Taskeen Adam PhD

Taskeen is a Co-Director at Open Development & Education. She completed her PhD on  ‘Addressing Injustices through MOOCs: A study among peri-urban, marginalised South African youth’ at the University of Cambridge. Her research highlighted that historical injustices, cultural imposition, and economic dependence continue to play a pivotal role in education. Her MPhil thesis focused on the ‘Sustainable Implementation of the One Laptop per Child project in Rwanda’. Alongside her academic pursuits, she pioneered Khwela (a regional online course platform) and Solar Powered Learning in South Africa as well as Mobile Education for Smart Technology in India. Prior to her career shift to EdTech, she worked as an electrical engineer, specialising in measurement and control.


Adam, T. (2020). Between Social Justice and Decolonisation: Exploring South African MOOC Designers’ Conceptualisations and Approaches to Addressing Injustices [journal article]. Journal of Interactive Media in Education, 2020(1), 7. https://doi.org/10.5334/jime.557
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
Adam, T. (2022). Digital Literacy Needs for Online Learning Among Peri-Urban, Marginalised Youth in South Africa. International Journal of Mobile and Blended Learning (IJMBL), 14(3), 1–19. https://doi.org/10.4018/IJMBL.310940
Castillo, N. M., Adam, T., Alam, A., Alrawashdeh, G. S., & Tiwari, P. (2022). Trends in Digital Personalized Learning: Landscape Review of Personalized Learning Solutions in Low and Middle-Income Countries. UNICEF Office of Global Insight & Policy. https://www.unicef.org/globalinsight/reports/trends-digital-personalized-learning
Amiel, T., ter Haar, E., Vieira, M. S., & Soares, T. C. (2020). Who Benefits from the Public Good? How OER Is Contributing to the Private Appropriation of the Educational Commons. In D. Burgos (Ed.), Radical Solutions and Open Science: An Open Approach to Boost Higher Education (pp. 69–89). Springer. https://doi.org/10.1007/978-981-15-4276-3_5
Lambert, S., Funk, J., & Adam, Taskeen. (n.d.). What Can Decolonisation of Curriculum Tell Us About Inclusive Assessment? Routledge. Retrieved December 11, 2022, from https://www.taylorfrancis.com/chapters/oa-edit/10.4324/9781003293101-7/decolonisation-curriculum-tell-us-inclusive-assessment-sarah-lambert-johanna-funk-taskeen-adam
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
El-Sefary, Y., Adam, T., & Haßler, B. (forthcoming). The effectiveness of technology-supported teacher professional learning communities in emergency settings. Future-Proofing Teacher Education: Voices from South Africa and Beyond [open access].
Adam, T., El-Serafy, Y., Podea, M., Haßler, B., & Open Development & Education. (2021). The use of “building blocks” to develop digital platforms for education in sub-Saharan Africa. EdTech Hub. https://doi.org/10.53832/edtechhub.0049
Adam, T. (2020). Open educational practices of MOOC designers: embodiment and epistemic location. Distance Education, 41(2), 171–185. https://doi.org/10.1080/01587919.2020.1757405
Adam, T. (2019). Digital neocolonialism and massive open online courses (MOOCs): colonial pasts and neoliberal futures. Learning, Media and Technology, 44(3), 365–380. https://doi.org/10.1080/17439884.2019.1640740

Full list of publications available here.


Chris McBurnie

Chris is a co-Director at Open Development & Education. Prior to joining the team, he spent approximately 18 months designing and implementing a number of school-based development projects in East Africa and India. In 2019, Chris graduated with an MPhil in Development Studies from the University of Cambridge where he focused on how institutions influence the impact and uptake of education interventions. He speaks English and French.


McBurnie, C. (2020). Using Interactive Radio Instruction to mitigate the educational impact of COVID-19: a curated resource list (EdTech Hub Helpdesk Response 6). https://doi.org/10.5281/zenodo.3762228
McBurnie, C., Allier-Gagneur, Z., & Haßler, B. (2020). Characteristics of effective teacher education in low- and middle-income countries: an annotated bibliography (HDR10C) (EdTech Hub Helpdesk Response 10C). https://doi.org/10.5281/zenodo.3873460
McBurnie, C., Adam, T., Kaye, T., & Haßler, B. (2020). Zero-rating educational content in low- and middle-income countries (EdTech Hub Helpdesk Response 8). https://doi.org/10.5281/zenodo.3784940
McBurnie, C. (2021). Navigating the ‘Data Revolution’: A Case Study on the One Tablet Per School Programme in Sierra Leone (Working Paper 12). EdTech Hub. https://doi.org/10.5281/zenodo.4430545
McBurnie, C., & Beoku-Betts, I. (2021). Advancing Data-driven Decision-making for School Improvement: Findings from the One Tablet Per School User Testing Programme in Sierra Leone [Working paper]. MBSSE, EdTech Hub, Leh Wi Lan. https://doi.org/10.5281/zenodo.4896502
McBurnie, C., Megha-Bongnkar, G., Regis, C., D’Angelo, S., & Haßler, B. (2021). LAC Reads Capacity Program: Mid-term report (LAC Reads Capacity Program 8). Open Development & Education. https://doi.org/10.53832/opendeved.0212
McBurnie, C., Moriba, S., & Brainard, P. (2021, March). Sierra Leone series: Freetown Teachers College and its multimodal approach to teacher professional development [Blog post]. EdTech Hub. https://doi.org/10.5281/zenodo.4584801
McBurnie, C., & Plaut, D. (2021). Continuous professional development in Sierra Leone: Scoping Phase Overview [Internal papers]. EdTech Hub. https://doi.org/10.5281/zenodo.4774318
McBurnie, C., Megha-Bongnkar, G., Regis, C., D’Angelo, S., & Haßler, B. (2021). The use of virtual learning environments and learning management systems during the COVID-19 pandemic (LAC Reads Capacity Program 2). Open Development & Education. https://doi.org/10.53832/opendeved.0203
McBurnie, C., & Haßler, B. (2021). Geodata in Education - an annotated bibliography (Geodata in Education Report 1). Education Commission GIS in Education Working Group. https://doi.org/10.5281/zenodo.4482766
McBurnie, C., Megha-Bongnkar, G., Regis, C., D’Angelo, S., & Haßler, B. (2021). Midterm Report: OECS Learning Hub. https://docs.google.com/document/u/1/d/1wJ2ZZfoFG7Kv1grCMQYsgfCUusQP0IK8e5cwUiK5bkw/edit?usp=embed_facebook
McBurnie, C. (2020). The Role of Interactive Radio Instruction in the COVID-19 Education Response. Open Development & Education. https://opendeved.net/2020/04/08/the-role-of-interactive-radio-instruction-in-the-covid-19-education-response/

Full list of publications available here.