Predictive Models for Classroom Conditions

Key information

Location Tanzania
Start date May 2024
End date August 2024
Funded by FCDO
Collaborators Omdena

Background

Classrooms in Sub-Saharan Africa can often be uncomfortable places to be, let alone to teach and
learn in. Sweltering temperatures have proven negative physiological impacts. A meta-analysis
estimated that learning improvement can be increased by 20% with a temperature reduction of 10°C.

Classroom experience is strongly related to factors such as sound and temperature, as well as access
to light, levels of pollution, and disaster risk. An early indication of how big a sample is needed for the different measures is deemed important because not all schools can be surveyed. 

This project aims to understand (1) What the potential for AI models could be to determine certain conditions, like temperature, light and sound, (2) Understand for each metric how much data might need to be collected to produce an AI model with greater than 95% accuracy.

We will be using satellite imagery (giving school positioning), satellite temperature, Tanzania Meteorological Authority data, country weather zones, school locations we are aiming to evaluate which classrooms need.

 

Blogposts

    Further resources

    Nambatya, M. (2023). Benefits of using ISSB in school buildings (Blog Post – Improving Learning Through Classroom Experience in East Africa No. 11). Open Development & Education. https://doi.org/10.53832/opendeved.1034
    Nambatya, M. (2024). School buildings infrastructure in East Africa [Blog post]. Open Development & Education. https://doi.org/10.53832/opendeved.1136
    Haßler, B., Villavicencio Peralta, X. A., Macharia, G., Toyinbo, O., Nambatya, M., Mtebe, J., Schaffer, J., Wargocki, P., & Adam, T. (2022). Improving Learning Through Classroom Experience in East Africa: Temperature, Lighting, and Sound Quality – Inception report (Improving Learning Through Classroom Experience in East Africa No. 1). Open Development & Education. https://doi.org/10.53832/opendeved.0286
    Koomar, S. (2024, April 2). What impact do climate conditions in classrooms have on teachers? [Presentation]. https://doi.org/10.53832/opendeved.1129
    Villavicencio, X., Haßler, B., & Jengo, E. (2024, April 7). Project updates for Climate, Environment and Education Adaptation Research (CLEEAR) Tanzania Steering Committee [Presentation]. https://doi.org/10.53832/opendeved.1130
    Ryan, B., Garner, S., & Flynnn, R. (2024, April 2). Identifying and prioritizing strategies to strengthen climate resilience of education systems [Presentation]. https://doi.org/10.53832/opendeved.1128
    Anderson, E. (2024, April 2). Digital Earth Partnership: Climate, Environment & Education in Tanzania – Gaps & Policy implications [Presentation]. https://doi.org/10.53832/opendeved.1127
    Wargocki, P. (2024). Education buildings: resilience to global climate change and avoidance of inequalities [Blog post]. Open Development & Education. https://doi.org/10.53832/opendeved.1126
    Toyinbo, O., & Villavicencio, X. (2023). Education and climate change – What retrofits could make classroom environments more conducive to learning? Open Development & Education. https://doi.org/10.53832/opendeved.0297
    Villavicencio, X., & Toyinbo, O. (2023). What retrofits could make classroom environments more conducive to learning?
    Haßler, B., & Bablok, B. (2024). Introducing the next iteration of our sensor box (Blog Post – Improving Learning Through Classroom Experience in East Africa No. 15). Open Development & Education. https://doi.org/10.53832/opendeved.1064
    Nambatya, M. (2023). The importance of climate-friendly school buildings in Africa (Blogpost – Improving Learning Through Classroom Experience in East Africa No. 6). Open Development & Education. https://doi.org/10.53832/opendeved.1039
    Haßler, B. (2023). How to build an IoT device with low-power sleep (Blog Post – Improving Learning Through Classroom Experience in East Africa No. 13). Open Development & Education. https://opendeved.net/2023/11/27/how-to-build-an-iot-device-with-low-power-sleep/
    Warwocki, P. (2023). Is indoor environmental quality in my school classroom safe? (Blog Post – Improving Learning Through Classroom Experience in East Africa No. 12). Open Development & Education. https://doi.org/10.53832/opendeved.1028
    Haßler, B. (2023). (Adapting to the) Impacts of climate (change): Temperature, Light, Sound, Air (Conference Paper (Utafiti Elimu) – Improving Learning Through Classroom Experience in East Africa No. 3). Open Development & Education. https://doi.org/10.53832/opendeved.0287
    Villavicencio Peralta, X., & Megogo Bokamba, T. E. (2023). The “Improving Learning Through Classroom Experience” Study (Blog Post – Improving Learning Through Classroom Experience in East Africa No. 2). Open Development & Education. https://opendeved.net/2023/03/23/ilce-study/, https://opendeved.net/2023/03/23/ilce-study/
    Hassler, B., Villavicencio Peralta, X., & Toyinbo, O. (2023). ILCE: Trialling environmental sensors in Tanzanian Schools – First pilot (Improving Learning Through Classroom Experience in East Africa No. 7). Open Development & Education. https://doi.org/10.53832/opendeved.1019
    Villavicencio, X., & Hassler, B. (2023). Project updates for Climate, Environment and Education Adaptation Research (CLEEAR) Tanzania Steering Committee (Improving Learning Through Classroom Experience in East Africa No. 12). Open Development & Education. https://doi.org/10.53832/opendeved.1032
    Pattni, R., Villavicencio Peralta, X., Toyinbo, O., Proctor, J., Forbes, C., Atherton, P., & Haßler, B. (2023). Improving learning through classroom experience in Tanzania (Conference Paper (UKFIET,  Oxford, UK) – Improving Learning Through Classroom Experience in East Africa No. 8). Laterite, Fab Inc, Open Development & Education. https://doi.org/10.53832/opendeved.1025
    Villavicencio, X., Haßler, B., & Toyinbo, O. (2023). Conducting surveys in Tanzanian schools – Second pilot (No. 9). Open Development & Education. https://doi.org/10.53832/opendeved.1036
    Haßler, B., Villavicencio Peralta, X., & Toyinbo, O. (2023). ILCE: Conducting surveys in Tanzanian Schools – Second pilot (No. 9). Open Development & Education. https://doi.org/10.53832/opendeved.1021
    Toyinbo, O., Villavicencio, X., & Haßler, B. (2023). Trialling environmental sensors in Tanzanian schools  –  first pilot (No. 7). Open Development & Education. https://doi.org/10.53832/opendeved.1035
    Hassler, B., Villavicencio Peralta, X., & Toyinbo, O. (2023). ILCE: Trialling environmental sensors in Tanzanian Schools – First pilot (No. 7). Open Development & Education. https://doi.org/10.53832/opendeved.1020
    Toyinbo, O., Villavicencio Peralta, X. A., & Megogo Bokamba, T. E. (2023). Possible Retrofit Interventions for Classrooms (Infographic) [Infographic – Improving Learning Through Classroom Experience in East Africa]. Open Development & Education.
    Megogo Bokamba, T. (2023). The “Improving learning through classroom experience” study [Improving Learning Through Classroom Experience in East Africa]. Open Development & Education. https://doi.org/10.53832/opendeved.1038
    Warwocki, P. (2023). School: a second home for the children (Blog Post – Improving Learning Through Classroom Experience in East Africa No. 4). Open Development & Education. https://doi.org/10.53832/opendeved.1037
    Villavicencio, X., & Hassler, B. (2023). Climate-resilient school buildings (Presentation – Improving Learning Through Classroom Experience in East Africa No. 14). Open Development & Education. https://doi.org/10.53832/opendeved.1031
    Fab Inc, Laterite, & Open Development and Education. (2023). Climate, Enviroment and Education – Presentation for the Tanzania Education Donors-Partners working group. Tanzania Education Donors-Partners working group, Tanzania.

    Publications

    All outputs from this programme will be available in our evidence library

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