ZotPress

Haßler, B. (2023, March 22). (Adapting to the) Impacts of climate (change): Temperature, Light, Sound, Air. Utafiti Elimu, Tanzania. https://doi.org/10.53832/opendeved.0287

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

Haßler, B. (2018). WRAHA: We Refugees Also Have Ambitions! - research design for an unsuccessful eCubed application. Open Development & Education. https://doi.org/10.5281/zenodo.3595400

Haßler, B. (2019). Systems Leadership for Learning. Open Development & Education. https://doi.org/10.5281/zenodo.2626705

Haßler, B., D’Angelo, S., Walker, H., & Marsden, M. (2019). Synthesis of Reviews on Teacher Professional Development in Sub-Saharan Africa. Open Development & Education. https://doi.org/10.5281/zenodo.3497271

Kuhn, C. H., Adam, T., & Pete, J. (2020). Open Praxis: Three Perspectives, One Vision. In Open at the Margins. Rebus Community. https://press.rebus.community/openatthemargins/chapter/open-praxis-three-perspectives-one-vision/

Adam, T., Allen, N., Amiel, T., Asino, T., Atenas, J., Bali, M., Barnes, N., Bourg, C., Bouterse, S., Caines, A., Campbell, L. M., Cangialosi, K., Collier, A., Cronin, C., Czerniewicz, L., DeRosa, R., Ensor, S., Friedrich, C., Gilliard, C., … Watters, A. (2020). Open at the Margins. Rebus Community. https://press.rebus.community/openatthemargins/

Bali, M., Adam, T., Cronin, C., Friedrich, C., Walji, S., & Hendricks, C. (2020). Breaking Open: Ethics, Epistemology, Equity, and Power. In Open at the Margins. Rebus Community. https://press.rebus.community/openatthemargins/chapter/breaking-open-ethics-epistemology-equity-and-power/

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

Bozkurt, A., Xiao, J., Lambert, S., Pazurek, A., Crompton, H., Koseoglu, S., Farrow, R., Bond, M., Nerantzi, C., Honeychurch, S., Bali, M., Dron, J., Mir, K., Stewart, B., Costello, E., Mason, J., Stracke, C. M., Romero-Hall, E., Koutropoulos, A., … Jandrić, P. (2023). Speculative Futures on ChatGPT and Generative Artificial Intelligence (AI): A Collective Reflection from the Educational Landscape. Asian Journal of Distance Education. http://www.asianjde.com/ojs/index.php/AsianJDE/article/view/709

Haßler, B. (2022). Reaching SDG4 by 2030: Options for Interventions That Can Accelerate Progress in the Lowest-Income Countries. Decision. https://doi.org/10.1007/s40622-022-00321-0

Haßler, B., & Open Development & Education. (2022). Reaching SDG4 by 2030: Options for Interventions That Can Accelerate Progress in the Lowest-Income Countries. OpenDevEd. https://doi.org/10.53832/opendeved.277

Haßler, B., & Open Development & Education. (2022). Reaching SDG4 by 2030: Characteristics of Interventions That Can Accelerate Progress in the Lowest-Income Countries (Policy Note). OpenDevEd. https://doi.org/10.53832/opendeved.276

Haßler, B. (2023). Evidence collection. OpenDevEd. https://doi.org/10.5281/zenodo.7644266

Schurr, M. (2020). Design Thinking for Educators - Toolkit (English/Arabic). https://doi.org/10.5281/zenodo.3552082

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/10.5281/zenodo.4557484

Lurvink, A.-F., Bangura, Z., Fortune, A., George, A. H., Godwin, K., Mason-Sesay, M., Moseray, D., Tholley, I., Turay, E. B., & Haßler, B. (2022). What are the enablers and barriers for effective School-Based Teacher Professional Development? OpenDevEd. https://doi.org/10.53832/opendeved.0284

Allier-Gagneur, Z., McBurnie, C., Haßler, B., & Chuang, R. (2020). Characteristics of effective teacher education in low- and middle-income countries: What are they and what role can EdTech play? (EdTech Hub Helpdesk Response No. 10B). EdTech Hub. https://doi.org/10.5281/zenodo.4762301

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., Bennett, G., & Damani, K. (2021). Teacher professional development in sub-Saharan Africa: Equity and scale. In C. McNaught & S. Gravett (Eds.), Embedding Social Justice in Teacher Education and Development in Africa. Routledge. https://docs.opendeved.net/lib/E2Q73NBN

Megha-Bongnkar, G., Haseloff, G., & Haßler, B. (2022). TVET and Digitalization - Literature Review. OpenDevEd. https://doi.org/10.53832/opendeved.278

Haßler, B., Assaf, T., & Khalayleh, A. (2021). The distance education experience in Jordan: perspectives from stakeholders. https://doi.org/10.5281/zenodo.4633071

McBurnie, C., Adam, T., Kaye, T., & Haßler, B. (2020). Zero-rating educational content in low- and middle-income countries (EdTech Hub Helpdesk Response No. 8). https://doi.org/10.5281/zenodo.3784940

Abed, R., Khalayleh, A., Alawamleh, N., Metni, E., & Haßler, B. (2019). Sprint 5 report - Arabic (Sprint Report No. 5). Activating EdTech. https://doi.org/10.5281/zenodo.4533051

Abed, R., Khalayleh, A., Alawamleh, N., Metni, E., & Haßler, B. (2019). Sprint 3 report - Arabic (Sprint Report No. 3). Activating EdTech. https://doi.org/10.5281/zenodo.4533047

Abed, R., Khalayleh, A., Alawamleh, N., Metni, E., & Haßler, B. (2019). Sprint 4 report - Arabic (Sprint Report No. 4). Activating EdTech. https://doi.org/10.5281/zenodo.4533049

Hennessy, S., Jordan, K., Haßler, B., Hollow, D., Brugha, M., Eberhardt, M. J., & Sabates, R. (2020). Technology in education in low-income countries: Problem analysis and focus of the Hub’s work (EdTech Hub Working Paper No. 5). EdTech Hub. https://doi.org/10.5281/zenodo.3352007

Haßler, B., & Moss, C. (2020). Teacher professional development and coaching in low-income countries: An evidence-informed conversation (EdTech Hub Helpdesk Response No. 1). EdTech Hub. https://doi.org/10.5281/zenodo.3631745

Haßler, B. (2020). Teacher professional development and coaching in low-income countries: Practical considerations for the use of technology. (EdTech Hub Helpdesk Request No. 3). EdTech Hub. https://doi.org/10.5281/zenodo.3631749

Haßler, B. (2020). Teacher professional development and coaching in low-income countries: Overarching considerations for the use of technology (EdTech Hub Helpdesk Response No. 2). EdTech Hub. https://doi.org/10.5281/zenodo.3631747

Haßler, B., Hennessy, S., Hollow, D., Simpson, L., Carter, A., Kalifa Damani, Gill Francis, Katy Jordan, Nora McIntyre, & Joel Mitchell. (2019). Systemic Mixed-Methods Research — a conceptual framework for EdTech research along the IDIA scale (EdTech Hub Working Paper No. 1). EdTech Hub. https://doi.org/10.5281/zenodo.3377828

Haßler, B., McIntyre, N., Hollow, D., Jordan, K., Hennessy, S., Brugha, M., & Mitchell, J. (2019). Research publication strategy and proposed publications (EdTech Hub Working Paper No. 4). EdTech Hub. https://doi.org/10.5281/zenodo.3624977

Hennessy, S., Jordan, K., Haßler, B., Hollow, D., Brugha, M., Eberhardt, M. J., & Sabates, R. (2019). Problem Analysis. A Global Public Good produced by the EdTech Hub (https://EdTechhub.org, #EdTechHub). (Research Sphere Outputs) [Working document]. EdTech Hub. https://doi.org/10.5281/zenodo.3352007

Kaye, T., Groeneveld, C., Moss, C., & Haßler, B. (2020). Nepal “Ask me anything” Session: Responses to audience questions (EdTech Hub Helpdesk Response No. 13). EdTech Hub. https://doi.org/10.5281/zenodo.3804380

Haßler, B., Taskeen Adam, Meaghan Brugha, Kalifa Damani, Zoe Allier-Gagneur, Sara Hennessy, David Hollow, Katy Jordan, Kevin Martin, Mary Murphy, & Hannah Walker. (2019). Methodology for literature reviews undertaken by the EdTech Hub (EdTech Hub Working Paper No. 3). EdTech Hub. https://doi.org/10.5281/zenodo.3352100

Haßler, B., Adam, T., Allier-Gagneur, Z., Khalayleh, A., McBurnie, C., & McIntyre, N. (2020). Keyword inventory with country statistics (EdTech Hub Research Instruments No. 3; EdTech Hub Research Instruments). EdTech Hub. https://doi.org/10.5281/zenodo.3908363

Haßler, B. (2022, March). IIMC Conference Paper. https://doi.org/10.53832/opendeved.0274

Vijil Morin, A., Villavicencio Peralta, X. A., Sheldon, A., & Haßler, B. (2022). Education Sector Diagnosis - School safety assessment for six CDEMA Member States. OpenDevEd. https://doi.org/10.53832/opendeved.0282

Nicolai, S., & Haßler, B. (2020, October 29). EdTech’s three promising approaches to #SaveOurFuture. EdTech Hub. https://edtechhub.org/2020/10/29/edtech-three-promising-approaches-to-saveourfuture/

Haßler, B., Nicolai, S., McBurnie, C., Jordan, K., Wilson, S., & Kreimeia, A. (2020). EdTech and COVID-19 response [EdTech Hub Report]. EdTech Hub. https://doi.org/10.5281/zenodo.4118177

Haßler, B., Adam, T., Brugha, M., Damani, K., Allier-Gagneur, Z., Hennessy, S., Hollow, D., Jordan, K., Martin, K., Murphy, M., & Walker, H. (2019). Country list with HDI, iHDI, MPI and Gini (version 1) (EdTech Hub Research Instruments No. 1; EdTech Hub Research Instruments). EdTech Hub. https://doi.org/10.5281/zenodo.3346903

Haßler, B. (2022). Cost- and Learning-Adjusted Years of Schooling. OpenDevEd. https://doi.org/10.53832/opendeved.279

Adam, T., Koomar, S., & Haßler, B. (2020). Consolidated Feedback on Tanzania Higher Education University Strategic Investment Plans (EdTech Hub Helpdesk Response No. 09). EdTech Hub. https://doi.org/10.5281/zenodo.3986727

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 No. 10C). https://doi.org/10.5281/zenodo.3873460

Haßler, B., McBurnie, C., & Allier-Gagneur, Z. (2020). Characteristics of effective teacher education in low- and middle-income countries: an overview (HDR10A) (forthcoming) (EdTech Hub Helpdesk Response No. 10A). https://doi.org/10.5281/zenodo.3873458

Haßler, B., McIntyre, N., Jordan, K., Mitchell, J., Brugha, M., Martin, K., Nourie, K., & Damani, K. (2020). A scoping review of technology in education in LMICs - descriptive statistics and sample search results (EdTech Hub Working Paper No. 6). EdTech Hub. https://doi.org/10.5281/zenodo.3631588

Haßler, B. (2009). Access to Open Educational Resources: Report of a UNESCO OER Community Discussion. (p. 59). IIEP.

Allier-Gagneur, Z., & Moss Coflan, C. (2020). Your Questions Answered: Using Technology to Support Gender Equity, Social Inclusion and Out-Of-School Learning (No. 14; EdTech Hub Helpdesk Response). EdTech Hub. https://doi.org/10.5281/zenodo.3874247

Allier-Gagneur, Z., Chuang, R., McBurnie, C., & Haßler, B. (2020). Using blended learning to support marginalised adolescent girls’ education: a review of the evidence (Helpdesk Response No. 25). EdTech Hub. https://doi.org/10.5281/zenodo.3952069

Adam, T., Kaye, T., & Haßler, B. (2020). The Maldives and Sri Lanka: Question & Answer Session (EdTech Hub Helpdesk Response No. 18). https://doi.org/10.5281/zenodo.3885817