Björn Haßler PhD

Director

Björn Haßler is an advocate for equity in education, Global Public Goods, and Open Education. He specialises in sustainable and scalable approaches for programme implementation. His interests include digital technology (for education and research), teacher professional development, education systems research and equity/inclusion, work-based learning, and the role of organisational learning for effective research designs and programming. He is passionate about developing and leading successful collaborations, specialising in sustainable and scalable approaches to improving people’s lives. Björn is a director of Open Development & Education; technical director/founding director at EdTech Hub, visiting researcher at the Faculty of Education (University of Johannesburg), alliance member of The Digital Schools and board member of METEA.

SELECTED PUBLICATIONS

Correa de Oliveira, A., Plaut, D., Kanyoza, C., Boilo, V., Chidothi, E., Kadzamira, E., Mpoola, D., McBurnie, C., Phiri, M., & Haßler, B. (2024). Designing Teacher Learning Circles for Improved Foundational Numeracy Outcomes: Findings from the National Numeracy Programme in Malawi [Technical Report]. EdTech Hub. https://doi.org/10.53832/edtechhub.0177
Correa de Oliveira, A., Kanyoza, C., Smart, T., Lurvink, A.-F., Boilo, V., Kadzamira, E., & Haßler, B. (2024). Teaching and Learning of Mathematics in the Context of the National Numeracy Programme in Malawi: Findings from a Rapid In-depth Qualitative Study [Working Paper]. EdTech Hub. https://doi.org/10.53832/edtechhub.0156
Haßler, B., Friese, L., & Mansour, H. (2023). Disseminating the evidence and outputs generated by your programme. EdTech Hub. https://doi.org/10.53832/edtechhub.1001
Maro, S., Kondoro, A., Haßler, B., Mtebe, J., & Proctor, J. (2023). Deployment of Offline Learning Management Systems: Comparing the Performance of Selected Micro-servers in Tanzania. Journal of Learning for Development, 10(2), 280–296. https://doi.org/10.56059/jl4d.v10i2.835
Kondoro, A., Maro, S., Mtebe, J., Proctor, J., Komba, A., & Haßler, B. (2023). Towards Improving the Accessibility and Usability of a Mobile-based Learning Management System for Blind Primary School Teachers. 2023 IST-Africa Conference (IST-Africa), 1–10. https://doi.org/10.23919/IST-Africa60249.2023.10187797
Vanbecelaere, S., Adam, T., Sieber, C., Clark-Wilson, A., Boody Adorno, K., & Haßler, B. (2023). Towards Systemic EdTech Testbeds: A Global Perspective. Global EdTech Testbeds Network. https://doi.org/10.53832/opendeved.0285
Espinoza-Revollo, P., Ali, Y., Garrod, O., Atherton, P., Mackintosh, A., Beoku-Betts, I., & Haßler, B. (2023). School-to-School Mobility Patterns and Retention Rates of Payroll Teachers in Sierra Leone (Working Paper No. 48). EdTech Hub. https://docs.edtechhub.org/lib/DE7XUSMJ
Hennessy, S., D’Angelo, S., Koomar, S., Kreimeia, A., Adam, T., Cao, L., & Haßler, B. (2022). Technology use in teacher preparation and professional development in low- and middle-income countries: 2023 GEM Report – Evidence review [Evidence review]. EdTech Hub. https://doi.org/10.53832/edtechhub.0104
El-Serafy, Y., Adam, T., & Haßler, B. (2022). The effectiveness of technology-supported teacher professional learning communities in emergency settings. Future-Proofing Teacher Education: Voices from South Africa and Beyond. In S. Gravett & N. Petersen (Eds.), Future-Proofing Teacher Education: Voices from South Africa and Beyond (1st ed.). Routledge. https://doi.org/10.4324/9781003185499
Haßler, B. (2022, April 27). Commonwealth Collaboration to Build Back Better. 21CCEM, Nairobi, Kenya. https://doi.org/10.53832/opendeved.0275
Haßler, B., & Haseloff, G. (2022). TVET Research in SSA: Recommendations for Thematic Priorities. Africa Journal of Technical and Vocational Education and Training, 7(1), 3–27. https://doi.org/10.53832/opendeved.0268
Haßler, B., Lurvink, A.-F., Beoku-Betts, I., McBurnie, C., Adam, T., & Blower, T. (2022). Tich Me Ar Tich Dem — Inception Report (Tich Me Ar Tich Dem Output No. 1). OpenDevEd. https://doi.org/10.53832/opendeved.0269
Castillo, N., Adam, T., & Haßler, B. (2022). Improving the Impact of Educational Technologies on Learning Within Low-Income Contexts. In Learning, Marginalization, and Improving the Quality of Education in Low-income Countries. Open Book Publishers. https://doi.org/10.11647/OBP.0256
Haßler, B. (2021). A mixed-methods evidence assessment for emergent fields of knowledge (Working Paper No. 24). EdTech Hub. https://doi.org/10.53832/edtechhub.0003
Haßler, B., Adam, T., Allier-Gagneur, Z., Blower, T., Brugha, M., Damani, K., Hennessy, S., Hollow, D., Jordan, K., Martin, K., Megha-Bongnkar, G., Murphy, M., & Walker, H. (2021). Methodology for literature reviews (Working Paper No. 10). EdTech Hub. https://doi.org/10.5281/zenodo.4557508
Haßler, B., El-Serafy, Y., Khalayleh, A., & McBurnie, C. (2021). Syṡtemic Mixed-Methods Research — a conceptual framework for scalable EdTech research (Working Paper No. 9). EdTech Hub. https://doi.org/10.53832/edtechhub.0001
Haßler, B., Khalayleh, A., & McBurnie, C. (2020). A five-part education response to the COVID-19 pandemic (EdTech Hub Helpdesk Response No. 5). https://doi.org/10.5281/zenodo.3756012

Full list of publications available here.