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Walker, H. (2024). Schools2030 Toolkit [Other]. Open Development & Education. https://doi.org/10.53832/opendeved.1131
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
McBurnie, C., Walker, H., & Haßler, B. (2024). Codebook for Systematic Literature Review: Understanding Quality Characteristics of EdTech Interventions and Implementation for Disadvantaged Pupils [Other]. Open Development & Education. https://doi.org/10.53832/opendeved.1076
Haßler, B., McBurnie, C., Walker, H., & Klune, C. (2024). Keyword Inventory for Systematic Literature Review: Understanding Quality Characteristics of EdTech Interventions and Implementation for Disadvantaged Pupils [Other]. Open Development & Education. https://doi.org/10.53832/opendeved.1075
Haßler, B., McBurnie, C., Walker, H., Klune, C., & Chris McBurnie. (2024). Data Management Plan: Understanding quality characteristics of EdTech interventions and implementation for disadvantaged pupils [Report]. Open Development & Education. https://doi.org/10.53832/opendeved.1078
Haßler, B., McBurnie, C., Walker, H., & Klune, C. (2024). Coding tool for a systematic review with meta-analysis: Understanding quality characteristics of EdTech interventions and implementation for disadvantaged pupils [Other]. Open Development & Education. https://doi.org/10.53832/opendeved.1115
Haßler, B., McBurnie, C., Walker, H., Klune, C., & Bhutoria, A. (2024). Protocol for a systematic review with meta-analysis: Understanding quality characteristics of EdTech interventions and implementation for disadvantaged pupils [Report]. Open Development & Education. https://doi.org/10.53832/opendeved.1077
[obsolete]. (2024). [Other]. Open Development & Education. https://doi.org/10.53832/opendeved.1073
[obsolete]. (2024). [Other]. Open Development & Education. https://doi.org/10.53832/opendeved.1074
Haßler, B. (2023). Evidence collection - Understanding quality characteristics of EdTech interventions and implementation for disadvantaged pupils. Open Development & Education. https://doi.org/10.53832/opendeved.1024
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
Walker, H., Moustafa, N., & Haßler, B. (2023). EdTech Impact in Education – An Analysis Prepared for the Education Endowment Foundation. OpenDevEd. https://doi.org/10.53832/opendeved.0294
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
Smart Africa Alliance, Omboto, C., Waziri, N., & Haßler, B. (2024). Directive de curation de cours (Report No. 5). Smart Africa Alliance. https://doi.org/10.53832/opendeved.1125
Smart Africa Alliance, Waziri, N., Macharia, G., Martin, A., Walker, H., & Haßler, B. (2024). Rapport d’analyse comparative des cadres de compétences en littératie numériq (Report No. 4). Smart Africa Alliance. https://doi.org/10.53832/opendeved.1124
Smart Africa Alliance, Macharia, G., Walker, H., Waziri, N., & Haßer, B. (2024). Méthodologie pour la création de cours de littératie numérique (Report No. 2). Smart Africa Alliance. https://doi.org/10.53832/opendeved.1123
Smart Africa Alliance. (2024). Digital Literacy for Citizens - Course Curation Guideline (Report No. 5). Smart Africa Alliance. https://doi.org/10.53832/opendeved.1120
Smart Africa Alliance, Hassan, M., Grace, M., Waziri, N., & Haßler, B. (2024). Outil d’évaluation de la littératie numérique (Report No. 3). Smart Africa Alliance. https://doi.org/10.53832/opendeved.1122
Smart Africa Alliance. (2024). Methodology for the Curation of Digital Literacy Courses (Report No. 2). Smart Africa Alliance. https://doi.org/10.53832/opendeved.1063
Smart Africa Alliance. (2024). Comparative Summary Report of Digital Literacy Skills Frameworks (Report No. 4). Smart Africa Alliance. https://doi.org/10.53832/opendeved.1027
Smart Africa Alliance. (2024). Digital Literacy Assessment Tool (Report No. 3). Smart Africa Alliance. https://doi.org/10.53832/opendeved.1018
Smart Africa Alliance. (2024). Cadre stratégique pour l’alphabétisation numérique des citoyens en Afrique (Report No. 1). Smart Africa Alliance. https://doi.org/10.53832/opendeved.1121
Smart Africa Alliance. (2024). Digital Literacy For Citizens Policy Framework for Africa (Report No. 1). Smart Africa Alliance. https://doi.org/10.53832/opendeved.1057
Iseje, F. (2023). A Map of Mkushi District Health Centres [Map]. https://doi.org/10.53832/opendeved.1118
Haßler, B. (2024). Evidence collection [Report]. Open Development & Education. https://doi.org/10.53832/opendeved.1119
Haßler, B. (2024). Presentation for Internationalisierungsoffensive go-international [Presentation]. Open Development & Education. https://doi.org/10.53832/opendeved.1117
McBurnie, C., & Hassan, S. M. (2023). EdTech Fellowship Residential: Day 1. Open Development & Education. https://doi.org/10.53832/opendeved.1016
Biscette, C., Vijil-Morin, A., Moustafa, N., & Haßler, B. (2022). Safe Schools course. Module 3: Education continuity and disaster resilient education. Open Development & Education. https://doi.org/10.53832/opendeved.1055
Biscette, C., Vijil-Morin, A., Moustafa, N., & Haßler, B. (2022). Safe Schools course. Module 2: Managing emergencies in safe schools. Open Development & Education. https://doi.org/10.53832/opendeved.1054
Biscette, C., Vijil-Morin, A., Moustafa, N., & Haßler, B. (2022). Safe Schools course. Module 1: Creating safer schools. Open Development & Education. https://doi.org/10.53832/opendeved.1053
Biscette, C., Vijil-Morin, A., Moustafa, N., & Haßler, B. (2022). Safe Schools course: Assessment materials for modules 1, 2, and 3. Open Development & Education. https://doi.org/10.53832/opendeved.1056
Vijil-Morin, A., Villavicencio, X., & Haßler, B. (2022). Monitoring and Evaluation Framework. Open Development & Education. https://doi.org/10.53832/opendeved.1048
Vijil-Morin, A., Villavicencio, X., & Haßler, B. (2022). Model Education Plan. Open Development & Education. https://doi.org/10.53832/opendeved.1049
Teixeira, B., Vijil-Morin, A., Villavicencio, X., & Haßler, B. (2022). Instructions for costed plan tool. Open Development & Education. https://doi.org/10.53832/opendeved.1052
Vijil-Morin, A., Villavicencio, X., & Haßler, B. (2023). Education Sector Contingency Plan: Guidelines and Templates. Open Development & Education. https://doi.org/10.53832/opendeved.1047
Teixeira, B., Vijil-Morin, A., Villavicencio, X., & Haßler, B. (2022). Costed plan tool. Open Development & Education. https://doi.org/10.53832/opendeved.1051
Villavicencio, X., & Vijil-Morin, A. (2022). Contingency plan. Open Development & Education. https://doi.org/10.53832/opendeved.1050
Haßler, B., Eso, O., Villavicencio Peralta, X. A., & Waziri, N. (2024, March 20). Impact of Climate Change and Environmental Risks on Learning Outcomes. 22CCEM. https://doi.org/10.53832/opendeved.1079
Macharia, G., Haßler, B., Martin, A., & Omboto, C. (2023). Inception Report - Digital Literacy (Smart Africa). Open Development & Education. https://doi.org/10.53832/opendeved.1015
Toyinbo, O., Villavicencio, X., Waziri, N., & Haßler, B. (2023). Analysis report of data collected in Temeke schools [Report]. Open Development & Education. https://doi.org/10.53832/opendeved.1116
Zimbabwe, O. (2022). 4.5.A. Review of AfL and lesson pacing (Report No. 33). Open Development & Education. https://doi.org/10.53832/opendeved.1113
OER4Schools Zimbabwe. (2022). 4.4.A. Peer and self-assessment (OER4Schools Zimbabwe TPD Resource No. 32). https://doi.org/10.53832/opendeved.1112
OER4Schools Zimbabwe. (2022). 4.3.A. Formative feedback (OER4Schools Zimbabwe TPD Resource No. 31). https://doi.org/10.53832/opendeved.1111
OER4Schools Zimbabwe. (2022). 4.2.A. Learning objectives and success criteria (OER4Schools Zimbabwe TPD Resource No. 30). https://doi.org/10.53832/opendeved.1110
OER4Schools Zimbabwe. (2022). 4.1.B. Introduction to Assessment for Learning (OER4Schools Zimbabwe TPD Resource No. 29). https://doi.org/10.53832/opendeved.1109
OER4Schools Zimbabwe. (2022). 4.1.A. Introduction to Assessment for Learning - OER in Education (OER4Schools Zimbabwe TPD Resource No. 28). https://doi.org/10.53832/opendeved.1108
OER4Schools Zimbabwe. (2022). 4. Assessment for learning and lesson pacing (OER4Schools Zimbabwe TPD Resource No. 27). https://doi.org/10.53832/opendeved.1107
