Recurso O modelo sandbox: uma nova abordagem para iterar durante a implementação de um programa educacional de emergência no Líbano durante a pandemia de COVID-19 Nesta nota de campo, Michèle Boujikian, Alice Carter e Katy Jordan discutem como a ONG Jusoor emprestou de uma metodologia de engenharia de software para testar rapidamente suposições e refinar a programação para desenvolver o Azima, um programa educacional baseado no WhatsApp para refugiadas/os sírias/os que vivem no Líbano durante a COVID -19.
Recurso The Sandbox Model: A Novel Approach to Iterating while Implementing an Emergency Education Program in Lebanon during the COVID-19 Pandemic In this field note, Michèle Boujikian, Alice Carter, and Katy Jordan discuss how the NGO Jusoor borrowed from a software engineering methodology to rapidly test assumptions and refine programming to develop Azima, a WhatsApp-based education program for Syrian refugees living in Lebanon during COVID-19.
Recurso Le modèle Sandbox : Une nouvelle approche de l'itération lors de la mise en œuvre d'un programme d'éducation d'urgence au Liban pendant la pandémie de COVID-19 Dans cette note de terrain, Michèle Boujikian, Alice Carter et Katy Jordan expliquent comment l'ONG Jusoor s'est inspirée d'une méthodologie de conception de logiciels pour tester rapidement les hypothèses et affiner la programmation afin de développer Azima, un programme éducatif basé sur WhatsApp pour les personnes réfugiées de Syrie vivant au Liban pendant la COVID-19.
Recurso El modelo Sandbox: Un enfoque novedoso de la iteración en la aplicación de un programa educativo de emergencia en el Líbano durante la pandemia de COVID-19 En esta nota de campo, Michèle Boujikian, Alice Carter y Katy Jordan comentan cómo la ONG Jusoor se basó en una metodología de ingeniería de software para probar rápidamente supuestos y perfeccionar la programación para desarrollar Azima, un programa educativo basado en WhatsApp para refugiados sirios que viven en Líbano durante el COVID-19.
Recurso نموذج ساندبوكس (Sandbox) : نهج جديد قابل للاختبار و التكرار أثناء تنفيذ برنامج تعليمي في حالات الطوارئ في لبنان خلال جائحة كوفيد-19 في هذه المذكرة الميدانية، تناقش ميشيل بوجيكيان، أليس كارتر، وكاتي جوردان كيف استعارت منظمة جسور غير الحكومية من منهجية هندسة البرمجيات لاختبار الافتراضات بسرعة وتحسين البرمجة لتطوير برنامج عزيمة (Azima)، وهو برنامج تعليمي قائم على الواتس اب للاجئين السوريين الذين يعيشون في لبنان خلال كوفيد-19.
Recurso Digital Teacher Professional Development in Education in Displacement (EiD) Settings: Access, equity, and quality By reflecting on our experiences working with a group of educators serving displaced and refugee learners and by reviewing the open access offers provided by large, international organisations, we identify limitations among existing solutions, many of which are not fully responsive to the needs of teachers in low-resource contexts who might be looking for professional development opportunities.
Recurso Rapid retooling and adaptation of EIE data processes and programming : Pashe Achhi Model in Early Childhood Education in Emergencies in the Rohingya Camps of Bangladesh In March 2020 BRAC explored alternative approaches and designed a telecommunication model, Pashe Achhi, to support all the direct beneficiaries during the pandemic. The objective of the intervention was to be connected with the beneficiaries and promote children’s wellbeing and development through play-based learning, positive parenting, and self-care practices of caregivers.
Recurso Um estudo de prova do conceito “Mal Posso Esperar para Aprender”: Um programa de aprendizagem baseado em jogos digitais para crianças fora da escola no Líbano Refletindo sobre a viabilidade de soluções de tecnologia educacional para crianças fora da escola, os autores relatam efeitos significativos nas áreas da numeracia e da autoestima em 390 crianças que participaram em intervenções baseadas em jogos digitais, no Líbano.
Recurso A Proof-of-Concept Study of Can’t Wait to Learn: A Digital Game-Based Learning Program for Out-of-School Children in Lebanon Reflecting on the feasibility of ed tech solutions for out-of-school children, authors Jasmine S. Turner, Karine Taha, Nisreen Ibrahim, Koen I. Neijenhuijs, Eyad Hallak, Kate Radford, Hester Stubbé-Alberts, Thomas de Hoop, Mark J.D. Jordans, and Felicity L. Brown report significant effects on numeracy and self-esteem among 390 children in Lebanon who took part in a digital game-based intervention.
Recurso Une étude de démonstration de faisabilité du projet Can’t wait to learn (j’ai hâte d’apprendre) : un programme d’apprentissage basé sur un jeu digital pour des enfants déscolarisés au Liban En réfléchissant à la faisabilité de solutions technologiques éducatives pour les enfants déscolarisés, les auteurs et autrices rapportent des effets significatifs sur l’apprentissage des notions de calcul de base et l'estime de soi chez 390 enfants au Liban, qui ont participé à une intervention numérique basée sur le jeu.
