Recommended citation: Haßler, B. (2023). How to build an IoT device with low-power sleep. Open Development & Education. https://doi.org/10.53832/opendeved.1011
Continue reading “How to build an IoT device with low-power sleep”
Mauricia Nambatya (Haileybury Youth Trust)
Mauricia Nambatya is a Civil Engineer with an MPhil in Engineering for Sustainable Development from the University of Cambridge, and a First Class Honours BSc in Civil Engineering from Makerere University, Kampala. She advocates for climate-friendly building construction to reduce the use of fired bricks that have massively contributed to deforestation.
Continue reading “Benefits of using ISSB in school buildings”
DOI: 10.53832/opendeved.1028
Pawel Wargocki (DTU SUSTAIN and Technical University of Denmark)
Prof. Pawel Warwocki is best known for his work demonstrating that poor indoor environmental quality affects work and learning. Recent research includes studies on emissions from humans and the performance of green buildings. He is a current member of DTU Sustain, one of Europe’s largest university departments specialising in environmental and resource engineering that focuses on developing new, environmentally friendly and sustainable technologies, methods, and solutions.
Continue reading “Is indoor environmental quality in my school classroom safe?”
Reference: 10.53832/opendeved.1014
This blog relates to a presentation given by OpenDevEd at The Education and Development Forum in Oxford (UKFIET 2023), as part of the sub-theme “Conflict, crisis, climate, and migration”. Our presentation was part of the symposium called Climate, environment and education outcomes – Preliminary findings and practical experience from East and West Africa.
Continue reading “Education and climate change – What retrofits could make classroom environments more conducive to learning?”
Funded by the UK Foreign, Commonwealth and Development Office, the Improving Learning Through Classroom Experience (ILCE) programme focuses on investigating whether modification of the built environment (temperature, light intensity, and acoustics) can positively impact the classroom experience to improve learning.
Continue reading “IMPROVING TANZANIAN CLASSROOMS: Conducting surveys in Tanzanian Schools – Second pilot”
Funded by the UK Foreign, Commonwealth and Development Office, the Improving Learning Through Classroom Experience (ILCE) programme focuses on investigating whether modification of the built environment (temperature, light intensity, and acoustics) can positively impact the classroom experience to improve learning.
Continue reading “IMPROVING TANZANIAN CLASSROOMS: Trialling environmental sensors in Tanzanian Schools – First pilot”
The world is grappling with the effects of climate change, specifically global warming and biodiversity loss. Human life is greatly impacted by extreme weather events, and in Africa, warm and hot climates prevail all over the continent, with the northern part mostly arid and with high temperatures.
This blog considers the effect of climate change on school buildings and, subsequently, on learning. Implementing simple but creative solutions using design principles, local resources, and know-how can have a positive and significant impact. Read on to find out more.
East Africa is characterised by an equatorial tropical climate which is considered moderate, with temperature and humidity levels comfortable most of the year compared to other areas with more extreme conditions. However, it is among the world’s most vulnerable regions to the impacts of climate change from a projected increase in hot days and heavy precipitation.
Continue reading “The Importance of Climate-Friendly School Buildings in Africa”
Nearly a third of the time in childhood and early teenage is spent in school classrooms. A school is a place to develop skills and abilities and create friendships. It is an environment for thriving social interactions that will be essential on their journey to adulthood. School should be a place where students learn, and have fun as well. School should not be a hindrance for children, because, in that space, they not only develop social, physical, and mental skills and abilities but also undergo physical changes. Therefore, no health risks should be at stake.
Continue reading “School: A Second Home for the Children”
Kam, leh wi it (come, let’s eat together) – one of the teachers tells me after we finish the interview. I’m at one of our pilot schools, for a research that explores the barriers and enablers of effective school-based, peer-supported, teacher professional development. The topic is a mouthful, but teaching and learning on an empty stomach is one of the main barriers that teachers and learners face.
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Examples of small changes in building design, or retrospective adjustments, have anecdotally been shown to improve the learning experience in the region. There is little research on improving the learning experience through infrastructural development – or how to achieve these changes in sustainable and cost-effective ways. The objective of the ILCE programme is to garner greater insight into the role of infrastructure in students’ and teachers’ experiences, moving past anecdotal case studies and providing evidence through primary data measurement.
Where is the project based?
The project is based initially in Tanzania and will take insights from similar experiences in the East Africa region.
What is the duration of the study?
Fifteen months. From December 2022 to March 2024.
Continue reading “The “Improving Learning Through Classroom Experience” Study”