ZotPress

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.3873462
Haßler, B., Assaf, T., & Khalayleh, A. (2021). The distance education experience in Jordan: perspectives from stakeholders. https://doi.org/10.5281/zenodo.4633071
Abed, R., Khalayleh, A., Alawamleh, N., Metni, E., & Haßler, B. (2020). PER6. The SABER-ICT policy framework in brief [Arabic/English] (Programme Evaluation Resource No 6 [ar,en]). Activating EdTech. https://doi.org/10.5281/zenodo.4495755
Haßler, B., Abed, R., Khalayleh, A., Alawamleh, N., & Metni, E. (2019). PER5. Spreadsheet: Strategies for Effective Teaching and Learning [English, Arabic]. Activating EdTech. https://doi.org/10.5281/zenodo.4498273
Haßler, B., Abed, R., Khalayleh, A., Alawamleh, N., & Metni, E. (2020). PER5. Strategies for Effective Teaching and Learning [English, Arabic] (Programme Evaluation Resource No 5 [ar,en]). Activating EdTech. https://doi.org/10.5281/zenodo.4498234
Alawamleh, N., Abed, R., Khalayleh, A., Metni, E., & Haßler, B. (2020). PER4. UIS EdTech Indicators [English/Arabic] (Programme Evaluation Resource No 4 [en]). Activating EdTech. https://doi.org/10.5281/zenodo.4498776
Haßler, B. (2020). PER3. Principles for Digital Development in Education (Programme Evaluation Resource No 2 [en]). Activating EdTech. https://doi.org/10.5281/zenodo.4516595
Haßler, B., Abed, R., Khalayleh, A., Alawamleh, N., & Metni, E. (2020). PER2. Characteristics of effective teacher education in low- and middle-income countries: What are they and what role can EdTech play? [English/Arabic] (Programme Evaluation Resource No. 2). Activating EdTech. https://doi.org/10.5281/zenodo.4518856
Abed, R., Khalayleh, A., Alawamleh, N., Metni, E., & Haßler, B. (2019). PER1. Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development) [English, Arabic] (Programme Evaluation Resource (PER) No. 1). Activating EdTech. https://doi.org/10.5281/zenodo.3374429
Abed, R., Alawamleh, N., Khalayleh, A., Metni, E., & Haßler, B. (2021). Sprint 9 report - Arabic (Sprint Report No. 9). Activating EdTech. https://doi.org/10.5281/zenodo.4533061
Abed, R., Alawamleh, N., Khalayleh, A., Metni, E., & Haßler, B. (2020). Sprint 8 report - Arabic (8 No. 1). Activating EdTech. https://doi.org/10.5281/zenodo.4533059
Abed, R., Khalayleh, A., Alawamleh, N., Metni, E., & Haßler, B. (2020). Sprint 7 report - Arabic (Sprint Report No. 7). Activating EdTech. https://doi.org/10.5281/zenodo.4533057
Abed, R., Khalayleh, A., Alawamleh, N., Metni, E., & Haßler, B. (2020). Sprint 6 report - Arabic (Sprint Report No. 6). Activating EdTech. https://doi.org/10.5281/zenodo.4533053
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 4 report - Arabic (Sprint Report No. 4). Activating EdTech. https://doi.org/10.5281/zenodo.4533049
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 2 report - Arabic (Sprint Report No. 2). Activating EdTech. https://doi.org/10.5281/zenodo.4530615
Abed, R., Khalayleh, A., Alawamleh, N., Metni, E., & Haßler, B. (2019). Sprint 1 report - Arabic (Sprint Report No. 1). Activating EdTech. https://doi.org/10.5281/zenodo.4530611
Abed, R., Alawamleh, N., Khalayleh, A., Metni, E., & Haßler, B. (2021). Sprint 9 report (Sprint Report No. 9). Activating EdTech. https://doi.org/10.5281/zenodo.4529688
Abed, R., Alawamleh, N., Khalayleh, A., Metni, E., & Haßler, B. (2020). Sprint 8 report (8 No. 1). Activating EdTech. https://doi.org/10.5281/zenodo.4529686
Abed, R., Khalayleh, A., Alawamleh, N., Metni, E., & Haßler, B. (2020). Sprint 7 report (Sprint Report No. 7). Activating EdTech. https://doi.org/10.5281/zenodo.4529684
Abed, R., Khalayleh, A., Alawamleh, N., Metni, E., & Haßler, B. (2020). Sprint 6 report (Sprint Report No. 6). Activating EdTech. https://doi.org/10.5281/zenodo.3638937
Abed, R., Khalayleh, A., Alawamleh, N., Metni, E., & Haßler, B. (2019). Sprint 5 report (Sprint Report No. 5). Activating EdTech. https://doi.org/10.5281/zenodo.3638935
Abed, R., Khalayleh, A., Alawamleh, N., Metni, E., & Haßler, B. (2019). Sprint 4 report (Sprint Report No. 4). Activating EdTech. https://doi.org/10.5281/zenodo.3638931
Abed, R., Khalayleh, A., Alawamleh, N., Metni, E., & Haßler, B. (2019). Sprint 3 report (Sprint Report No. 3). Activating EdTech.
Abed, R., Khalayleh, A., Alawamleh, N., Metni, E., & Haßler, B. (2019). Sprint 2 report (Sprint Report No. 2). Activating EdTech. https://doi.org/10.5281/zenodo.3638925
Abed, R., Khalayleh, A., Alawamleh, N., Metni, E., & Haßler, B. (2019). Sprint 1 report (Sprint Report No. 1). Activating EdTech. https://doi.org/10.5281/zenodo.3638923
Abed, R., Khalayleh, A., Alawamleh, N., Metni, E., & Haßler, B. (2020). PER6. The SABER-ICT policy framework in brief [Arabic] (Programme Evaluation Resource No 6 [ar]). Activating EdTech. https://doi.org/10.5281/zenodo.4495759
Abed, R., Khalayleh, A., Alawamleh, N., Metni, E., & Haßler, B. (2020). PER6. The SABER-ICT policy framework in brief [English] (Programme Evaluation Resource No 6 [en]). Activating EdTech. https://doi.org/10.5281/zenodo.4494983
Hennessy, S., & Haßler, B. (2012, 2015). The OER4Schools Professional Learning Resource: Interactive teaching with and without ICT. A practical programme for teachers in sub-Saharan Africa. www.oer4schools.org
Khalayleh, A. (2020, April 3). Arabic version of Design Thinking for Educators. https://opendeved.net/2020/04/03/arabic-version-of-design-thinking-for-educators/
Haßler, B., Megha-Bongnkar, G., Regis, C., & Blower, T. (2021). An Academic Recovery Programme for the OECS  Member States: Pitch Deck (OECS Academic Recovery Programme Report No. 4). Open Development & Education. https://doi.org/10.5281/zenodo.4780107
Haßler, B., Megha-Bongnkar, G., Regis, C., & Blower, T. (2021). An Academic Recovery Programme for the OECS Member States (OECS Academic Recovery Programme Report No. 3). Open Development & Education. https://doi.org/10.5281/zenodo.4780102
Haßler, B., Megha-Bongnkar, G., Regis, C., & Blower, T. (2021). OECS Academic Recovery Programme - Outputs Register (OECS Academic Recovery Programme Report No. 7). Open Development & Education. https://doi.org/10.5281/zenodo.4743541
Khalayleh, A., El-Serafy, Y., Megha-Bongnkar, G., & Haßler, B. (2021). Characteristics of Effective Technology-Enabled Teacher Learning Circles — Rapid Review of the Literature (No. 1). Open Development & Education. https://doi.org/10.5281/zenodo.4537843
Khalayleh, A., El-Serafy, Y., Megha-Bongnkar, G., & Haßler, B. (2021). Final report (No. 2). Open Development & Education. https://doi.org/10.5281/zenodo.4540043
Groeneveld, C., Kibga, E., & Kaye, T. (2020). Deploying an e-Learning Environment in Zanzibar: A Short Guide. EdTech Hub. https://doi.org/10.5281/zenodo.3971656
Haßler, B., Hennessy, S., & Hofmann, R. (2018). Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development. 5(1). https://docs.opendeved.net/lib/D2GQYC5S
Koomar, S., Moss Coflan, C., & Kaye, T. (2020). Using EdTech in Settings of Fragility, Conflict and Violence: A Curated Resource List [EdTech Hub Helpdesk Request]. EdTech Hub.
Adam, T., McBurnie, C., & Haßler, B. (2020). Rolling out a national virtual learning environment (EdTech Hub Helpdesk Request No. 22). https://doi.org/10.5281/zenodo.3406132
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
Haßler, B., Megha-Bongnkar, G., Regis, C., & Blower, T. (2021). Implementation Planning Tool (OECS Academic Recovery Programme Implementation Planning Tool No. 1). Open Development & Education. https://doi.org/10.5281/zenodo.4779907
Haßler, B., Megha-Bongnkar, G., Regis, C., & Blower, T. (2021). Implementation Planning: SPED Support Plan Template (OECS Academic Recovery Programme Implementation Planning Tool No. 5). Open Development & Education. https://doi.org/10.5281/zenodo.4743617
Haßler, B., Megha-Bongnkar, G., Regis, C., & Blower, T. (2021). Implementation Planning: SPED Internal Referral Form (OECS Academic Recovery Programme Implementation Planning Tool No. 4). Open Development & Education. https://doi.org/10.5281/zenodo.4743615
Haßler, B., Megha-Bongnkar, G., Regis, C., & Blower, T. (2021). Implementation Planning: SPED Referral Flowchart (OECS Academic Recovery Programme Implementation Planning Tool No. 3). Open Development & Education. https://doi.org/10.5281/zenodo.4743613
Haßler, B., Adam, T., Blower, T., & Megha-Bongnkar, G. (2021). Academic Recovery Programmes in the Eastern Caribbean — Literature Review (OECS Academic Recovery Programme Report No. 1). Open Development & Education. https://doi.org/10.5281/zenodo.4780577
Haßler, B., Megha-Bongnkar, G., Regis, C., & Blower, T. (2021). Implementation Guidance: Slide Deck for Teacher Professional Development (OECS Academic Recovery Programme TPD Guidance No. 3). Open Development & Education. https://doi.org/10.5281/zenodo.4603116
Haßler, B., Megha-Bongnkar, G., Regis, C., & Blower, T. (2021). Implementation Guidance: Teacher Professional Development [Teachers Version] (OECS Academic Recovery Programme TPD Guidance No. 2). Open Development & Education. https://doi.org/10.5281/zenodo.4555960
Haßler, B., Megha-Bongnkar, G., Regis, C., & Blower, T. (2021). Implementation Planning: Parental Support for the Academic Recovery Programme (OECS Academic Recovery Programme Implementation Planning Tool No. 2). Open Development & Education. https://doi.org/10.5281/zenodo.4555966
Haßler, B., Megha-Bongnkar, G., Regis, C., & Blower, T. (2021). Final Report and Recommendations (OECS Academic Recovery Programme Report No. 6). Open Development & Education. https://doi.org/10.5281/zenodo.4603101