (gamification and social gamification) in terms of learning performance in an undergraduate course. Four experimental conditions were compared in an experiment (N = 379). Results suggest that all experimental conditions significantly impact on learning performance, but social gamification returned better results in terms of immediacy and for all types of assessments.
shortDOI: 10/f8ggts KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2015.12.008 10/f8ggts 2339240:26FFSMAM 2405685:P8FAKBL8
Keywords: Educational game; Gamification; Learning; Social networking

On the margins or at the center? Distance learning in higher education - Xiao, J (Distance Education, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1080/01587919.2018.1429213 2405685:MZ3PW9AG

On the use of models in corporate planning - Ackoff, Russell L. (Strategic Management Journal, 1981)
Publisher: JSTOR KerkoCite.ItemAlsoKnownAs: 10.1002/smj.4250020404 2339240:5W9CA6UK 2405685:JIUJI7HV

On Tipping Points and Nudges: Review of Cass Sunstein's How Change Happens - Brescia, Raymond H. (2019)
In How Change Happens, Cass Sunstein explores the mechanisms through which social change can occur, the triggers that can cause it, and the pitfalls along the road to change. For Sunstein, small influences, which arise through what he has called “nudges,” can have large impacts, particularly where they indicate that support for existing norms has fallen. When this occurs, it can reveal hidden preferences that might have existed all along, but individuals were discouraged from making them public because of the existence of those norms. Once support for an existing norm begins to disappear, it can create a tipping point and then a “norm cascade”: when support for a new norm takes hold securely in society. In recent years, several works have appeared that have attempted to explain the sources of social change by looking at examples of successful campaigns and trying to divine the sources of such successes. Sunstein offers a different perspective. He provides more of a theoretical view on the sources of social change, not just identifying the levers that can bring it about but also some guidance on how to utilize them. It is a welcome addition to the scholarship on social change and stands as an elegant and insightful complement to some of the other, recent and more inductive scholarship on the subject. As a way to test Sunstein’s theory of social change, this review asks whether that theory can help explain recent developments, namely, the victory of the marriage equality campaign and the rise of a new and emboldened white nationalism in the wake of the election of Donald Trump to the U.S. presidency. As a review of these phenomena shows, Sunstein’s theory of change helps to provide insights into how such change came about, but, it also raises more questions. Indeed, questions still linger, like when is a nudge enough, can we identify what will make something “tip”? Nevertheless, Sunstein offers deep insights into the inner workings of social change and how norm entrepreneurs can understand not just how change happens but also how to bring it about.
KerkoCite.ItemAlsoKnownAs: 2339240:9ULKIFSJ 2405685:HDU54ARW
Keywords: Nudges; Social Change

One Billion (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:3B5NCJ2L 2405685:RYYH3UQH

One Laptop per Child at home: Short-term impacts from a randomized experiment in Peru - Beuermann, Diether W.; Cristia, Julian; Cueto, Santiago; Malamud, Ofer; Cruz-Aguayo, Yyannu (American Economic Journal. Applied Economics, 2015)
This paper presents results from a randomized controlled trial whereby approximately 1,000 OLPC XO laptops were provided for home use to children attending primary schools in Lima, Peru. The intervention increased access and use of home computers, with some substitution away from computer use outside the home. Children randomized to receive laptops scored about 0.8 standard deviations higher in a test of XO proficiency but showed lower academic effort as reported by teachers. There were no impacts on academic achievement or cognitive skills as measured by the Raven's Progressive Matrices test. Finally, there was little evidence for spillovers within schools. (JEL I21, I28, J13, O15)
Num Pages: 28 Place: Nashville, United States Publisher: American Economic Association Section: Articles KerkoCite.ItemAlsoKnownAs: 10.1257/APP.20130267 10.1257/app.20130267 10/gd853r 2339240:27SMHV3H 2339240:CPRGCBM2 2339240:TELXF9WP 2405685:9EXLABVP 2405685:9FMQU6XN 2405685:XXVAITEK
Keywords: ACCESS TO LAPTOPS; Academic achievement; Achievement tests; Business And Economics; EXCLUSION CRITERIA APPLIED; Elementary school students; Portable computers; Quality: H; Relevance: M; Statistical analysis; ___working_potential_duplicate; publishPDF

One laptop per child in Rwanda - One Laptop per Child. (2011)
KerkoCite.ItemAlsoKnownAs: 2339240:D7HTGMCI 2405685:MDB8C2SB

One Laptop Per Child Policy in Ghana: Any Impact on Teaching and Learning? - Asante, Edward; Owusu-Ansah, Samuel (Library Philosophy and Practice (e-journal), 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:LKY2HNFC 2405685:3UVAETBU
Keywords: ⛔ No DOI found

One Laptop per Child Rwanda: Enabling Factors and Barriers - Adam, Taskeen; Haßler, Björn; Cruickshank, Heather (Empowering the 21st Century Learner, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:PZE5L9QW 2129771:WDGI2A2F 2405685:75Z2R2EG 2486141:PZQAFS2P
Keywords: Author:Haßler; _C:Australia AUS; _C:Austria AUT; _C:Bangladesh BGD; _C:Belgium BEL; _C:Botswana BWA; _C:Burkina Faso BFA; _C:Canada CAN; _C:China CHN; _C:Croatia HRV; _C:Cuba CUB; _C:Cyprus CYP; _C:Denmark DNK; _C:Egypt EGY; _C:Ethiopia ETH; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:India IND; _C:Iran IRN; _C:Israel ISR; _C:Italy ITA; _C:Japan JPN; _C:Kenya KEN; _C:Korea XKOR; _C:Korea; Republic KOR; _C:Malaysia MYS; _C:Mexico MEX; _C:Netherlands NLD; _C:New Zealand NZL; _C:Nigeria NGA; _C:Norway NOR; _C:Peru PER; _C:Poland POL; _C:Portugal PRT; _C:Romania ROU; _C:Russian Federation RUS; _C:Rwanda RWA; _C:Serbia SRB; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:Sri Lanka LKA; _C:Sudan SDN; _C:Tanzania TZA; _C:Thailand THA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Viet Nam VNM; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; dode_eth-src-dode; dode_eth-trf2-dode; ⛔ No DOI found

One Mouse per Child: interpersonal computer for individual arithmetic practice - Alcoholado, C.; Nussbaum, M.; Tagle, A.; Gomez, F.; Denardin, F.; Susaeta, H.; Villalta, M.; Toyama, K. (Journal of Computer Assisted Learning, 2012)
Single Display Groupware (SDG) allows multiple people in the same physical space to interact simultaneously over a single communal display through individual input devices that work on the same machine. The aim of this paper is to show how SDG can be used to improve the way resources are used in schools, allowing students to work simultaneously on individual problems at a shared display, and achieve personalized learning with individual feedback within different cultural contexts. We used computational fluency to apply our concept of "One Mouse per Child". It consists of a participatory approach that makes use of personal feedback on an interpersonal computer for the whole classroom. This allows for N simultaneous intelligent tutoring systems, where each child advances at his or her own pace, both within a lecture and throughout the curricular units. Each student must solve a series of mathematical exercises, generated according to his or her performance through a set of pedagogical rules incorporated into the system. In this process, the teacher has an active mediating role, intervening when students require attention. Two exploratory studies were performed. The first study was a multicultural experience between two such distanced socio-economic realities as Chile and India. It showed us that even in different environmental conditions, it is possible to implement this technology with minimal equipment (i.e. a computer, a projector, and one mouse per child). The second study was carried out in a third grade class in a low-income school in Santiago de Chile. The students were asked to solve mainly addition exercises. We established statistically relevant results and observed that the software proved most beneficial for the students with the lowest initial results. This happens because the system adapts to the students' needs, reinforcing the content they most need to work on, thus generating a personalized learning process.
KerkoCite.ItemAlsoKnownAs: 10.1111/j.1365-2729.2011.00438.x 2339240:Z2T9W77P 2405685:7ICF7B4C
Keywords: Arithmetic; Chile; Computer Interfaces; Computer Peripherals; Computer Software; Computer System Design; Educational Technology; Feedback (Response); Foreign Countries; Grade 3; India; Intelligent Tutoring Systems; Mathematics Instruction; Teacher Role; Teaching Methods

One step at a time: the effects of an early literacy text-messaging program for parents of preschoolers - York, Benjamin N.; Loeb, Susanna; Doss, Christopher (Journal of Human Resources, 2019)
Large systematic differences in young children’s home learning experiences have long-term economic consequences. Many parenting programs place significant demands on parents’ time and inundate parents with information. This study evaluates the effects of READY4K!, an eight-month-long text-messaging intervention for parents of preschoolers that targets the behavioral barriers to engaged parenting. We find that READY4K! increased parental involvement at home and school by 0.15 to 0.29 standard deviations, leading to child gains in early literacy of about 0.11 standard deviations. The results point to the salience of behavioral barriers to parenting and the potential for low-cost interventions to reduce these barriers.
Publisher: University of Wisconsin Press KerkoCite.ItemAlsoKnownAs: 10.3368/jhr.54.3.0517-8756R 2405685:UV7WIAIX
Keywords: C93; D91; I21

One year into COVID-19 education disruption: Where do we stand? - UNESCO (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:LCIHMACX 2405685:Q97KARUR

onebillion: COVID-19 UPDATE: How we can keep children learning - onebillion (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:JEYRECE4 2405685:LKVB55XR

onebillion: one app that delivers reading, writing and numeracy - Onebillion
KerkoCite.ItemAlsoKnownAs: 2405685:F5P8LATF

onebillion: one app that delivers reading, writing and numeracy - onebillion
KerkoCite.ItemAlsoKnownAs: 2339240:XUIZFKTX 2405685:Z4AYZZ5L

onebillion: onecourse – one app for reading and numeracy - onebillion
KerkoCite.ItemAlsoKnownAs: 2339240:P4IZEKTW 2405685:Y2HNMHZI

Onecourse – one app for reading and numeracy - Onebillion (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:D22UZRYK 2405685:2QMRIDCA

onetab - onebillion (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:63XVIAX4 2405685:II2Z2MLN

Online and ICT Facilitated Violence Against Women and Girls during COVID-19 - UN Women (2020)
Series: UN Women Ending Violence Against Women (EVAW) COVID-19 Briefs Volume: 4 KerkoCite.ItemAlsoKnownAs: 10.18356/b3f5cc80-en 2339240:Z2WC7C8X 2405685:XTFJJSKE

Online Course Satisfaction in a Holistic Flipped Classroom Approach - Ilic, Ulaş (Journal of Educational Technology and Online Learning, 2021)
The present study aimed to investigate the satisfaction of pre-service teachers with the completely online course instructed with the flipped classroom model. The study was conducted with the explanatory sequential mixed design. The participants included 117 pre-service teachers. Data were collected during the 2020-2021 academic year fall semester with the Online Course Satisfaction Scale and face-to-face interviews. The study findings demonstrated that the pre-service teachers were satisfied with the online course. The satisfaction level of female participants was higher, and the differences were not significant based on the student department. On the other hand, the participants stated that there were systemic and instructor-oriented problems. Furthermore, it was determined that ease of use was an important factor in predicting satisfaction. Ease of use varied based on PC ownership, but not based on tablet ownership. Satisfaction did not differ based on both PC and tablet ownership. It was found that the flipped classroom model exhibited interactional challenges. However, the model had advantages due to its structure that allowed flexibility. It could be suggested that the findings of the present study would contribute to future studies that would address flipped classroom method and satisfaction with online courses.
KerkoCite.ItemAlsoKnownAs: 10.31681/jetol.935325 2339240:XJ8SSCBR 2405685:FXMJU98K

Online Examinations in Emergency Contexts: Can Proctoring and Other Technologies Be Feasible Alternatives for Facilitating Inclusive School Exams for All in Emergency Contexts? - AlSheikhTheeb, Thaer; Sahin, AynurGul; Abdelrahman, Salma; Chuang, Rachel; Affolter, Friedrich; Al Mekdad, Bayan; Sabboura, Rani; Shequem, Yazeed (EdTech Hub, 2022)
The purpose of this document is to serve as a guide that education practitioners working in emergency contexts can use to assess the feasibility of implementing online examinations and using proctoring technologies. The implementation of online high-stakes examinations in Syria and other emergency contexts will require significant investments in achieving the prerequisites needed for feasibility and credibility. Prerequisites include electricity, internet, and devices, as well as the development of the digital skills necessary for students to participate in online exams and for teachers and administrators to facilitate online exams. Further efforts are needed to prevent leakage of information on exam questions and content, and promote cultural change around online examinations. Key words: online examinations; proctoring technologies; emergency contexts; Syria An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6929534 10.53832/edtechhub.0123 2339240:7VEG4LSW 2405685:R4E96T5V 2405685:T9NZ63T3 2405685:VSHH2JUL
Keywords: _r:AddedByZotZen

Online initial teacher education: a systematic review of the literature - Dyment, Janet E; Downing, Jillian Jane (Asia-Pacific Journal of Teacher Education, 2020)
This paper presents a systematic review of the literature on online initial teacher education. This review is timely given the growing numbers of online students studying teacher education in Australia and beyond. The paper begins with a presentation of the search protocol including search terms, databases, and inclusion/exclusion criteria that resulted in 492 refereed articles being included in the review. Analysis of title and abstract of these articles allowed insight into a variety of factors and trends, including journal of publication, year of publication, research approach, and key focal areas. Two well-established research focal areas emerged: technological pedagogical innovations and student experiences of studying teacher education online. Two emerging research focal areas were teacher educator experiences of teaching online and online teacher education in traditionally experiential specialisations, such as drama and outdoor education. When all the articles are considered holistically, a fragmented and siloed research approach is revealed, evidenced by a large number of journals publishing articles on multiple focal areas, leading to considerable repetition among the evidences presented across the articles. As such, this paper highlights the need for a more coherent and organised approach to research in online teacher education and its dissemination to all stakeholders.
Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/1359866X.2019.1631254 2405685:PQW9NJSC
Keywords: Online; blended; initial teacher education; pre-service; systematic review; teacher education

Online learning and emergency remote teaching: opportunities and challenges in emergency situations - Ferri, Fernando; Grifoni, Patrizia; Guzzo, Tiziana (Societies, 2020)
KerkoCite.ItemAlsoKnownAs: 10.3390/soc10040086 2339240:637UZCID 2405685:MPIBM9Y9

Online learning community: A case study of teacher professional development in Indonesia - Sari, Eunice (Intercultural Education, 2012)
This paper investigates the concept of online learning community (OLC) to address the issues of teacher professional development practice in twenty-first-century Indonesia. Teachers in Indonesia are trained in a 'conventional way', hence, not ready to prepare the younger generations for entrance into the twenty-first-century complex life and work environment. The pedagogical transformation of a teacher can be facilitated through teacher professional development. Recent studies show that OLC holds great promise in improving teachers' professional practice. This paper presents key results of the introduction and trialling of OLC with Indonesian teachers and teacher educators between 2009 and 2010 and aims to explore the feasibility of this model to support professional development of teachers in this era. The social learning interactions among community members were examined using Scardamalia's Twelve Socio-Cognitive Determinants of Knowledge Building and Hoftsede's Cultural Dimension Review for Indonesia.
KerkoCite.ItemAlsoKnownAs: 10.1080/14675986.2012.664755 2339240:L9YC4RVC 2405685:W2R874SP

Online learning in higher education during COVID-19 pandemic: A case of ghana - AGORMEDAH, Edmond Kwesi; HENAKU, Eugene ADU; AYİTE, Desire Mawuko Komla and ANSAH, Enoch APORİ (Journal of Educational Technology and Online Learning, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:EB372T82
Keywords: ⛔ No DOI found

Online learning performance and satisfaction: do perceptions and readiness matter? - Wei, Huei-Chuan; Chou, Chien (Distance Education, 2018)
The current study proposes a comprehensive structural model to determine whether online learning perceptions and online learning readiness affect students’ online learning performance and course satisfaction. A questionnaire was voluntarily completed by 356 undergraduate students enrolled in a cross-campus, general education, asynchronous online course in Taiwan. The structural equation modeling analyses indicated that students’ computer/Internet self-efficacy and motivation for learning exerted a direct, positive effect on their online discussion score and course satisfaction. Furthermore, it was found that students’ computer/Internet self-efficacy for online learning readiness had a mediated effect not only on online learning perceptions and online discussion score but also on online learning perceptions and course satisfaction. The findings of this research are helpful for both academics and practitioners of online learning to design online courses that particularly emphasize computer/Internet self-efficacy.
Publisher: Routledge _eprint: https://doi.org/10.1080/01587919.2020.1724768 KerkoCite.ItemAlsoKnownAs: 10.1080/01587919.2020.1724768 2339240:9F3Z2IQ6 2405685:DM4ETZPQ
Keywords: course satisfaction; learning readiness; online learning perceptions; student performance

Online mathematics homework increases student achievement - Roschelle, Jeremy; Feng, Mingyu; Murphy, Robert F.; Mason, Craig A. (AERA open, 2016)
Publisher: SAGE Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.1177/2332858416673968 2339240:RARYNH8D 2405685:DPK8FXPF

Online Safety Bill publications - Parliamentary Bills - UK Parliament - UK Parliament (2022)
Documents, and debates for Online Safety Bill
KerkoCite.ItemAlsoKnownAs: 2339240:62GBE7TB 2405685:WBGLMIRT

Online safety: making the internet safer by tackling harmful content - WEF (World Economic Forum, 2022)
Delivering safe online experiences is essential for global businesses and individuals. Several stakeholders are collaborating to improve online safety.
KerkoCite.ItemAlsoKnownAs: 2339240:A4BG9NFG 2405685:GCTLJX4Z

Online teacher professional development in ICT integration in Tanzania: An experience report - Ngeze, Lucian Vumilia; Iyer, Sridhar (Proceedings of the 27th International Conference on Computers in Education., 2019)
Integration of Information and Communication Technology (ICT) in teaching and learning in schools has been hindered by many barriers, including lack of in-service teacher training, teacher beliefs and lack of infrastructure. In the effort to solve the challenge of teacher training in Tanzania, few in-service teachers, based on different parameters, are selected to participate in the face to face ICT training at the specified training centre. Scaling of such teacher training initiatives has been challenging over time. To reach more school teachers, we developed a ten-day online course, run over Moodle. A total of 134 teachers from all the regions of Tanzania registered and participated. Topics were developed based on the preference of the in-service teachers. Online surveys were used to collect qualitative and quantitative data before and after the course. Teachers were active during the duration of the course and many of them applied the skills in their schools by improving their teaching strategies, use of technology tools and sharing experiences with other teachers in their schools.
KerkoCite.ItemAlsoKnownAs: 2339240:ADH54AWX 2405685:DEL3AXBD
Keywords: ⛔ No DOI found

Online teaching and learning in higher education during the coronavirus pandemic: students’ perspective - Coman, Claudiu; Țîru, Laurențiu Gabriel; Meseșan-Schmitz, Luiza; Stanciu, Carmen; Bularca, Maria Cristina (Sustainability, 2020)
The research focuses on identifying the way in which Romanian universities managed to provide knowledge during the Coronavirus pandemic, when, in a very short time, universities had to adapt the educational process for exclusively online teaching and learning. In this regard, we analyzed students’ perception regarding online learning, their capacity to assimilate information, and the use of E-learning platforms. An online survey based on a semi-structured questionnaire was conducted. Data was collected from 762 students from two of the largest Romanian universities. The results of the research revealed that higher education institutions in Romania were not prepared for exclusively online learning. Thus, the advantages of online learning identiﬁed in other studies seem to diminish in value, while disadvantages become more prominent. The hierarchy of problems that arise in online learning changes in the context of the crisis caused by the pandemic. Technical issues are the most important, followed by teachers’ lack of technical skills and their teaching style improperly adapted to the online environment. However, the last place was assigned by students to the lack of interaction with teachers or poor communication with them. Based on these ﬁndings, research implications for universities and researchers are discussed.
KerkoCite.ItemAlsoKnownAs: 10.3390/su122410367 10/gjx2tc 2339240:J5IZQCNQ 2405685:5FV7SCKV

Online teaching-learning in higher education during lockdown period of COVID-19 pandemic - Mishra, Lokanath; Gupta, Tushar; Shree, Abha (International Journal of Educational Research Open, 2020)
The whole educational system from elementary to tertiary level has been collapsed during the lockdown period of the novel coronavirus disease 2019 (COVID-19) not only in India but across the globe. This study is a portrayal of online teaching-learning modes adopted by the Mizoram University for the teaching-learning process and subsequent semester examinations. It looks forward to an intellectually enriched opportunity for further future academic decision-making during any adversity. The intended purpose of this paper seeks to address the required essentialities of online teaching-learning in education amid the COVID-19 pandemic and how can existing resources of educational institutions effectively transform formal education into online education with the help of virtual classes and other pivotal online tools in this continually shifting educational landscape. The paper employs both quantitative and qualitative approach to study the perceptions of teachers and students on online teaching-learning modes and also highlighted the implementation process of online teaching-learning modes. The value of this paper is to draw a holistic picture of ongoing online teaching-learning activities during the lockdown period including establishing the linkage between change management process and online teaching-learning process in education system amid the COVID-19 outbreak so as to overcome the persisting academic disturbance and consequently ensure the resumption of educational activities and discourses as a normal course of procedure in the education system.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedro.2020.100012 2339240:DBZ4WDCG 2405685:HD29E6QQ
Keywords: COVID-19; Lockdown period; Online education; Online teaching-learning modes; Outbreak; Pandemic; Perception

Online Teaching of Rural Multi-Grade Classes in the Context of COVID-19: Proposing a Holistic Approach - Feizi, Farokh; Bakhtiarvand, Morteza (Randwick International of Education and Linguistics Science Journal, 2020)
KerkoCite.ItemAlsoKnownAs: 10.47175/rielsj.v1i3.134 2405685:ZT856EJP

Online tools supporting the conduct and reporting of systematic reviews and systematic maps: a case study on CADIMA and review of existing tools - Kohl, Christian; McIntosh, Emma J.; Unger, Stefan; Haddaway, Neal R.; Kecke, Steffen; Schiemann, Joachim; Wilhelm, Ralf (Environmental Evidence, 2018)
Systematic reviews and systematic maps represent powerful tools to identify, collect, evaluate and summarise primary research pertinent to a specific research question or topic in a highly standardised and reproducible manner. Even though they are seen as the “gold standard” when synthesising primary research, systematic reviews and maps are typically resource-intensive and complex activities. Thus, managing the conduct and reporting of such reviews can become a time consuming and challenging task. This paper introduces the open access online tool CADIMA, which was developed through a collaboration between the Julius Kühn-Institut and the Collaboration for Environmental Evidence, in order to increase the efficiency of the evidence synthesis process and facilitate reporting of all activities to maximise methodological rigour. Furthermore, we analyse how CADIMA compares with other available tools by providing a comprehensive summary of existing software designed for the purposes of systematic review management. We show that CADIMA is the only available open access tool that is designed to: (1) assist throughout the systematic review/map process; (2) be suited to reviews broader than medical sciences; (3) allow for offline data extraction; and, (4) support working as a review team.
KerkoCite.ItemAlsoKnownAs: 10.1186/s13750-018-0115-5 2405685:7WGMZPAG 2486141:PBSSCM7N 2486141:WI9XD8XN
Keywords: Evidence synthesis; Managing systems; Rapid review; Review management; Systematic review software; Text mining; Time management; _Added-ailr-2024

Online university teaching during and after the Covid-19 Crisis: Refocusing teacher presence and learning activity - Rapanta, Chrysi; Botturi, Luca; Goodyear, Peter; Guàrdia, Lourdes; Koole, Marguerite (Postdigital Science and Education, 2020)
The Covid-19 pandemic has raised significant challenges for the higher education community worldwide. A particular challenge has been the urgent and unexpected request for previously face-to-face university courses to be taught online. Online teaching and learning imply a certain pedagogical content knowledge (PCK), mainly related to designing and organising for better learning experiences and creating distinctive learning environments, with the help of digital technologies. With this article, we provide some expert insights into this online-learning-related PCK, with the goal of helping non-expert university teachers (i.e. those who have little experience with online learning) to navigate in these challenging times. Our findings point at the design of learning activities with certain characteristics, the combination of three types of presence (social, cognitive and facilitatory) and the need for adapting assessment to the new learning requirements. We end with a reflection on how responding to a crisis (as best we can) may precipitate enhanced teaching and learning practices in the postdigital era.
KerkoCite.ItemAlsoKnownAs: 10.1007/s42438-020-00155-y 2405685:E3Q5247V
Keywords: Covid-19; Emergency situation; Higher education; Instructional design; Online teaching; Pedagogical content knowledge

OOSYC in ASEAN - Barnes, Katrina (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 10610797 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1007 ZenodoArchiveConcept: 10610796
Keywords: _r:AddedByMyEducationEvidence; coming soon

Open Access Research: A Review of DFID’s Policy and Practice - Fosci, Mattia; Johnson, Rob; Chiarelli, Andrea (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:2C224QX7 2129771:C79Y6RX2 2405685:SHZYZGLN

Open and distance learning for basic education in South Asia: its potential for hard-to-reach children and children in conflict and disaster areas. - Morpeth, R; Creed, C; Cullen, J; Page, E; Raynor, J (United Nations Children's Fund, 2009)
OCLC: 732344293 KerkoCite.ItemAlsoKnownAs: 2339240:QT6HVKXS 2405685:WLVSJWJH
Keywords: ___working_potential_duplicate

Open and distance learning for basic education in South Asia: its potential for hard-to-reach children and children in conflict and disaster areas. - Morpeth, Ros; Creed, Charlotte; Cullen, Jane; Page, Elspeth; Raynor, Janet (UNICEF, 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:NJVAHKIY 2405685:4T4243XR
Keywords: ___working_potential_duplicate

Open and distance learning (ODL) teacher education to support teacher development in Ghana: an evaluation report - Akyeampong, Kwame; Mensa, D; Abu-Yeboah (Ghana Education Service, 2007)
KerkoCite.ItemAlsoKnownAs: 2405685:U7KFD662

Open Content - Haßler, Björn; Mays, Tony (The International Encyclopedia of Digital Communication and Society, 2014)
Open content is typically digital content that allows broader use than traditionally printed or copyrighted content. Open content is freed up content, for instance through permissive licensing, such as Creative Commons. Open content includes open educational resources (OER), OpenCourseWare (OCW), open video, open access publications, as well as open data. It shares some similarity with open source software. Open content can have different freedoms, such as legal freedom, technological freedom (including usability and accessibility), as well as freedom in terms of education and participation, related to inclusion and interactive pedagogy. More broadly open content is related to open education and open educational practices. Although open content can be traced back further, the movement developed particularly rapidly in the 2000s, with major education and research stakeholders publishing open content and adopting policies promoting open content and open research practices. This entry reviews the origins of open content, and discusses different aspects of “open.” Two specific areas are highlighted: first, open content in higher education, including open textbooks, massively open online courses, open video, and research on open content, pointing to cost savings; second, open educational resources in Africa through recent developments and success stories, particularly in the context of OER Africa.
EdTechHub.Source: 2129771:FY5V62YE shortDOI: 10/ghgnfs KerkoCite.ItemAlsoKnownAs: 10.1002/9781118767771.wbiedcs154 10/ghgnfs 2129771:FY5V62YE 2339240:SH85QKLX 2339240:UQM5RELF 2405685:3SMZ333H 2405685:A8LVRMQR 2405685:L6CQTXAK 2405685:UP7P7L2D 2405685:Z2N7IQ6J 2405685:Z2W75XMJ
Keywords: Author:Haßler; _C:Canada CAN; _C:France FRA; _C:South Africa ZAF; _C:Spain ESP; _C:United Kingdom GBR; __C:scheme:1; dode_eth-src-dode; dode_eth-trf2-dode; open access; open education; open educational resources

Open Content - Wiley, David (2011)
KerkoCite.ItemAlsoKnownAs: 2405685:AH2DB7SR

Open Data Commons: legal tools for open data - Open Knowledge Foundation
KerkoCite.ItemAlsoKnownAs: 2339240:8AXLUXIR 2339240:IDZVLYTA 2405685:R3323J37 2405685:ZZSFI5XI

Open Data Handbook - Open Data Handbook (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:VHCFKFPD 2405685:DWCG7BQT

Open data in developing economies: Toward building an evidence base on what works and how - Verhulst, Stefaan; Young, Andrew (African Minds, 2017)
In essence, the book seeks to answer the following key questions: • What makes open data uniquely relevant to developing economies? • How can the impact of open data in developing economies be captured and evidence be developed? • How can open data be leveraged as a new asset for development?
KerkoCite.ItemAlsoKnownAs: 2339240:ZL77F34U 2405685:SDFDCJHD
Keywords: Andrew Young; Open Data in Developing Economies: Toward Building an Evidence Base on What Works and How; SSRN; Stefaan Verhulst

Open Data Punjab - Open Data Punjab (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:TRPK93UI 2405685:MLU9HKVK

Open Data Readiness Assessment: Prepared for the Government of Sierra Leone - Chrzanowski, Pierre; Holm, Jeanne; Manley, Laura; Dodds, Elizabeth; Baker, Rob (World Bank Group; Open Aid Partnership, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:83I8VUFY

Open Data Readiness Assessment: Sierra Leone - World Bank (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:GHD8WBJM 2405685:5GLY6KEA

Open Data: Unlocking Innovation and Performance with Liquid Information - Manyika, James; Chui, Michael; Groves, Peter; Farrell, Diana; Van Kuiken, Steve; Almasi Doshi, Elizabeth (McKinsey Global Institute, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:J7R9PK49 2405685:747PVD3X
Keywords: _C:Algeria DZA; _C:Brazil BRA; _C:Canada CAN; _C:China CHN; _C:Colombia COL; _C:France FRA; _C:Georgia GEO; _C:Germany DEU; _C:Haiti HTI; _C:India IND; _C:Iran IRN; _C:Japan JPN; _C:Kenya KEN; _C:Mexico MEX; _C:Netherlands NLD; _C:New Zealand NZL; _C:Republic of Moldova MDA; _C:Romania ROU; _C:Russian Federation RUS; _C:Singapore SGP; _C:South Africa ZAF; _C:Sweden SWE; _C:United Kingdom GBR; _C:United States USA; __C:scheme:1

Open Education Resources in Africa: A Curated Resource List - Koomar, Saalim; Jull, Stephen (Zenodo, 2020)
This curated list defines open educational resources, offers background on open source licensing, and provides a review of OER relevant to the context of Ghana in response to an EdTech Hub helpdesk request. This document does not intend to set out a comprehensive list of OER used by teachers, students, parents or other stakeholders; rather, this document will identify exemplars of OER provided they are relevant to the Ghanaian context and focus on: reaching marginalised learners through offline or online content; reaching marginalised learners through mass media; using OER for teacher education; further useful resources and methods of implementing OER.
KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3906041 10.5281/zenodo.3906041 2339240:35NW4SYR 2405685:VD8J4NCU

Open educational practices of MOOC designers: embodiment and epistemic location - Adam, Taskeen (Distance Education, 2020)
This article reports the lack of epistemic diversity in producers of massive open online courses (MOOCs) through examining whose knowledges and what knowledges are forefronted in MOOCs. Through analysis of 27 semi-structured interviews, the study explored the relationship between South African MOOC designers and their open educational practices (OEP), questioning in what ways MOOC designers enact openness in their design, based on their own reasoning of what openness means. The study illustrates that MOOC designers create MOOCs that strongly link to who they are, what they value, and how they understand the world, highlighting the crucial need to have epistemically diverse MOOC designers from different cultures, value systems, and epistemologies, that critically reflect on their positionalities and subjectivities. From this, the study asserts a new way of looking at OEP where MOOC designers go beyond implementing OEP, to being someone who is open. I termed this the embodiment of openness.
Publisher: Routledge _eprint: https://doi.org/10.1080/01587919.2020.1757405 shortDOI: 10/ghd7n3 KerkoCite.ItemAlsoKnownAs: 10/ghd7n3 2405685:H9NKFIJF
Keywords: MOOC designer; OEP; critical consciousness; dode_eth-src-dode; dode_eth-trf2-dode; embodiment; epistemic location; positionality

Open educational resources - EdTech Hub (EdTech Hub, 2020)
As part of our COVID-19 response, the EdTech Hub is collecting and facilitating access to open educational resources (OER). Open educational resources are teaching, learning and research materials that are made freely available for anyone to access and re-use. These documents are currently stored on Google Drive (no sign-in required). We will add additional distribution […]
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707762 2405685:8HVQCGY9 2405685:XFLWPJ5R
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Open Educational Resources for Blended Learning in High Schools: Overcoming Impediments in Developing Countries - Larson, Richard C.; Murray, M. Elizabeth (Journal of Asynchronous Learning Networks, 2008)
With today's computer and telecommunications technologies, every young person can have a quality education regardless of his or her place of birth. This is the dream that Open Educational Resources (OERs), when viewed as a right rather than a privilege, are directed to realize. For developing countries, we propose a type of OER initiative that leverages not only technology but also the skills of the in-class teacher, that utilizes not only the Internet but also lower-tech delivery platforms, and that is created not only by developed countries of the West but also by educators in many countries worldwide. We outline the design of a cross-border, collaborative learning and teaching system called the Blended Learning Open Source Science or Math Studies Initiative (BLOSSOMS), with an associated partnership network established for its implementation in developing countries. BLOSSOMS is to develop a large, free repository of blended-learning video modules for high school math and science classes, created by gifted volunteer educators from around the world and designed to offer potentially transformative learning exercises that will enhance critical thinking skills and retain students' interest in math and science. The initiative has been designed and developed within a multinational network of partner organizations in the developing world, a characteristic that distinguishes it from many other OER projects.
Publisher: Sloan Consortium KerkoCite.ItemAlsoKnownAs: 2339240:5VQ32RRZ 2405685:WN423VFU
Keywords: Asynchronous Communication; Barriers; Blended Learning; Cooperative Programs; Developing Nations; Educational Resources; Educational Technology; High Schools; Instructional Innovation; Learning Modules; Program Development; Shared Resources and Services; Social Networks; Video Technology; ⛔ No DOI found

Open Educational Resources: Guidance for College of Education - T-TEL Professional Development Programme (Ministry of Education (Ghana), 2016)
EdTechHub.ItemAlsoKnownAs: 2405685:4G26UDAG

Open Educational Resources in Africa: A Curated Resource List - Koomar, Saalim; Jull, Stephen (EdTech Hub, 2020)
This curated list defines Open Rducational Resources (OER), offers background on open-source licensing, and provides a review of OER that can be used in the sub-Saharan African context.
ZenodoArchiveID: 5652135 previousDOI: 10.5281/zenodo.3906041 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3906041 10.5281/zenodo.5652135 2339240:546TH9C9 2339240:E5AXYSMF 2339240:RKVKV84H 2405685:4ER9WB55 2405685:7JSP4PFC 2405685:DMSLLEQV 2405685:HZ5X5A4W 2405685:V44Z75Z3 2405685:VVB3BRE5
Keywords: C: Ghana; F: Helpdesk response; H: Open resources; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:v3; _zenodo:submitted; _zenodoETH

Open for Business: How Open Data Can Help Achieve the G20 Growth Target - Gruen, Nicholas; Houghton, John; Tooth, Richard (Lateral Economics, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:N6CIMVHK 2405685:2YZPLTEL

Open Government Case Study: Costing Sierra Leone’s Open Data Program - Joswiak, Naomi (Results for Development, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:ZNYWJ9PF 2405685:7HSIXMSV
Keywords: ___working_potential_duplicate

Open Government Case Study: Costing Sierra Leone’s Open Data Program - Joswiak, Naomi (Results for Development, 2017)
KerkoCite.ItemAlsoKnownAs: 2405685:AN5GA9QR
Keywords: ___working_potential_duplicate

Open/Innovative Schooling | COL - Commonwealth of Learning
KerkoCite.ItemAlsoKnownAs: 2339240:9UA29H9G 2405685:95UMH8L8

Open Learning Exchange - Open Learning Exchange (2020)
Library Catalog: www.ole.org KerkoCite.ItemAlsoKnownAs: 2405685:JF264N4L

Open Learning Exchange – Ghana
Library Catalog: ghanareads.oleghana.org KerkoCite.ItemAlsoKnownAs: 2405685:35WQDCEW

Open Learning Exchange | Moving from education to learning - OLE
Library Catalog: www.ole.org KerkoCite.ItemAlsoKnownAs: 2339240:XJYNPAFL 2405685:57L9ACCF

Open Learning Exchange: Moving from education to learning - Open Learning Exchange
KerkoCite.ItemAlsoKnownAs: 2339240:SVV4J44Z 2405685:T6GAXVRR

open-learning-exchange/planet - GitHub (GitHub)
🌍 Planet Learning - Angular application. Contribute to open-learning-exchange/planet development by creating an account on GitHub.
EdTechHub.ItemAlsoKnownAs: 2405685:69F5ZELC

Open School BC Home Page - Open School BC (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FB7UPPB9 2405685:SYAV3ETQ SYAV3ETQ

Open Schooling: Addressing the Challenge of Out-of-School Youth - Commonwealth of Learning (2017)
Goal 4 of the Sustainable Development Goals aims to ensure inclusive and quality education for all and promote lifelong learning. One target is to ensure that all girls and boys complete free, equitable and quality primary and secondary education by 2030. Yet, this is impossible to achieve within present mainstream education systems. A new way of thinking about schooling is required. // Open Schooling is a model to address this problem without having a disruptive effect on mainstream schooling – a symbiotic relationship, where both systems can benefit from another, is possible. // A multidimensional approach is required. Part of the solution is to improve teaching and learning in conventional schools in order to decrease dropout and increase throughput, while also providing access to quality learning opportunities to out-of-school youth through innovative open schooling. Open schooling
Accepted: 2017-03-28T21:32:23Z Publisher: Commonwealth of Learning (COL) KerkoCite.ItemAlsoKnownAs: 2339240:H7D8S5HN 2405685:NKWVVEW4

Open-source platform: exploring the opportunities for offline mobile learning - Shrestha, Sujan; Moore, John; Nocera, José Abdelnour (Proceedings of the 13th International Conference on Human Computer Interaction with Mobile Devices and Services, 2011)
KerkoCite.ItemAlsoKnownAs: 10.1145/2037373.2037476 2405685:CIHRP4GP 2405685:KRHB5FXL

Open Source Software in Education - Lakhan, Shaheen E.; Jhunjhunwala, Kavita (EDUCAUSE Quarterly, 2008)
Educational institutions have rushed to put their academic resources and services online, bringing the global community onto a common platform and awa
KerkoCite.ItemAlsoKnownAs: 2405685:PCFNCUP7
Keywords: ⛔ No DOI found

OpenAI API Pricing 2024: Understanding GPT-3 Pricing In-Depth
Discover what determines the GPT-3 pricing and how to calculate the approximate cost for your project.
KerkoCite.ItemAlsoKnownAs: 2405685:T98PZDLA 2486141:RISFMUQA

OpenAlex: The open catalog to the global research system - OpenAlex
KerkoCite.ItemAlsoKnownAs: 2405685:3TB9F8HB 2486141:T4959PT9
Keywords: _Added-ailr-2024

opendoor.col.org
KerkoCite.ItemAlsoKnownAs: 2405685:9M6CWZDR

OpenEMIS - OpenEMIS (OpenEMIS, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:SDRM4HY9 2405685:PR8GHPEC

OpenEMIS – Better data. Better education - OpenEMIS (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:HYT2HLNY 2405685:D7LD9WCF 4656463:M8NDLPJN

OpenEMIS_Data_Security_Practices_en.pdf - OpenEMIS (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:3UEUQBTC 2405685:UUPHN22F

"Opening" a new kind of high school: The story of the open high school of Utah - Tonks, De Laina; Weston, Sarah; Wiley, David; Barbour, Michael K (International Review of Research in Open and Distance Learning, 2013)
The use of online learning at the primary and secondary school level is growing exponentially in the United States. Much of this growth is with full-time online schools, most of whichare operated by for-profit companies that use proprietary online course content. In this article we trace the development of, and philosophy behind, a full-time online school that uses open access software and open educational resources for course content. As more nations begin to put in place plans for primary and secondary education in the event of natural disasters (e.g., the Christchurch earthquakes) or pandemics (e.g., avian flu or H1N1), the availability of open online content is of critical importance.
KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v14i1.1345 2405685:AUZ2QTB5
Keywords: Cyber school; K-12 online learning; Open education; Virtual school

Opening Access to Knowledge in Southern African Universities - Abraham, L.; Burke, M.; Gray, E.; Rens, A. (SARUA, 2008)
KerkoCite.ItemAlsoKnownAs: 2339240:TJWVQFG7 2405685:4F5CP8EU

Opening New Doors: Community Engagement in India - Batada, Ameena; Banerjee, Sashwati; Subramanian, Mathangi; Banerjee, Sashwati; Subramanian, Mathangi (The Sesame Effect: The Global Impact of the Longest Street in the World, 2016)
shortDOI: 10/ghgnft KerkoCite.ItemAlsoKnownAs: 10.4324/9781315751399-22 10/ghgnft 2339240:EJMMLJ6S 2405685:3NXVDGQ4 4803016:ELWAHINR

Opening the Black Box: The contextual drivers of social accountability - Grandvoinnet, Helene; Aslam, Ghazia; Raha, Shomikho (The World Bank, 2015)
KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-0481-6 2339240:J8RUNV3U 2405685:5ECFJ4UA

Opening Up Better Schools Toolkit - UNICEF (Humanitarian UNICEF, 2020)
The “Risk Assessment Tool for Schools Reopening” and the “Opening Up Better Schools Toolkit” are tools designed to help with the thinking and actions needed to build back better schools. The two tools draw on existing guidance from UNICEF and other UN Agencies, and include a compilation of checklists and technical guides that decision-makers, practitioners and development organizations can use to help assess the readiness for a safe reopening of school and define and/or support a comprehensive approach to school reopening.
KerkoCite.ItemAlsoKnownAs: 2339240:HUXJVSP5 2405685:7I6CDKDD

OpenLearn Create - The Open University (2017)
KerkoCite.ItemAlsoKnownAs: 2405685:2ELM9ZWY

Operational Guide for Monitoring Hybrid Learning Delivery Toward Long-Term System Strengthening and Resilient Education Systems - UNICEF; EdTech Hub (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5826264 10.53832/edtechhub.0074 2405685:P59N3JKT
Keywords: F: Helpdesk response; _r:AddedByZotZen

Operational research on the use of mobile school report card (mSRC) as a management tool - Abdulai, Abdul-Gafaru; Nunyonameh, Collins; Salifu, Adam (Ghana Education Service/UNICEF, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:YJTTAR43 2405685:MK9QD2G2

Operationalising positive tipping points towards global sustainability - Lenton, Timothy M.; Benson, Scarlett; Smith, Talia; Ewer, Theodora; Lanel, Victor; Petykowski, Elizabeth; Powell, Thomas W. R.; Abrams, Jesse F.; Blomsma, Fenna; Sharpe, Simon (University of Exeter: Global System Institute, 2022)
Non-Technical Summary Transforming towards global sustainability requires a dramatic acceleration of current progress. Hence there is growing interest in finding ‘positive tipping points’ at which small interventions can trigger self-reinforcing feedbacks that accelerate systemic change. Examples have recently been seen in power generation, personal transport, and lighting. But how to identify positive tipping points that have yet to occur? We synthesise theory and examples to provide initial guidelines for creating enabling conditions, sensing when a system can be positively tipped, who can trigger it, and how they can trigger it. All of us can play a part in triggering positive tipping points.
KerkoCite.ItemAlsoKnownAs: 2339240:62SKN9I7 2405685:ZUTFIIJ3

Opinion: EdTech promised a learning revolution — but didn't deliver - Kucirkova, Natalia (World Economic Forum The Agenda Weekly, 2022)
Education technology, EdTech, promised equitable learning for children worldwide. It has failed to live up to that promise, but there is still a chance.
KerkoCite.ItemAlsoKnownAs: 2339240:KBL562LF 2405685:WUYDC4IM

OPM's approach to assessing Value for Money - King, Julian; OPM VfM Working Group (Oxford Policy Management, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:T8PJNHHS 2405685:UVUX5WCH

Opportunities and challenges in using online learning to maintain continuity of instruction in K-12 schools in emergencies - Schwartz, H; Ahmed, F; Leschitz, J T; Uzicain, A; Uscher-Pines, L (2020)
Distance learning provides a way to continue instruction in emergencies and can support social distancing. As we have seen with the COVID-19 pandemic, prolonged school closures can occur with little warning. Lessons learned from prior prolonged school closures can inform much-needed planning for future ones. In the 2017 hurricane season, more than 1,000 schools in the United States experienced closures lasting 10 or more days. Yet, despite the rapid expansion of online instruction, little is known about schools’ use of it in public health and other emergencies. METHODS: In 2017-2018, we conducted 13 focus groups and 11 interviews with school practitioners to identify promising practices, barriers, and facilitators for distance learning in emergencies. RESULTS: We found few examples of use of distance learning during emergency school closures in 2017. While there are significant barriers to offering distance learning in an emergency, schools that already offer online learning prior to an emergency are best equipped to continue instruction during closures for some types of emergencies. CONCLUSIONS: Additional efforts could enhance preparedness for distance learning in K–12 schools in the framework of all-hazards preparedness.
KerkoCite.ItemAlsoKnownAs: 2405685:IZCKM5AZ
Keywords: Blended Learning; Disasters; Distance Learning; Hurricanes; Influenza

Opportunities and Challenges: Integration of ICT in Teaching and Learning Mathematics in Secondary Schools, Nairobi, Kenya - Amuko, Sheila; Miheso, Marguerite; Ndeuthi, Sophie (Journal of Education and Practice, 2015)
This presentation is based on a larger study whose purpose was to explore the various opportunities and challenges influencing integration of ICT in teaching and learning Mathematics in secondary schools in Nairobi County. The study, adopted a descriptive survey design. Three instruments questionnaires’, a structured interview schedule and an observation checklist were used to collect data. The study was carried out in twelve public secondary schools in Nairobi County. Data was analysed using descriptive statistics. Findings from the study indicated that, teachers face major challenges such as developing their own technological skills and knowledge as well as self-training in the use ICTs in their teaching. This lack of capacity building support was found by the study to contribute to teacher lax in integrating technology in their teaching inspite of the enthusiasm. This study recommends that new frontiers on technology integration be made accessible to both teachers and students for learning purpose to increase access to information and that, capacity building in technology integration be increased for teachers and awareness be built among pre-service teachers trainees integrating ICT in teaching and learning Mathematics.
KerkoCite.ItemAlsoKnownAs: 2339240:7W48235D 2339240:8DMEMD5P 2339240:SIDJRTGQ 2405685:VGHI2VJJ 2405685:WP5KHL7M 2405685:XBZN4W7Q
Keywords: Barriers; Check Lists; Foreign Countries; Knowledge Level; Mathematics Instruction; Observation; Public Schools; Questionnaires; Secondary School Mathematics; Secondary School Teachers; Statistical Analysis; Structured Interviews; Surveys; Teacher Attitudes; Teacher Competencies; Teacher Education; Teaching Methods; Technological Literacy; Technology Integration; Technology Uses in Education; ___working_potential_duplicate; ⛔ No DOI found

Opportunities for Accelerating Progress on Education for Syrian Children and Youth in Jordan - Jalbout, Maysa (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:27U6PNJA 2405685:G4Z89U99 4803016:JLD9YZHH
Keywords: ⛔ No DOI found

Opportunities for Equitable Access to Quality Basic Education (OPEQ): Final Report on the Impact of the OPEQ Intervention in the Democratic Republic of Congo - Aber, J. Lawrence; Starkey, Leighann; Tubbs, Carly; Torrente, Catalina; Johnston, Brian; Wolf, Sharon; Shivshanker, Anjuli; Annan, Jeannie (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:ABHT5QJ4 2405685:38QVMKG5

Opportunity Education - Opportunity Education Foundation (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DYSII6N2 2405685:MYJMZAPQ

Optical Needs of Students with Low Vision in Integrated Schools of Nepal - Gnyawali, Subodh; Shrestha, Jyoti Baba; Bhattarai, Dipesh; Upadhyay, Madan (Optometry and Vision Science, 2012)
Purpose To identify the optical needs of students with low vision studying in the integrated schools for the blind in Nepal. Methods A total of 779 blind and vision-impaired students studying in 67 integrated schools for the blind across Nepal were examined using the World Health Organization/Prevention of Blindness Eye Examination Record for Children with Blindness and Low Vision. Glasses and low-vision devices were provided to the students with low vision who showed improvement in visual acuity up to a level that was considered sufficient for classroom learning. Follow-up on the use and maintenance of device provided was done after a year. Results Almost 78% of students studying in the integrated schools for the blind were not actually blind; they had low vision. Five students were found to be wrongly enrolled. Avoidable causes of blindness were responsible for 41% of all blindness. Among 224 students who had visual acuity 1/60 or better, distance vision could be improved in 18.7% whereas near vision could be improved in 41.1% students. Optical intervention provided improved vision in 48.2% of students who were learning braille. Only 34.8% students were found to be using the devices regularly after assessment 1 year later; the most common causes for nonuse were damage or misplacement of the device. Conclusions A high proportion of students with low vision in integrated schools could benefit from optical intervention. A system of comprehensive eye examination at the time of school enrollment would allow students with low vision to use their available vision to the fullest, encourage print reading over braille, ensure appropriate placement, and promote timely adoption and proper usage of optical device.
KerkoCite.ItemAlsoKnownAs: 10.1097/OPX.0b013e3182772f3c 2339240:FB9RDDK4 2405685:ELQBAZZ6

Optimising learning and education in Africa: The language factor - Alidou, H.; Boly, A.; Brock-Utne, B.; Diallo, Y.S.; Heugh, K.; Wolff, H.E. (ADEA, UIE, GTZ, 2006)
KerkoCite.ItemAlsoKnownAs: 2339240:DZMRMG7P 2405685:SDDDDUBW

Optimising learning, education and publishing in Africa: the language factor; a review and analysis of theory and practice in mother-tongue and bilingual education in sub-Saharan Africa - Ouane, Adama; Glanz, Christine (2011)
KerkoCite.ItemAlsoKnownAs: 2405685:7ZCC3D2C 4042040:XHXI4QJA

Optimising Messaging to Promote Returns to School in Ghana for Marginalised Learners - EdTech Hub (EdTech Hub, 2021)
ZenodoArchiveID: 5596883 ZenodoArchiveConcept: 5596882 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0058 2405685:DMVKGJWQ

Optimising worked example instruction: Different ways to increase germane cognitive load - Paas, Fred; van Gog, Tamara (Learning and Instruction, 2006)
Worked examples are an effective instructional means to teach complex problem-solving skills. It has been argued that worked examples decrease extraneous load, enabling more Working Memory (WM) resources to be directed to activities that facilitate learning and transfer performance. Hence, cognitive load research has started to shift its focus towards finding instructional techniques that impose a germane cognitive load by stimulating the allocation of WM resources to such activities. This special issue provides an overview of recent experimental research on ways to further optimise the design and delivery of worked examples in order to foster learning and transfer.
shortDOI: 10/bg2wtc KerkoCite.ItemAlsoKnownAs: 10.1016/j.learninstruc.2006.02.004 10/bg2wtc 2405685:GQ7VHTE3

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

Orbit Reader 20 - Braille Display, Book Reader and Note-taker. Includes an SD Card, Charger and a USB cable - Orbit Research (Orbit Research, 2016)
The Orbit Reader 20 is the world’s most affordable Refreshable Braille Display. It is a unique 3-in-1 device and serves as a self-contained book reader, a note-taker and as a braille display by connecting to a computer or smartphone via USB or Bluetooth.
KerkoCite.ItemAlsoKnownAs: 2339240:576TQEPP 2405685:ZN7Y2Q8Y

Orchestrating the XO computer with digital and conventional resources to teach mathematics - Diaz, A; Nussbaum, M; Varela, I (Journal of Computer Assisted Learning, 2014)
shortDOI: 10/f7fddg KerkoCite.ItemAlsoKnownAs: 10/f7fddg 2129771:AQVD8PJD 2405685:ESAFZKQQ

Organising a strategic phase in the budget process - Long, Cathal; Welham, Bryn (2016)
This public financial management (PFM) introductory guide offers governments in low-capacity contexts a list of tools to improve the strategic phase of the budget process.
KerkoCite.ItemAlsoKnownAs: 2339240:4RISPTH3 2405685:H78XAJHJ 4656463:DEXM3UX2

Organizing research and development at the intersection of learning, implementation, and design - Penuel, W. R.; Fishman, B. J.; Haugan Cheng, B.; Sabelli, N. (Educational Researcher, 2011)
KerkoCite.ItemAlsoKnownAs: 10.3102/0013189x11421826 10/b6c3vr 2129771:9MT6Q4IT 2339240:7FWMXGD5 2405685:LNFPUK3V 2486141:AD27KCRG 261495:5F7GU6XV

Orientation and Mobility Practices within the Expanded Core Curriculum with Effective Parental Involvement of Visually Impaired Learners in Pakistan - Malik, Shazia; Manaf, Umi Kalthom Abdul (Bulletin of Education and Research, 2020)
The aim of this study was to observe Orientation and Mobility (O&M) with effective parental involvement within the Expanded Core Curriculum (ECC) for visually impaired learners (VILs) to make them independent in their environment in Pakistan. O&M practices have become significant as these are essential in independence and one of the main components of the ECC for VILs. This research explores O&M practices within the ECC from the perspectives of the teachers by using a qualitative approach and semi-structured interviews of O&M teachers were conducted from two public secondary level institutes of VILs Lahore, Pakistan. This paper endeavors to answer the question: What are the O&M practices within ECC that needed for VILs to enhance their independence in classroom settings? The findings of the study indicate that VILs need to use the knowledge of O&M practices to get their independence in their environment. Therefore, it is appropriate for O&M teachers to add the skills of mobility techniques under the subsection of O&M practices within the guidelines of ECC. The VILs seemed to benefit from immediate instructions from their O&M teachers. However, the VILs still need more help in O&M practices with effective parental involvement under the guidance of ECC. So, in the context of the study, it is the urgent need of VIL to align their O&M practices with mentioned instructions in ECC.
Publisher: Institute of Education and Research KerkoCite.ItemAlsoKnownAs: 2339240:RWT3HDYS 2405685:MNUBAR88
Keywords: Assistive Technology; Core Curriculum; Foreign Countries; Orientation; Parent Participation; Secondary School Students; Skill Development; Visual Impairments; Visually Impaired Mobility; ⛔ No DOI found

Origins of Human Competence: A Cultural-Ecological Perspective - Ogbu, John U. (Child Development, 1981)
In this essay it is argued that child rearing in the family and similar micro settings in the early years of life and subsequent adolescent socialization are geared toward the development of instrumental competencies required for adult economic, political, and social roles. These cultural imperatives vary from 1 cultural group to another as do the required competencies. In the United States they are different for the white middle class and for minority groups like urban ghetto blacks. It follows that the conventional research approach which used white middle-class child-rearing practices and children's competencies as standards is not useful in understanding minority groups' child rearing and competencies. Rather, for cross-cultural research, a cultural-ecological model is proposed which is not ethnocentric and studies competence in the context of the cultural imperatives in a given population. Cross-cultural or intergroup comparison is appropriate if based on data from such contextual studies.
Publisher: [Wiley, Society for Research in Child Development] KerkoCite.ItemAlsoKnownAs: 10.2307/1129158 2339240:5BH2CB6Q 2405685:ZI8SRUAY

OU part of £5.5m research portfolio to improve education tech in low and middle income countries - Grimette, Hannah (OU News, 2022)
The Open University (OU) has launched a study with global research partner, Edtech Hub, to investigate the impact of technology on teaching in Bangladesh. Part of EdTech's first research portfolio, the OU's 3Mpower is one of 13 projects, which represents the largest investment in primary research on EdTech's use in low- and middle-income countries.
KerkoCite.ItemAlsoKnownAs: 2339240:M5XGVS2H 2405685:EXXQ3R4B

OU partners with Ministry of Education in Ghana to launch OpenSTEM Africa - Grimmette, Hannah (OU News, 2019)
The Open University and the Ministry of Education (Ghana) have launched a programme to promote the effective teaching of practical science in Senior High Schools. Open STEM Africa: Ghana, is aimed at improving practical teaching and learning of science and in particular providing support for under-qualified or inexperienced science teachers, in line with the government of Ghana’s education policy.
Library Catalog: ounews.co Section: Education KerkoCite.ItemAlsoKnownAs: 2405685:GB3T6EY7

Our Journey of Remoulding Data Collection - From Paper to KoboToolbox to Avni - Kale, Smita (2020)
Smita Kale, Monitoring and Evaluation Manager at Shelter Associates, shares about their journey of moving from Paper based data collection to digital systems, first using KoboToolbox and then to Avni.
KerkoCite.ItemAlsoKnownAs: 2405685:K8MU3H94 2486141:LNJNWFR6

Our Kids Are Not Broken - Berger, Ron (The Atlantic, 2021)
I am concerned about how this growing narrative of loss will affect our students, emotionally and academically.
Section: Ideas KerkoCite.ItemAlsoKnownAs: 2339240:PDGZ2NCM 2405685:CCCBBVG4

Our lives online: Use of social media by children and adolescents in East Asia - opportunities, risks and harms - UNICEF (UNICEF)
KerkoCite.ItemAlsoKnownAs: 2339240:KVCWXF22 2405685:KB8G6ZFU

Our new partnerships with eKitabu, Rising Academies, and Learning Equality (EdTech Hub, 2020)
We are thrilled to announce our new partnerships with three amazing organizations – eKitabu, Rising Academies, and Learning Equality. We’ll be working alongside them in the months ahead to advance equitable educational solutions for the most marginalized learners. We’re excited to offer the Hub as a platform for amplifying their work – making new connections and fostering collaboration across thinkers…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707882 2405685:4DSHAABL 2405685:UXH56ELI
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Our Platform | Open Learning Exchange - Open Learning Exchange
KerkoCite.ItemAlsoKnownAs: 2405685:KMJA8V32

Our Strategy, Part 1: Empowering decision-makers with evidence to improve learning for all - EdTech Hub (EdTech Hub, 2022)
For the last five months, EdTech Hub has been exploring and refining our strategy for advancing evidence in EdTech for low- and middle-income countries. We invite you to explore our thinking for how we will carry out this mission within our context and in partnership with the global EdTech community. Verna Lalbeharie, Executive Director Acknowledgements Thank you to all of…
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Our Strategy, Part 2: Deep dive into our approach, focus countries, and theory of change - EdTech Hub (EdTech Hub, 2022)
In Part 2 of our strategy, we go deeper into EdTech Hub’s integrated approach to how we work, where we work, and how that comes together with our topics to inform our theory of change. Verna Lalbeharie, Executive Director The EdTech Hub integrated approach We do research because it is imperative to build deep quantitative and qualitative insight regarding how…
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Our Success Story: Academic Bridge

Our Work - Siyavula (2020)
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Our Work: Open Textbooks - Siyavula
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Our Work - T-TEL - T-TEL
KerkoCite.ItemAlsoKnownAs: 2405685:LNYSTDAN

Out of 47.6 million Kenyans, 35.7 million are under the age of 35 - Ndungu, Tonny (Citizen Digital, 2020)
Kenya is a country of the youth according to the 2019 Census results which shows that 75% of the 47.6 million population is under the age of 35.
Library Catalog: citizentv.co.ke Section: news KerkoCite.ItemAlsoKnownAs: 2405685:73QJMNDY

Out of school children - UIS (2014)
Millions of children are excluded from school because of poverty, gender and where they live. Closing the gap is vital if we are to achieve Education for All. Data from the Initiative on Out-of-School Children explains: on.unesco.org/oosci-global
KerkoCite.ItemAlsoKnownAs: 2339240:W3W568QG 2405685:REV73QTI REV73QTI

Out-of-School Children and Youth - UNESCO (2016)
About 258 million children and youth are out of school, according to UIS data for the school year ending in 2018. The total includes 59 million children of primary school age, 62 million of lower secondary school age and 138 million of upper secondary age....
Last Modified: 2020-01-16 KerkoCite.ItemAlsoKnownAs: 2405685:6MYLJ6PF 4042040:MWCR7BIW

Out-of-School Children in the Balochistan, Khyber Pakhtunkhwa, Punjab and Sindh Provinces of Pakistan - UNICEF (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:LLT687MS 2405685:WUSWNI3X

Out-of-School Youth Solutions — Educate! | Preparing youth in Africa with the skills to succeed in today’s economy. - Educate!
KerkoCite.ItemAlsoKnownAs: 2339240:456IG4CW 2405685:RRW552H4

OUT policy on Open Educational Resources (OER) - Open University of Tanzania (OUT) (OUT, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:UPRFY5AM 2405685:8G9HSMHS

Outcome Harvesting: Principles, Steps, and Evaluation Applications - Wilson-Grau, Ricardo (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:GF64D8RN

Outcomes-based funding in education: Assessing cost effectiveness and accountability - Government Outcomes Lab (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:NWAG5XDZ 2405685:7A5Y6H6T

Outcomes of the Education Data Solutions Roundtable - GPE and Education Data Solutions Roundtable (2019)
This document’s intent is to support developing country partners by offering concrete, actionable recommendations for improving their education sector data production, flows, reporting and usage.
KerkoCite.ItemAlsoKnownAs: 2339240:9XIDS2VQ 2405685:QQHWSN5A 4656463:59CUBSHX

Outlier Vietnam and the Problem of Embeddedness: Contributions to the Political Economy of Learning. . - London, Jonathan (2021)
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Outputs Register: The Impact of GIS-Supported Teacher Allocation in Sierra Leone - Haßler, Björn; McBurnie, Chris; Beoku-Betts, Iman (EdTech Hub, 2023)
EdTech Hub, Fab Inc, and the Education Workforce Initiative have produced the outputs listed in this document as part of the EdTech Hub-commissioned research project on ‘GIS-supported teacher allocation in Sierra Leone’. This research project began in January 2022. This document lists all outputs produced under this project. All outputs are available to the public via the EdTech Hub Evidence Library. An output of the EdTech Hub, https://edtechhub.org
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Keywords: Author:OpenDevEd; HLR3; _C:Sierra Leone SLE; _r:AddedByZotZen

Over 6 lakh slum dwellers in Dhaka: minister - Star Online Report (The Daily Star, 2019)
Local Government Division minister Tazul Islam informs the parliament that around 6.46 lakh people are now living in around 3,394 slums in Dhaka.
KerkoCite.ItemAlsoKnownAs: 2339240:8C33Q5YU 2405685:YQPTMS7R

Overcoming inequality: why governance matters - UNESCO (2009)
KerkoCite.ItemAlsoKnownAs: 2339240:X7ICVKB8 2405685:3YGT6Z7I
Keywords: EfA; GMR

Oversold and underused - Cuban, Larry (Harvard university press, 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:HNRE54DM 2405685:BC5BDIB2

Overview of emerging country-level response to providing continuity under COVID-19 What steps are being taken to reach the most disadvantaged students during the period of Covid-19 school closure? - McAleavy, Tony; Joynes, Chris; Gibbs, Emma; Sims, Kate (EdTech Hub, 2020)
Summary of report Scope of study This report provides a rapid summary of country-level responses to the management of school closures in 2020, with a focus on the needs of disadvantaged students and the role of technology. We consider low-income, middle-income and high-income countries. • We take a broad view of …
ZenodoArchiveID: 4707782 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707782 2405685:G647DH86 Library Catalog: edtechhub.org
Keywords: _DOILIVE; _EdTechHub_Output; _zenodo:submitted; _zenodoETH

Overview of emerging country-level response to providing educational continuity under COVID-19 - Hallgarten, Joe; Gorgen, Kristine; Sims, Kate (Education Development Trust, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:5NZNS3QV 2405685:KV39KIGX 2405685:NVJN7R29 2405685:YD8GYZDT
Keywords: ⛔ No DOI found

Overview of emerging country-level response to providing educational continuity under COVID-19: Best practice in pedagogy for remote teaching - Gould, Briony (EdTech Hub, 2020)
Overview of emerging country-level response to providing educational continuity under COVID-19: Best practice in pedagogy for remote teaching Full Report PDF Download Scope of Report This report provides a rapid evidence summary of what is known about best practice in teaching when school students are educated by distance learning. It considers both theoretical concepts and empirical evidence relating to the…
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Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Overview of emerging country-level response to providing educational continuity under COVID-19: What are the lessons learned from supporting education for marginalised girls that could be relevant for EdTech responses to COVID-19 in lower- and middle-income countries? - Naylor, Ruth; Gorgen, Kristine (EdTech Hub, 2020)
ZenodoArchiveID: 4706059 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706059 2339240:3HJRFVNR 2339240:3VR6UC7F 2339240:9U79NYYD 2339240:NCZSLKX5 2339240:UEWQXHSF 2339240:YFCV9UXA 2339240:YMYNESML 2405685:9NJI87R8 2405685:B54L7JGC 2405685:C6QUC3Z7 2405685:D9SU8CEK 2405685:LK4JMG78 2405685:PW66MNDR 2405685:SLJSKY8J 2405685:VSAZQYD7 2405685:Z3XYMJZN
Keywords: COV:COVID and reopening of schools; L:Gender and education; LP: English; _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; ___working_potential_duplicate; _cover:other:ok; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; ⛔ No DOI found

Overview of emerging country-level response to providing educational continuity under COVID-19: What’s working? What isn’t? - Joynes, Chris; Gibbs, Emma; Sims, Kate (2020)
ZenodoArchiveID: 4706062 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706062 2339240:IB8GIAAB 2339240:VEARRJJL 2339240:XRVLW2AX 2405685:BR48DF69 2405685:IPAT355N 2405685:SDTIZDHS
Keywords: COV:COVID and reopening of schools; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH; ⛔ No DOI found

Overview of Refugee and Asylum-Seekers Population as of December 31, 2021 - UNHCR (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KL4BMB6C 2405685:2UX5E4SB

Pakistan - Aga Khan Development Network (2020)
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Pakistan - StateUniversity.Com
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Pakistan@100: Shaping the Future - World Bank (World Bank Group, 2018)
Pakistan@100: Shaping the Future articulates the reforms that are necessary for Pakistan to accelerate and sustain growth, and become an upper middle-income country by 2047, when it turns 100 years old.
KerkoCite.ItemAlsoKnownAs: 2339240:Y86FGE9L 2405685:P22B2TM4

Pakistan 2022 Floods Response Plan: 01 Sep 2022 - 28 Feb 2023 (Issued 30 Aug 2022) - Pakistan | ReliefWeb - UNOCHA
Appeal in English on Pakistan about Agriculture, Coordination, Flash Flood, Flood and more; published on 30 Aug 2022 by OCHA
KerkoCite.ItemAlsoKnownAs: 2339240:UM9GME2G 2405685:LYGUKW69

Pakistan 2025: One Nation – One Vision - Ministry of Planning, Development and Reform. Planning Commission (Government of Pakistan, 2014)
KerkoCite.ItemAlsoKnownAs: 2405685:7BG27HU7
Keywords: ___working_potential_duplicate; auto_merged

Pakistan 2025: One Nation – One Vision - Ministry of Planning, Development and Reform. Planning Commission (Government of Pakistan, 2014)
KerkoCite.ItemAlsoKnownAs: 2405685:7BG27HU7
Keywords: ___working_potential_duplicate

Pakistan: A Hard Country - Lieven, Anatol (PublicAffairs, 2012)
An expert's compelling portrait of the complex, volatile country now situated at the fulcrum of international concerns.
Google-Books-ID: _tq3zQEACAAJ KerkoCite.ItemAlsoKnownAs: 2339240:96VSX2XE 2405685:8F4WBPTU

Pakistan Annual Report 2020 - UNICEF (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:QMUFEZ69 2405685:WCQ4N9GG

Pakistan (Balochistan): Using technology to bring education to the most remote areas - Global Partnership for Education (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:X8TQADM6 2405685:8C795EZ9

Pakistan country scan_0614 (Google Docs)
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Library Catalog: docs.google.com KerkoCite.ItemAlsoKnownAs: 2405685:Q2U74JQV

Pakistan country scan_0614 (Google Docs, 2020)
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Library Catalog: docs.google.com KerkoCite.ItemAlsoKnownAs: 2339240:5ND49CF8 2405685:8PSTLMFE 2405685:Q2U74JQV