Research Results (INASSA) / Résultats de recherche (IRAAS)

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Now showing 1 - 20 of 117
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    Making open development inclusive : lessons from IDRC research
    (MIT Press, 2020-08-25) Smith, Matthew L.; Seward, Ruhiya Kristine
    A decade ago, a significant trend in using and supporting open practices emerged in international development. “Open development” describes initiatives as wide-ranging as open government and data, open science, open education, and open innovation. The driving theory was that these types of open practices enable more inclusive processes of human development. This volume, drawing on ten years of empirical work and research, analyzes how open development has played out in practice. Focusing on development practices in the Global South, the contributors assess the crucial questions of who is able to participate and benefit from open practices, and who cannot. Examining a wide range of cases, they offer a macro analysis of how open development ecosystems are governed, and evaluate the inclusiveness of a variety of applications, including creating open educational resources, collaborating in science and knowledge production, and crowdsourcing information.
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    Researching open educational resources and open pedagogical practices : the ROER4D project
    (2016-02-26) Hodgkinson-Williams, Cheryl; Trotter, Henry; Cartmill, Tess; Walji, Sukaina; Goodier, Sarah; King, Thomas; Carstens, Rondine
    The presentation focuses on Open Educational Resources (OER) as a response to education challenges in developing countries, such as affordability, access, relevance, and educational policy, particularly in Africa. Most OER research is taking place in the Global North, and the research questions in what ways, and under what circumstances are OER being adopted in the Global South. It reviews several projects underway in countries South of the Sahara, towards developing capacity of OER and Open Educational Practices (OEP).
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    Reflections on developing an evaluation and communications strategy for the ROER4D project
    (2016-05-04) Walji, Sukaina; Goodier, Sarah
    The presentation outlines key evaluation areas of research into open educational resources for development (ROER4D) in terms of process. It provides a summary of the evaluation plan, which works towards building capacity of researchers along with OER development and dissemination. The utilization-focused evaluation (UFE) works as a decision-making framework within which numerous evaluation approaches can co-exist.
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    Presentation : Open, ready and agile : developing a communications strategy for the ROER4D project
    (2015-04-23) Walji, Sukaina; Hodgkinson-Williams, Cheryl; Goodier, Sarah
    This presentation for the global conference (2015, Cape Town, SA) provides an overview of research into open educational resources (ROER4D). The presentation situates the research within the research communications process in terms of: assessing program readiness; situational analysis and targeted audience; methods and media; institutional framework and other steps. Four key purposes for ROER4D Communications are: 1) Visibility for the project 2) Knowledge generation 3) Networking 4) Research capacity development.
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    Open educational practices and resources in the global south: recommendations for government from the ROER4D project
    (2017-03-02) Hodgkinson-Williams, Cheryl
    Towards better government policy and support, the presentation reviews descriptions of Open Educational Resources (OER), Open Educational Practices (OEP), the Open Licensing continuum, and research into open educational resources (ROER4D). It provides information from cases illustrating government support in Mauritius, and lack of governmental support in Tanzania. Information and Communications Technologies (ICT) and infrastructure capabilities are integral to the practice and uptake of OER.
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    Impacts of OER : what difference does it make and how?
    (2015-10-16) Naidu, Som; Karunanayaka, Shironica
    The Open University of Sri Lanka (OUSL) provides a major role in awareness raising among educators about OER, and encouraging use and creation of Open Educational Resources (OER) within the education system. This presentation outlines details of a proposed study regarding integration of OER and their impact on teaching and learning in Sri Lankan schools.
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    Evaluation : a means to gain insights into and improve the ROER4D project
    (2015-09-09) Goodier, Sarah
    The presentation provides details of evaluation methods in relation to research into open educational resources for development (ROER4D). Key evaluation areas are: 1) capacity of OER researchers 2) networks of OER scholars 3) research dissemination to inform education policy and practice 4) curated outputs as open content. It also covers the utilization-focused evaluation (UFE) methodology, which works as a decision-making framework.
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    Final technical report : strengthening information society research capacity alliance III (SIRCA III)
    (2018-01-26) Chib, Arul I.; Bentley, Caitlin; Pek, Sandy
    Society Research Capacity Alliance (SIRCA III) is a theory and capacity building research programme which has funded six theory-building research projects led by teams of inter-disciplinary senior researchers across the globe. All theoretical frameworks were positioned for rigorous evaluation and testing. Empirical projects included case studies on the Kenya Open Data Initiative; Municipal Land Records Management and municipal services (Chennai, India); evaluating Tanzania’s Open Data Initiative; mobile agricultural open data information service for farmers (Sri Lanka), climate change weather mapping initiative (Bengal, India), and trust issues between citizen groups and municipal government (Chennai, India).
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    Catalysing broadband 4 Africa - ensuring economic and social inclusion
    (2018-09-01) Gillwald, Alison; Chair, C; Calandro, E; Mothobi, Onkokame; Rademan, Broc; Van der Spuy, Anri
    The African Digital Policy Project examines cyber policy, regulation and governance frameworks required for the changing nature of economic and social transactions: work, communications, transport, education, health and service delivery. This detailed report covers ongoing Research ICT Africa (RIA) studies which include household surveys, data collection on internet usage, digital financing, quality of service, capacity building, pricing, broadband and ICT access, and related topics. RIA engages in pertinent and evolving global cyberpolicy challenges from a continental, uniquely African perspective. Most African countries suffer a severe shortage of basic ICT statistical data and analysis on which to base policy.
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    Digital literacies learning in contexts of development : a critical review
    (2019-01-09) Schira Hagerman, Michelle; Spires, Hiller A.
    This critical review of the designs, impacts and markers of quality of six literacy interventions offers insights into the strengths and weaknesses of fixed and open approaches to literacies-learning. The detailed study explores digital learning interventions funded by the IDRC (2016–2018), in particular, the digital literacies learning and practices of children and youth in contexts of development. Reading comprehension skills improved significantly relative to the control group, and all of the interventions seemed to support literacies-learning. As well, the open interventions reviewed in this analysis offer promising models in contexts of development for teens.
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    Annexures final IDRC report 2018 : conference/workshop matrix
    (2018) Gillwald, Alison; Chair, Chenai; Calandro, Enrico; Mothobi, Onkokame; Rademan, Broc; Van der Spuy, Anri
    A listing of publications, policy briefs and op-eds demonstrate the impact of Research ICT Africa (RIA) research on regulatory interventions in ICT access and broadband coverage. Forums and websites are included in this lengthy catalogue of participation (conferences, workshops and training) in RIA research largely taking place in Africa.
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    Open and collaborative science in development network - final report : catalyzing open and collaborative science to address development challenges
    (2018-02) Amwayi, Jacob; Okune, Angela; Chan, Leslie; Hillyer, Becky; Albornoz, Denisse; Posada, Alejandro
    Inclusive open science involves negotiating and challenging power relations within social contexts, as well as among stakeholders and institutions that variously claim knowledge legitimacy and scientific “neutrality.” The Open and Collaborative Science in Development Network (OCSDNet) consisted of twelve international research teams located in Latin America, Africa, the Middle East and Asia. Teams explored the challenges and opportunities for an open and collaborative science, and the potential of open science to facilitate fair and sustainable development. This final progress report synthesizes insights and lessons learned following an analysis of 12 sub-projects over two years.
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    Digital learning for development in Asia : final technical report
    (Foundation for Information Technology Education and Development, Inc., 2018-11-12) Lim, Cher Ping; Tinio, Victoria L.
    The research examined how digital learning may be used in developing countries in Asia to address issues of equity, quality, and efficiency at all educational levels. This final technical report highlights key learnings from research activities conducted by the digital learning for development (DL4D) Network, which generated 11 digital learning innovation studies, 19 expert papers and meta-reviews, and two policy and practices guides. The research was organized around three themes: learning at scale, learning analytics, and digital game-based learning. The sub-granting process was complex, involving institutions in multiple countries.
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    Digital literacies learning in contexts of development : a critical review of six IDRC-funded interventions 2016–2018
    (Cogitatio, 2019-01-09) Hagerman, Michelle Schira
    As global development agencies and governments seek to address the United Nations’ Sustainable Development Goal 4 for Universal Education, evidence of the real impacts of digital literacies interventions in local contexts are needed. This critical review of the designs, impacts and markers of quality of six literacies interventions offers new insights into the strengths and weaknesses of fixed and open approaches to literacies learning in contexts of development. Open interventions offered greater promise for learning a range of digital literacies practices than fixed interventions, even though fixed interventions, based on mobile and web-based apps were inherently digital. This raises important questions about the ways literacies have been conceptualised in development research.
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    U-FE as strategic framework for scaling-up the adoption of ICTs by schools in Colombia.
    (2018-05) Navas, Joaquin
    This DECI-2 (Developing Evaluation and Communication Capacity in Information Society Research) case study reviews mentorship provided to the research team at EAFIT University, focusing on strategies for better communication of research findings to policy-makers and funders. EAFIT’s I+D Unit objective is to identify good practices for adoption of ICTs in schools while developing models for transferring and scaling-up such practices. EAFIT followed the Utilization-Focused Evaluation (U-FE) approach to evaluate two components of a project already in process. U-FE allowed EAFIT’s evaluation team to identify information gaps and consider new ways of using findings. Special attention was given to process documentation.
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    DECI-2 final technical report
    (2018-05) Ramirez, Ricardo; Brodhead, Dal
    The Developing Evaluation and Communication Capacity in Information Society Research project (DECI-2) aims to build capacity in evaluation and communication among global Networked Economies (NE) flagship projects. Key DECI-2 contributions have been captured in the project’s publications and conference presentations. This report contains the highlights. By exposing (NE) research partners to methods and media from the communication field early on, DECI-2 support helped project teams create new spaces and opportunities for engagement with possible users of the research. As well, by creating a space for reflection, projects were enabled to undertake strategic adaptation.
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    Engaging with audiences early : the role of social media and networks in developing a communications strategy for a global research project
    (2018-05) Walji, Sukaina
    Developing a Research on Open Educational Resources for Development (ROER4D) communications strategy involves understanding four goals for ROER4D communications: 1) visibility for the project 2) knowledge generation 3) networking 4) research capacity development. The presentation draws attention to the communication process as well as some factors influencing early audience engagement: inviting participation; tracking and analyzing social media responses; creating and maintaining relationships on and off-line. Key audiences are listed.
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    National, provincial and institutional policy influence on the adoption of OER in the Global South
    (2018-05) Trotter, Henry; Hodgkinson-Williams, Cheryl
    Lack of an Open Educational Resources (OER) strategy or policy by most provincial and state employers makes sharing of educators’ materials unlikely. Most institutions do not have OER strategies or policies, but typically reinforce national copyright legislation regarding possession of copyright over their teachers’ educational materials. The information gathered in the presentation contributes tables of questions to help determine the legal and organizational policy landscape for creation and use of Open Educational Resources. Most countries grant default copyright of employees’ work products to employers (universities), however, there are no major policy obstacles for educators to use existing OER.
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    Degrees of social inclusion : emerging insights from the ROER4D project
    (2018-05) Trotter, Henry; Hodgkinson-Williams, Cheryl
    The presentation addresses the extent of access to and use of, Open Educational Resources (OER) in the Global South: what kinds of educational resources are created, re-used, modified and shared? The results of research regarding these questions are presented for discussion in terms of social inclusion and empowerment. One conclusion drawn from ROER4D’s cross-regional, nine-country study is that OER creation and or adaptation are Open Educational Practices indicating a positive change in the level of empowerment and social inclusion felt by practitioners.
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    Harmonising research between South and North : results from ROER4D's Question Harmonisation Experiment
    (2018-05) Trotter, Henry
    The presentation outlines methods used to collaborate and develop a bank of “harmonized questions.” Work was carried out online via Adobe Connect & Google Docs across time zones and locations. Goals were: to harmonise research questions with that of other Open Educational Resources (OER) studies such as OER Research Hub, OER Asia, JISCOER, etc.; harmonise where possible across 12 projects; use the question harmonization (QH) process to build research capacity of sub-project researchers; and provide a model of best practices. A pilot survey regarding harmonized questions was constructed. Results are provided in terms of positive and negative outcomes of collaboration.