Taskeen Adam

Taskeen is a Co-Director at Open Development & Education. She completed her PhD on  ‘Addressing Injustices through MOOCs: A study among peri-urban, marginalised South African youth’ at the University of Cambridge. Her research highlighted that historical injustices, cultural imposition, and economic dependence continue to play a pivotal role in education. Her MPhil thesis focused on the ‘Sustainable Implementation of the One Laptop per Child project in Rwanda’. Alongside her academic pursuits, she pioneered Khwela (a regional online course platform) and Solar Powered Learning in South Africa as well as Mobile Education for Smart Technology in India. Prior to her career shift to EdTech, she worked as an electrical engineer, specialising in measurement and control.

SELECTED PUBLICATIONS

Journal Article

Adam, T. (2022). Digital Literacy Needs for Online Learning Among Peri-Urban, Marginalised Youth in South Africa. International Journal of Mobile and Blended Learning (IJMBL), 14(3). https://doi.org/10.4018/IJMBL.310940

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Book Section

El-Serafy, Y., Adam, T., & Haßler, B. (2022). The effectiveness of technology-supported teacher professional learning communities in emergency settings. Future-Proofing Teacher Education: Voices from South Africa and Beyond. In S. Gravett & N. Petersen (Eds), Future-Proofing Teacher Education: Voices from South Africa and Beyond (1st edn). Routledge. https://doi.org/10.4324/9781003185499

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Book

Castillo, N. M., Adam, T., Alam, A., Alrawashdeh, G. S., & Tiwari, P. (2022). Trends in Digital Personalized Learning: Landscape Review of Personalized Learning Solutions in Low and Middle-Income Countries. UNICEF Office of Global Insight & Policy.

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Book Section

Castillo, N., Adam, T., & Haßler, B. (2022). Improving the Impact of Educational Technologies on Learning Within Low-Income Contexts. In Learning, Marginalization, and Improving the Quality of Education in Low-income Countries. Open Book Publishers.

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Report

Adam, T., El-Serafy, Y., Podea, M., Haßler, B., & Open Development & Education. (2021). The use of ‘building blocks’ to develop digital platforms for education in sub-Saharan Africa. EdTech Hub. https://doi.org/10.53832/edtechhub.0049

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PDF

Journal Article

Adam, T. (2020). Between Social Justice and Decolonisation: Exploring South African MOOC Designers’ Conceptualisations and Approaches to Addressing Injustices [journal article]. Journal of Interactive Media in Education, 2020(1), Article 1. https://doi.org/10.5334/jime.557

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PDF

Journal Article

Adam, T. (2020). Open educational practices of MOOC designers: embodiment and epistemic location. Distance Education, 41(2). https://doi.org/10.1080/01587919.2020.1757405

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Book Section

Amiel, T., ter Haar, E., Vieira, M. S., & Soares, T. C. (2020). Who Benefits from the Public Good? How OER Is Contributing to the Private Appropriation of the Educational Commons. In D. Burgos (Ed.), Radical Solutions and Open Science: An Open Approach to Boost Higher Education. Springer. https://doi.org/10.1007/978-981-15-4276-3_5

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PDF

Journal Article

Adam, T. (2019). Digital neocolonialism and massive open online courses (MOOCs): colonial pasts and neoliberal futures. Learning, Media and Technology, 44(3). https://doi.org/10.1080/17439884.2019.1640740

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Report

El-Sefary, Y., Adam, T., & Haßler, B. (forthcoming). The effectiveness of technology-supported teacher professional learning communities in emergency settings. Future-Proofing Teacher Education: Voices from South Africa and Beyond [open access].

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Book

Lambert, S., Funk, J., & Adam, Taskeen. (n.d.). What Can Decolonisation of Curriculum Tell Us About Inclusive Assessment? In Assessment for Inclusion in Higher Education (pp. 52–62). Routledge. https://doi.org/10.4324/9781003293101-7

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Full list of publications available here.