Research Results (Networked Economies) / Résultats de recherche (Économies en réseaux)

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    The state of AI in Africa report 2023
    (2023) Centre for Intellectual Property and Information Technology Law
    Africa is embracing Artificial Intelligence in ways unique to the continent and is by no means showing signs to slow down. This executive summary provides a brief overview of the report on the State of AI in Africa prepared by the Centre for Intellectual Property and Information Technology Law (CIPIT). The report highlights the potential of AI technologies to transform various sectors in Africa, such as business operations, healthcare, education, legal and judicial services, and transportation. However, the report also identifies significant gaps in access to knowledge/information, data, education, training, and human resources necessary for AI development and adoption.
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    The new wave of eHealth : AI and privacy concerns? A case study of Kenya
    (2023) Kitili, Joshua; Karanja, Natasha
    Considering the sensitivity of the data that is used and the legal implications that arise, the following study looks towards assessing the rise of Kenyan AI eHealth platforms. Assessment here lies with interrogating whether there are privacy initiatives in place, if so, do the privacy initiatives adhere to the required national legal standards stipulated in strategic policies, acts of parliament and relevant international legal standards. In addition, the study will assess the efficacy of the privacy policies, here factors such as the structure and design will be considered. This will involve evaluating the comprehension of the privacy policies from the viewpoint of an average Kenyan and the barriers that limit comprehension (e.g., legal jargon, length of the policies...etc.).
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    Conclusiones sobre el desempeño del plan nacional de vacunación (PNV) contra COVID-19 en Colombia
    (2023) Trujillo, Johanna; Velasco, Nubia; Herrera, Andrea; Amaya, Ciro; Herrrera, Estefania; González-Uribe, Catalina
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    Informe final - proyecto ARPHAI
    (2023-04) Xhardez, Verónica; De Marco, Celeste; Zanazzi, Leonardo; Porta, Fernando; Britto, Fabian; Pereira, Mariano; ARPHAI
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    Educación y tecnología : el desafío de la sustentabilidad en América Latina
    (Fundación Ceibal, 2022) Folgar, Leandro; Ripani, María Florencia; Antoninis, Manos; Alonso, María Eugenia; Ripani, María Florencia
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    Strengthening school leadership towards improving school resiliency : final technical report
    (Foundation for Information Technology Education and Development, Inc., 2023) Wolfenden, Freda; Walley, Paul; Agbaire, Jennifer; Hartley, Jean
    This exploratory multi-country research adopted a realistic evaluation (RE) framework to explore the use of Improvement Science with groups of school leaders in three contrasting contexts. The multidisciplinary research team collaborated with in-country partners across three continents: Chile – SUMMA (Laboratory of Education Research and Innovation for Latin America and the Caribbean); Kenya – Worldreader; the Philippines – FIT-ED (Foundation for Information Technology Education and Development). Despite the constraints of the COVID-19 pandemic in each setting, school leaders were recruited and improvement communities were established and guided to engage with the IS methodology through carrying out “Plan-Do-Study-Act” (PDSA) cycles on local challenges. Data was gathered on the experiences of the school leaders through their improvement science journeys using a range of qualitative research instruments including records of the PDSA activities.
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    Meta-analysis of online learning, blended learning, the flipped classroom and classroom instruction for pre-service and in-service teachers
    (Elsevier Ltd., 2023-06-14) Schmid, Richard F.; Borokhovski, Eugene; Bernard, Robert M.; Pickup, David I.; Abrami, Phillip C.
    This is a study of two populations of learners/teachers: Pre-service teacher students (i.e., formal education for teaching certification) and In-service teachers (i.e., engaged in professional development), and involves an examination of their use of internet-based instructional applications. In these studies, the technologies are: a) Online Learning [OL]; b) Blended Learning [BL] and c) Flipped Classrooms [FC]. Treatments were compared to standard face-to-face classroom instruction (CI) on three dependent measures analysed separately to produce 77 achievement measures in the first meta-analysis, 21 attitude/satisfaction measures in the second, and 22 studies of self-efficacy in the third. Achievement data yielded a statistically significant, moderate effect size (i.e., g+= 0.44) in favor of the combined OL, BL and FC approaches versus CI, although OL showed only a small positive effect versus CI. Attitude yielded a non-significant effect size comparing CI with technology-supported strategies (g+= 0.12). Interestingly, self-efficacy produced a significant and moderate average random effect size of g+ = 0.45. Perhaps the most impactful finding of this analysis is related to improved performance of BL/FC when contrasted with OL, yielding significantly positive differences in all three measures. This confirms that improved outcomes are the result of better pedagogy, not the mere presence of technology. Finally, self-efficacy was found to be meaningfully improved when using BL/FC. This is the first meta-analysis with this target population implicating self-efficacy. These two outcomes offer important implications for institutions regarding the future design of instructional delivery for both pre- and in-service teachers.
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    Governing digital personal data to strengthen reproductive, maternal, newborn and child health services delivery in fragile settings in Palestine and Jordan : final technical report
    (2023-05-15) Sahay, Sundeep; Abu-Rmeileh, Niveen M; Khader, Yousef; Pirlot de Corbion, Alexandrine
    This technical report covers a period from November 2019 to April 2023 funded by the International Development Research Centre (IDRC). The project is titled “Governing Digital Personal Data to Strengthen Reproductive, Maternal, Newborn and Child Health (RMNCH) Services Delivery in Fragile Settings in Palestine and Jordan”. The focus of this project has been to increase our understanding of the use of digital technologies for digital personal data DPD in the provision of RMNCH services in Palestine and Jordan and the opportunities and challenges associated with their application in relations to human rights and gender equality. The aim was to produce a body of evidence which could be used by other researchers to identify further research avenues, and for civil society organization to use to develop key recommendations and demands for a variety of stakeholders.
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    Improving school leadership in challenging contexts
    (2023) Foundation for Information Technology Education and Development, Inc.
    The website features a brief article and links to several presentation slides, a video, and the final project report.
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    Avanzando juntas : red de trabajo colaborativo - jardines infantiles y salas cuna del SLEP Gabriela Mistral
    (2022-12) Castillo-Canales, Dante; Canales-Tapia, Alejandra; Mancilla, Andrea Lagos
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    Final technical report : digital learning innovations II
    (2023) Metni, Eliane; Kawwas, Dima
    This design-based research is the second phase of the Digital Learning Innovations (DLI) project. It aims to scale up the Coder-Maker professional learning model in Lebanon, with a focus on improving the quality of teaching for underserved, marginalized, and at-risk youth, particularly girls. Coder-Maker is an evidence-based STEAM (Science, Technology, Engineering, Arts and Mathematics) learning program which is designed around a problem-oriented pedagogical approach. Conceived to transform traditional learning, it provides much more than coding and making skills with a transformative framework that enables a holistic approach to learning, and to personal and professional growth.
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    Future of rights and citizenship in the digital age : IT for change's three-year program for research and advocacy
    (2023-04-30) Gurumurthy, Anita
    Today, data is both the basis of global economic production and the means of social governance. This new epoch brings with it new challenges, opportunities, and concerns for the questions of development and equity, and for justice-centered policy-making and regulation. This project aimed to undertake systematic, evidence-based research and advocacy that can inform economic, social, and digital policy directions to respond to the same, and work towards a citizen-oriented framework for data and algorithmic governance.
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    Research project to combat gender-based hate speech against women in Brazil and India : final report
    (2023-05-01) Valente, Mariana Giorgetti; Martins, Fernanda K.; Tavares, Clarice; Vi Lela, Catharina
    This is the final report of the “#Recognize-Resist-Remedy” project, a collaborative research endeavor between InternetLab and IT for Change. The project was initiated in 2019 with the objective of examining the manifestations of hate speech against women in online spaces. Over the course of four years (2019-2023), the project evolved and adapted to an extremely shifting social and political context, leading to the emergence of new inquiries and the adoption of methodologies that went beyond the original plan. This report refers to InternetLab’s part of the project.
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    Learning for influence methodology
    (2022) Metni, Eliane; Wheele, Joanna; International Education Association; Foundation for Information Technology Education and Development
    The Learning for Influence methodology uses narratives and storytelling within a complexity framing to generate and capture experiences that may be missed by other monitoring, evaluation, and learning (MEL) approaches. Learning for Influence can complement other MEL approaches, such as outcome mapping, outcome harvesting, Most Significant Change, and impact stories. The methodology focuses on four dimensions that shape how influencing policy and practice happens: context, organizational approach(es), examples from practice, and stories of impact. It also aims to generate multiple perspectives within an organization and can also be used for collaborative learning across a network of organizations working together. Therefore, the methodology should involve a variety of individuals within organizations working to influence policy and practice.
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    Welcome to TPD@Scale and innovation in teacher professional development ; open course collection
    (The Open University, 2023) Coalición para el Sur Global DPD@Escala (TPD@Scale)
    The goal of TPD@Scale is quality education for all through empowered and effective teachers. TPD@Scale is contributing to the achievement of Sustainable Development Goal 4 through quality, equitable and sustainable large-scale, ICT-mediated TPD. In this collection of courses, users will learn about capacity building and system change, through adaptable models of large-scale TPD that utilise Information and Communications Technologies, (ICT) to achieve educational equity, quality and efficiency.
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    Activity theory approach toward teacher professional development at scale (TPD@Scale) : a case study of a teacher learning center in Indonesia
    (Springer, 2020-11-19) Lim, Cher Ping; Juliana; Liang, Min
    Continuous teacher professional development (TPD) ensures that teachers have the capacity to continually plan and implement quality teaching and learning that supports students in achieving their expected program/course learning outcomes. However, teachers’ access to quality TPD is a challenge due to geographical limitations, gender, special needs, marginalized communities, and the government’s policies, or lack of policies, regarding teachers. There are tensions between quality and equity, and cost implications that may hinder the scaling up of quality TPD programs. This paper adopts an activity theory approach to examine how a teacher learning center (TLC) in a regency of Indonesia enhances teachers’ access to quality TPD. The findings reveal that teachers learn in the TLC through different TPD activities. Information and Communication Technologies (ICT) are found to mediate the professional learning activities, learning resources, learning support, and assessments in the TLC. Furthermore, three key stakeholders—the local government, teacher working groups, and school principals—play significant roles in supporting teachers’ professional learning in the TLC.
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    Teacher’s guide for remote learning during school closures and beyond : quick decision-making guide for rapid start up and continuity of learning
    (2022) Education University of Hong Kong; SUMMA; RTI International
    The guide provides a framework for quick decision-making while continuing to provide education during school closures.
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    Moving towards successful teacher professional development in the Global South
    (Foundation for Information Technology Education and Development, Inc. (FIT-ED), 2022) Boateng, Pearl; Wolfenden, Freda
    This briefing note brings together current understanding about the characteristics that have the greatest potential to positively impact teacher behaviors and ultimately learner outcomes. More established, rigorous research from high- or medium-income contexts provides a fruitful starting point for this discussion, such as the principles identified in Darling-Hammond et al. (2017). Such insights will be contextualized to examine the interrelation between the macro, meso, and micro contexts typical to the Global South.