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5,141 results for “Educators”
Finding The Impact of GDP on Education Attainment in Austria - Datasets
<p>Finding The Impact of GDP on Education Attainment in Austria - Datasets</p>
CATCH-EyoU: Educating Critical Citizens? Portuguese Teachers and Students' Visions about Critical Thinking in School.
<p>The dataset integrates the perspectives on critical thinking in school of Portuguese teachers (in total, 16 interviews) and students (in total, 8 focus groups).</p>
OpenIng - Open Access und Open Educational Resources in den Ingenieurwissenschaften : Fragebogen zur bundesweiten Umfrage
<p>Im Rahmen eines vom Bundesministerium für Bildung und Forschung (BMBF) geförderten Verbundprojekts der TU Darmstadt, TU Braunschweig und der Universität Stuttgart startete im Oktober 2018 eine Befragung zum Publikationsverhalten in den Ingenieurwissenschaften im deutschsprachigen Raum. Ziel des Projekts OpenIng ist, nach den Ergebnissen einer Bedarfsermittlung zielgerichtete Services zu etablieren, die das Publizieren in Open Access erleichtern sollen. Forscherinnen und Forscher waren aufgerufen, sich an der Umfrage zu beteiligen und hiermit an ihr Fach angepasste Services mit zu entwickeln und so den Prozess Richtung freie Verfügbarkeit von Wissenschaft mit zu gestalten. Grundlage für eine Entwicklung neuer Angebote sind die Ergebniss aus den Online-Fragebögen.</p>
Research paper: Implementation of the "Eurocraft" serious game to high school students of Intercultural Education
<p>In this research, concerning Eurocraft serious game the researchers from UoA investigate: (i) The existence and the way of construction of students’ European identity. (ii) Students' beliefs concerning the “European Other”, the “sense of place” and the “easy/difficult past/present”. (iii) Students' attitudes towards sharing their cultural heritage and acquainting with elements of others’ cultural heritage through the game. (iv) Usability, use of modern technological practices and the intention of students to use the game.</p>
Development, Training, Education, and Implementation of Low-Cost Sensing Technologies for Bridge Structural Health Monitoring (SHM)
<p>Corresponding data set for Tran-SET Project No. 17STUNM02. Abstract of the final report is stated below for reference:</p> <p>"Transportation infrastructure needs continuous monitoring. However, traditional inspections cost money and are conducted visually. New technologies for bridge monitoring are expensive and complex. This project involved developing cost-effective sensor technologies that can be applied towards the maintenance of railroad bridges by recording reference-free transverse displacement. More specifically, this project developed new applications of new technologies (Arduino, wireless smart sensors, drones, Hololens) and promoted workforce development with an emphasis on outreach of high-school students. This project was carried out in three main phases: (1) development and validation of technologies, (2) education and outreach to students, and (3) outreach to industry consisting in one professional workshop. The findings from the first phase showed that the data gathered by these new low-cost sensing systems were comparable to the data collected using traditional sensors. Researchers collected the findings of the second phase of the project through surveys conducted from Middle school, High school and college students during and after outreach activities. these surveys showed that many of the participant students got more interested in the use of new technologies after getting familiar with them. Finally, researchers collected the findings of the third phase of the project through a workshop collecting the interest and challenges of the owners of railroad infrastructure. The top interest of railroad owners is to explore the use of new technologies to increase safety in the field. The conclusions of this research include prioritization on developing low-cost technologies that can measure simple parameters in the field of interest to existing inspectors."</p>
Data for: To Tweet or Not to Tweet, That is the Question: A Randomized Trial of Twitter Effects in Medical Education
<p>This is the raw data for the manuscript: To Tweet or Not to Tweet, That is the Question: A Randomized Trial of Twitter Effects in Medical Education. The abstract for the study is as follows: </p> <p>Introduction: Many medical education journals use Twitter to garner attention for their articles. The purpose of this study was to test the effects of tweeting on article page views and downloads.</p> <p>Methods: The authors conducted a randomized trial using <em>Academic Medicine</em> articles published in 2015. Beginning in February through May 2018, one article per day was randomly assigned to a Twitter (case) or control group. Daily, an individual tweet was generated for each article in the Twitter group that included the title, #MedEd, and a link to the article. The link delivered users to the article’s landing page, which included immediate access to the HTML full text and a PDF link. The authors extracted HTML page views and PDF downloads from the publisher. To assess differences in page views and downloads between cases and controls, a time-centered approach was used, with outcomes measured at 1, 7, and 30 days.</p> <p>Results: In total, 189 articles (94 cases, 95 controls) were analyzed. After days 1 and 7, there were no statistically significant differences between cases and controls on any metric. On day 30, HTML page views exhibited a 63% increase for cases (M=14.72, SD=63.68) when compared to controls (M=9.01, SD=14.34; incident rate ratio=1.63, p=0.01). There were no differences between cases and controls for PDF downloads on day 30.</p> <p>Discussion: Contrary to the authors’ hypothesis, only one statistically significant difference in page views between the Twitter and control groups was found. These findings provide preliminary evidence that after 30 days a tweet can have a small positive effect on article page views.</p>
Media education to Open Science | Education des médias à Open Science
<p><strong>Open Science - an opportunity for science journalism -> Poster in English <em>It's Time</em></strong></p> <p>Well-known Swiss media such as RTS, Le Temps or NZZ have sometimes relayed dubious scientific articles. This brings the idea of training journalists at Open Science to acquire new tools and avoid the spread of<em> 'flawed or fake science'</em>. The Swiss National Science Foundation (SNSF) has been providing media training to researchers for years. In turn, journalists and institutional communicators could be trained in Open Science to improve - the selection of scientific content to relay - and the accuracy of the reports. A proposal was formulated in the form of posters at the <a href="http://memento.epfl.ch/event/swissuniversities-open-science-action-plan-kick-of/">swissuniversities Open Science Action Plan: Kick-Off Forum of 17 October 2019</a>. Swissuniversities and the SNSF can unite and begin to make a commitment to raise the awareness of journalists and institutional communicators at Open Science.</p> <p><strong>Open Science - une opportunité pour le journalisme scientifique -> Poster en français <em>Il est Temps</em></strong></p> <p>Des médias réputés tels que la RTS, Le Temps ou la NZZ ont parfois relayé des articles scientifiques douteux. Ce qui amène l’idée d’une formation des journalistes à Open Science pour aquérir de nouveaux outils et éviter la propagation de '<em>flawed ou fake science'. </em>Le Fond National Suisse (FNS) offre des formations aux médias aux chercheurs depuis des années. A leur tour, les journalistes et communicants institutionnels pourraient être formés à Open Science pour améliorer - la sélection de contenus scientifiques à relayer - et la précision des comptes rendus. Une proposition a été formulée sous forme de posters à l’occasion de <a href="http://memento.epfl.ch/event/swissuniversities-open-science-action-plan-kick-of/">swissuniversities Open Science Action Plan: Kick-Off Forum du 17 octobre 2019</a>. Swissuniversities et le FNS peuvent s'unir et commencer à s’engager à sensibiliser les journalistes et communiquants institutionnels à Open Science.</p>
Augmented Reality Enhancing the Inspections of Transportation Infrastructure: Research, Education, and Industry Implementation
<p>Corresponding data set for Tran-SET Project No. 18STUNM03. Abstract of the final report is stated below for reference:</p> <p>"Transportation infrastructure needs continuous monitoring that is conducted by field inspectors regularly in the field. Currently, infrastructure inspectors climb, measure, and photograph structures annually to inform repair needs and prioritize decisions. In order to promote and accelerate early learner's expertise in decision-making capabilities during infrastructure inspections, this research project developed various software applications using augmented reality (AR) as an inspection tool for bridges and bridge management, more specifically. By objectively quantifying infrastructure field inspections, inspectors can make more accurate field assessments and managers can make better-informed decisions. This project collaborated with stakeholders, national laboratories, DOT agencies such as NCHRP and NMDOT, and local owners like the City of Albuquerque, to inform the needs of AR for field inspections. The results of this study summarized the current limitations of visual inspections from the perspective of the various owners, as well as pilot developments of AR applications and their benchmarked accuracy in comparison with visual methods. The education and training aspect of this project included teaching and exposing AR to high school students, community college students, undergraduate students, and graduate students, as well as industry (bridge inspectors). This research project’s outcome includes a webinar free to access in the NCHRP national website on this topic. The conclusion of this research is that AR can be an effective tool and that industry is interested in specific programming of AR software that matches their bridge management needs."</p>
Dataset for the study on Family Educational Role in Facing Gender-Based Violence in Early Childhood: Implications for Primary Education
<p>The dataset for the study "Family Educational Role in Facing Gender-Based Violence in Early Childhood: Implications for Primary Education" comprises comprehensive survey data collected from 340 fathers and 340 mothers in Amman, Jordan. The data include detailed responses on parental knowledge of gender-based violence (GBV), practical strategies employed to prevent GBV, and perceptions influenced by educational qualifications, employment types, and family size. The dataset is instrumental in understanding the family's role in combating GBV in early childhood and highlights the need for targeted educational programs. This dataset is archived with Zenodo, providing valuable insights for researchers, educators, and policymakers.</p>
Framework sustainability for Higher Education
Open the record for dataset details and reuse information.
Supplementary Material to SBIE 2024:Achieving Project Management Educational Web-Tool Evolution Using Service-based Software
Open the record for dataset details and reuse information.
The Rising Influence of AI in Higher Education: Trends and Insights from a Bibliometric Analysis
<p>The purpose of this research was to examine the evolution, scope, and orientation of the scientific production on artificial intelligence applications in university students. The methodology, with a non-experimental design and qualitative approach, involved a search in Scopus, identifying 643 documents between 1975-2024, analyzed through VOSviewer and Bibliometrix. The results show an emerging field, but with rapid growth (4.59% per year), with notoriety of Kong, Abdulrahman and Chai. Research is predominantly in computer science (61%), social sciences (33%) and engineering (23%) from China, USA, Spain and Taiwan. Current applications focus on the use of AI in education, machine learning, support for academic decisions and student mental health. However, it is necessary to expand the approach towards ethical and regulatory aspects and the evaluation of multifaceted effects on different student profiles. In conclusion, although production is growing rapidly, more comprehensive perspectives are required to responsibly enhance the impact of these technologies on the university educational experience.</p>
Perception of edible insects and insect-based foods among children in Denmark: educational and tasting interventions in online and in-person classrooms
Open the record for dataset details and reuse information.
Educational data collected from students - regarding the analysis of online activities in schools in Romania (during the Covid-19 pandemic, March 2020 - April 2020)
<p>The student questionnaire was designed with 20 questions. It was completed by 1,088 respondents and focuses on students' experiences related to online education. The collected data provides a broad perspective on various aspects of this, including access to technology, experiences with different platforms, perceptions of the advantages and disadvantages of this form of education, as well as direct feedback from students regarding their experiences. The full questionnaire can be accessed at: <a href="https://forms.gle/fhgzCUx1SDnxbCfZ6" target="_new" rel="noopener"><strong>https://forms.gle/fhgzCUx1SDnxbCfZ6</strong></a></p> <p>To protect the identity of the respondents and to obtain accurate responses, all data collected from teachers was anonymous. We did not collect any personal information whatsoever. This aspect was made clear to the respondents in the description of the questionnaire.</p>
Data for EUA Trends 2024 - European higher education institutions in times of transition
<p>Since 1999, the EUA Trends reports have consistently mapped developments in the European higher education landscape, by presenting comparative data from the perspective of higher education institutions. In the ninth edition of the European University Association’s long-running series, the Trends 2024 report provides an overview of how European higher education institutions have experienced changes over the past five years, due to higher education reforms, and in the wider context of societal, political, economic and technological changes, marked among others by the implications of Covid-19 pandemic and Russia’s war against Ukraine.</p> <p>Trends 2024 is based on survey data collected in April to July 2023.</p> <p>Responses were gathered from 489 higher education institutions in 46 European higher education systems. The survey was open to all higher education institutions in the European Higher Education Area (EHEA) that provide study programmes in at least one of the three degree cycles (bachelor’s, master’s, doctoral). One response per institution was collected.</p> <p>The survey addressed the higher education institutions’ perspectives and strategies regarding:</p> <p>· The institution and its context</p> <p>· The student life cycle and experience</p> <p>· Learning, teaching and teachers </p> <p>· Inclusion, equity and diversity</p> <p>· Engagement and outreach with society and community </p> <p>· Internationalisation</p> <p>Results of the survey are published in “<a href="https://www.eua.eu/publications/reports/trends-2024.html"><strong>Trends 2024 - European higher education institutions in times of transition</strong></a>”.</p> <p>The following files are available:</p> <ul> <li>Codebook including original questionnaire</li> <li>Dataset</li> </ul>
Educational data collected from teachers - for the analysis of online activities in schools in Romania (during the Covid-19 pandemic, March 2020 - April 2020)
<p>The dataset comes from a questionnaire structured into 24 questions, which can be accessed at <a href="https://forms.gle/bUgYMfoNHh7r6ebs6" target="_new" rel="noopener">https://forms.gle/bUgYMfoNHh7r6ebs6</a>. This questionnaire was completed by 956 respondents and aims to analyze the online activities carried out during March - April 2020, being distributed to teachers.<br>Each question is designed to reveal different aspects of the experiences, skills, and perspectives of teaching staff regarding online teaching and learning.</p> <p>To protect the identity of the respondents and to obtain accurate responses, all data collected from teachers was anonymous. We did not collect any personal information whatsoever. This aspect was made clear to the respondents in the description of the questionnaire.</p>
Encuesta Cómics y Educación, Survey Cómics and Education iCOn-MICs 2024
<p><strong>PERFIL DE LA INVESTIGACIÓN EDUCATIVA SOBRE EL CÓMIC EN PORTUGUÉS Y EN ESPAÑOL</strong></p> <p>-Estos datos forman parte de la investigación "Cómics y Educación" del Grupo de Trabajo 5 del proyecto COST Investigación sobre el Cómic y la Novela Gráfica en el Aula Cultural Ibérica iCOn-MICs.</p> <p><br>-These data are part of the research ‘Comics and Education’ of Working Group 5 of the COST project Comics and Graphic Novel Research in the Iberian Cultural Classroom iCOn-MICs.</p> <p><br>-Ces données font partie de la recherche « Comics and Education » du groupe de travail 5 du projet COST Comics and Graphic Novel Research in the Iberian Cultural Classroom iCOn-MICs.</p> <p><br>-Estes dados fazem parte da investigação “Banda Desenhada e Educação” do Grupo de Trabalho 5 do projeto COST Investigação em Banda Desenhada e Novelas Gráficas na Aula Cultural Ibérica iCOn-MICs.</p>
A scoping review on climate change education - Data
<p>Processed data of the publication a scoping review on climate change education. The file "RelevantArticles_2008-2023_TopicsGeo.csv" contains the DOI of each article and the corresponding results of the topic modelling and the geoparsing. The list of DOIs that includes both relevant and irrelevant paper is provided in the file "output_relevant_irrevelant_August2023.xlsx". The files "term_weight_2010_gram12.xlsx" and "term_weight_2023_gram12.xlsx" are used for the semantic analysis. The file "data_for_heatmap.csv" and "tsne_df_output.csv" are used for the topic modelling analysis that generates t-sne and heatmaps. The country counts analysis can be done using "data_for_country_counts.csv". </p> <p> </p>
Knowledge syntheses in medical education: A bibliometric analysis
<p>This is the raw data for the manuscript "Knowledge syntheses in medical education: A bibliometric analysis" by Maggio, Costello, Norton, Driessen, and Artino. The data contain the citations, including the DOI, PMID, and all author locations for all 963 knowledge syntheses included in the study. This study has also been published in a peer reviewed journal: </p> <p>Maggio LA, Costello JA, Norton C, Driessen EW, Artino Jr AR. <a href="https://link.springer.com/article/10.1007/s40037-020-00626-9">Knowledge syntheses in medical education: A bibliometric analysis</a>. <em>Perspectives on Medical Education</em>. 2020 Oct 22:1-9.</p> <p> </p> <p>The abstract for the study is as follows:</p> <p><strong>Purpose</strong> This bibliometric analysis maps the landscape of knowledge syntheses in medical education. It provides scholars with a roadmap for understanding where the field has been and where it might go in the future. In particular, this analysis details the venues in which knowledge syntheses are published, the types of syntheses conducted, citation rates they produce, and altmetric attention they garner.</p> <p><strong>Method</strong> In 2020, the authors conducted a bibliometric analysis of knowledge syntheses published in 14 core medical education journals from 1999 to 2019. To characterize the studies, metadata was extracted from Pubmed, Web of Science, Altmetrics Explorer, and Unpaywall.</p> <p><strong>Results</strong> The authors analyzed 963 knowledge syntheses representing 3.1% of total articles published (n=30,597). On average, 45.9 knowledge syntheses were published annually (SD=35.85, Median=33), and there was an overall 2,620% increase in the number of knowledge syntheses published from 1999 to 2019. The journals each published, on average, a total of 68.8 knowledge syntheses (SD=67.2, Median=41) with <em>Medical Education</em> publishing the most (n=189; 19%). Twenty-one knowledge synthesis types were identified; the most prevalent types were systematic reviews (n=341; 35.4%) and scoping reviews (n=88; 9.1%). Knowledge syntheses were cited an average of 53.80 times (SD=107.12, Median=19) and received a mean Altmetric Attention Score of 14.12 (SD=37.59, Median=6).</p> <p><strong>Conclusions</strong> There has been considerable growth in knowledge syntheses in medical education over the past 20 years, contributing to medical education’s evidence base. Beyond this increase in volume, researchers have introduced methodological diversity in these publications, and the community has taken to social media to share knowledge syntheses. Implications for the field, including the impact of synthesis types and their relationship to knowledge translation, are discussed.</p>
Key elements of critical digital literacies from the perspective of school education - video of a paper presentation
<p>This is a video prepared for a paper presentation in the EARLI 2021 conference:</p> <p>Lakkala, M., Ilomäki, L., Kallunki, V., Gouseti, A., Mundy, D., Raffaghelli, J. E., Romero, M., Romeu, T., Ranieri, M., Bruni, I., & Roffi A. (2021). Key elements of critical digital literacies from the perspective of school education. Paper presented at the EARLI 2021 conference: Education and Citizenship - Learning and Instruction and the Shaping of Futures. University of Gothenburg, Gothenburg, Sweden, 23-27 August 2021.</p> <p>The research relates to the <a href="http://detectproject.eu/">DETECT project</a>. See also <a href="https://researchportal.helsinki.fi/fi/publications/key-elements-of-critical-digital-literacies-from-the-perspective-">https://researchportal.helsinki.fi/fi/publications/key-elements-of-critical-digital-literacies-from-the-perspective-</a></p> <p><strong>Acknowledgement</strong></p> <p>This project was funded by Erasmus+, KA2. Project Reference: 2019-1-UK01-KA201-061508.</p>
ScienceDex guides
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These curated guides explain access requirements, typical timelines, costs, and reuse considerations for widely used research datasets.
Allen Brain Atlas
Allen Brain Atlas is an Allen Institute collection of brain map atlases, datasets, APIs, and analysis tools covering mouse, human, and non-human primate brain resources.
Annotated Behaviour and Observability Dataset (ABODe)
ABODe is a University of Edinburgh DataShare dataset for behavior classification in group-housed mice using home-cage video, identities, bounding boxes, ground-plate positions, and annotator labels.
DANDI Archive for NWB datasets
DANDI is a BRAIN Initiative archive for publishing and sharing neurophysiology data, including electrophysiology, optophysiology, and behavioral data packaged as NWB and related standards.
International Brain Laboratory public data
The International Brain Laboratory public data releases expose standardized mouse decision-making experiments, including Neuropixels recordings, widefield calcium imaging, behavior, and session metadata accessed through the ONE API.
OpenNeuro
OpenNeuro is a free, open platform for sharing neuroimaging datasets, with public search, dataset pages, and download paths for web, S3, DataLad, and the OpenNeuro CLI.