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633 results for “teaching”
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 4. Augmented Reality with video movie and social media (a vertical loom in front of two reconstructed kilns and a wall of a Roman villa rustica)
<p>The third stage was represented by the 3D virtual reconstruction process of the historical contexts, in our case a prehistoric village and a complete Roman villa rustica, with the help of students from the Design Department, NUA, coordinated by Professor Arch. Andreea Hasnaş. The AR application was created and tested on two commercial AR platforms, Layar and Junaio, and recently moved on the Aurasma platform (https://www.aurasma.com/). The POIs were augmented with the 3D virtual reconstructions, and also with 2D images and videos representing 3D virtual tours and technological processes (Figures 3, 4, 5). The AR application was connected to teachers’ emails and to Twitter, Facebook and Google+ project’s pages. </p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 9.The educational blog on Google+ Time Maps page–the weaving techniques
<p>For this subject two video films were posted on Google+ (a performance and a 3D reconstruction), slightly different from those available on the Time Maps web site, but containing the same information. The children had to make a little effort to relate this information with the one presented on the site, to make a connection between the questions, the fragments from videos at which the answers referred to and the information from the site. The set of questionnaires lead the school children through the majority of data offered by the web site regarding to the two historical periods (Figures 9, 10).</p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 3. Augmented Reality with archaeological stratigraphy (a prehistoric house and a Roman villa reconstructed in 3D)
<p>The third stage was represented by the 3D virtual reconstruction process of the historical contexts, in our case a prehistoric village and a complete Roman villa rustica, with the help of students from the Design Department, NUA, coordinated by Professor Arch. Andreea Hasnaş. The AR application was created and tested on two commercial AR platforms, Layar and Junaio, and recently moved on the Aurasma platform (https://www.aurasma.com/). The POIs were augmented with the 3D virtual reconstructions, and also with 2D images and videos representing 3D virtual tours and technological processes (Figures 3, 4, 5). The AR application was connected to teachers’ emails and to Twitter, Facebook and Google+ project’s pages. </p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 15. Social media visits
<p>We also point out the following the advantages of Google+: - Google+ is a more user-friendly than other social environments and very suitable for use by school children than other blogging environments (e.g. Wordpress); thus it stimulated the play-like learning. - Google+ is more customizable than other social environments; - By allowing teachers to post questionnaires and to share images and videos or links to content on the Time Maps website, the Google+ page acted as an aggregator of information and a for scaffolding the learning process. After different stages of experimentation, we produced different statistical analysis of our results: concerning the most accessed social media. It indicated that Panoramio was the most visited (Figure 15)</p> <p>The statistics indicate that the different social networks had different levels of impact on the children and that in the future developments the focus should be on those more frequently accessed. </p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 8. Virtual social space on Google+
<p>For micro-blogging we hashtagged the main topic as #maps_of_time and created keywords related to three ancient technologies specific for the studied contexts (textiles, glass, ceramics) to facilitate a categorization of the topics and their retrieval. To achieve a unified and coherent platform, the personal spaces of the social networks were customized with logos and landing pages, designed by Associate Professor Marina Theodorescu (NUA). </p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 14. The survey as a public posting on Google+ Time Maps page
<p>During this experimentation phase a symposium was organized at Vădastra School with the purpose to present our learning experiment to a group of 30 teachers from the Olt County. An open history lesson on the Time Maps web site was held by a history teacher, and a school girl described the Facebook page of the Vădastra School (Figure13), maintained by both teachers and children. The invited teachers gave a feedback on the effectiveness and utility of the Time Maps learning system by responding to a questionnaire-based survey, which was posted on the Google+ page (Figure 14). </p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 10. The educational blog on Google+ Time Maps page – the glass manufacturing techniques
<p>For this subject two video films were posted on Google+ (a performance and a 3D<br> reconstruction), slightly different from those available on the Time Maps web site, but containing<br> the same information. The children had to make a little effort to relate this information with the one<br> presented on the site, to make a connection between the questions, the fragments from videos at<br> which the answers referred to and the information from the site.<br> The set of questionnaires lead the school children through the majority of data offered by the<br> web site regarding to the two historical periods (Figures 9, 10).</p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 5. Fiber artist Alexandra Rusu (NUA) working at a Roman vertical loom (video movie)
<p>The third stage was represented by the 3D virtual reconstruction process of the historical contexts, in our case a prehistoric village and a complete Roman villa rustica, with the help of students from the Design Department, NUA, coordinated by Professor Arch. Andreea Hasnaş. The AR application was created and tested on two commercial AR platforms, Layar and Junaio, and recently moved on the Aurasma platform (https://www.aurasma.com/). The POIs were augmented with the 3D virtual reconstructions, and also with 2D images and videos representing 3D virtual tours and technological processes (Figures 3, 4, 5). The AR application was connected to teachers’ emails and to Twitter, Facebook and Google+ project’s pages</p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 11. Children applying weaving techniques under the control of the staff from NUA Bucharest
<p>The information from a) and b) has been used by other colleagues in the local school and in the future will be used by other schools in the country or abroad. This represented the second educational level of the project, i.e. the analysis of the collected data. Information from c) was further analyzed by university teachers, filtered and added as an enhancement to the content of the AR platform. An example of user-created content are the movies made with smartphone cameras, recording the children2 while performing traditional crafts (Figures 11, 12). </p>
Increasing efficiency in parallel programming teaching
<p>The ability to teach parallel programming principles and techniques is becoming fundamental to prepare a new generation of programmers able to master the pervasive parallelism made available by hardware vendors. Classical parallel programming courses leverage either low level programming frameworks (e.g. those based on Pthreads) of higher level programming frameworks such as OpenMP or MPI. We discuss our teaching experience within the Master in “Computer Science and networking” run by blind review where parallel programming is taught leveraging structured parallel programming principles and frameworks. The paper summarizes the results achieved in eight years of experience and shows how the adoption of a structured parallel programming approach improves the efficiency of the teaching process.</p>
Map of articles about "Teaching Open Science"
<p>This description is part of the blog post "Systematic Literature Review of teaching Open Science" https://sozmethode.hypotheses.org/839</p> <p>According to my opinion, we do not pay enough attention to teaching Open Science in higher education. Therefore, I designed a seminar to teach students the practices of Open Science by doing qualitative research.About this seminar, I wrote the article ”<a href="https://osf.io/preprints/socarxiv/b3zf7">Teaching Open Science and qualitative methods</a>“. For the article ”Teaching Open Science and qualitative methods“, I started to review the literature on ”Teaching Open Science“. The result of my literature review is that certain aspects of Open Science are used for teaching. However, Open Science with all its aspects (Open Access, Open Data, Open Methodology, Open Science Evaluation and Open Science Tools) is not an issue in publications about teaching.</p> <p>Based on this insight, I have started a systematic literature review. I realized quickly that I need help to analyse and interpret the articles and to evaluate my preliminary findings. Especially different disciplinary cultures of teaching different aspects of Open Science are challenging, as I myself, as a social scientist, do not have enough insight to be able to interpret the results correctly. Therefore, I would like to invite you to participate in this research project!</p> <p>I am now looking for people who would like to join a collaborative process to further explore and write the systematic literature review on “Teaching Open Science“. Because I want to turn this project into a Massive Open Online Paper (MOOP). According to the <a href="https://osf.io/preprints/socarxiv/b3zf7">10 rules of Tennant et al (2019) on MOOPs</a>, it is crucial to find a core group that is enthusiastic about the topic. Therefore, I am looking for people who are interested in creating the structure of the paper and writing the paper together with me. I am also looking for people who want to search for and review literature or evaluate the literature I have already found. Together with the interested persons I would then define, the rules for the project (cf. Tennant et al. 2019). So if you are interested to contribute to the further search for articles and / or to enhance the interpretation and writing of results, please get in touch. For everyone interested to contribute, the list of articles collected so far is freely accessible at Zotero: <a href="https://www.zotero.org/groups/2359061/teaching_open_science">https://www.zotero.org/groups/2359061/teaching_open_science</a>. The figure shown below provides a first overview of my ongoing work. I created the figure with the free software <a href="https://www.yworks.com/products/yed">yEd</a> and uploaded the file to zenodo, so everyone can download and work with it:</p> <p>To make transparent what I have done so far, I will first introduce what a systematic literature review is. Secondly, I describe the decisions I made to start with the systematic literature review. Third, I present the preliminary results.</p> <p><strong>Systematic literature review – an Introduction </strong></p> <p>Systematic literature reviews “are a method of mapping out areas of uncertainty, and identifying where little or no relevant research has been done.” (Petticrew/Roberts 2008: 2). Fink defines the systematic literature review as a “systemic, explicit, and reproducible method for identifying, evaluating, and synthesizing the existing body of completed and recorded work produced by researchers, scholars, and practitioners.” (Fink 2019: 6). The aim of a systematic literature reviews is to surpass the subjectivity of a researchers’ search for literature. However, there can never be an objective selection of articles. This is because the researcher has for example already made a preselection by deciding about search strings, for example “Teaching Open Science”. In this respect, transparency is the core criteria for a high-quality review. </p> <p>In order to achieve high quality and transparency, Fink (2019: 6-7) proposes the following seven steps:</p> <ol> <li>Selecting a research question.</li> <li>Selecting the bibliographic database.</li> <li>Choosing the search terms.</li> <li>Applying practical screening criteria.</li> <li>Applying methodological screening criteria.</li> <li>Doing the review.</li> <li>Synthesizing the results.</li> </ol> <p>I have adapted these steps for the “Teaching Open Science” systematic literature review. In the following, I will present the decisions I have made.</p> <p><strong>Systematic literature review – decisions I made</strong></p> <ol> <li><strong>Research question</strong>: I am interested in the following research questions: How is Open Science taught in higher education? Is Open Science taught in its full range with all aspects like Open Access, Open Data, Open Methodology, Open Science Evaluation and Open Science Tools? Which aspects are taught? Are there disciplinary differences as to which aspects are taught and, if so, why are there such differences?</li> <li><strong>Databases</strong>: I started my search at the <a href="https://doaj.org/">Directory of Open Science (DOAJ)</a>. “DOAJ is a community-curated online directory that indexes and provides access to high quality, open access, peer-reviewed journals.” (https://doaj.org/) Secondly, I used the <a href="http://base-search.net">Bielefeld Academic Search Engine (base)</a>. Base is operated by Bielefeld University Library and “one of the world’s most voluminous search engines especially for academic web resources” (base-search.net). Both platforms are non-commercial and focus on Open Access publications and thus differ from the commercial publication databases, such as Web of Science and Scopus. For this project, I deliberately decided against commercial providers and the restriction of search in indexed journals. Thus, because my explicit aim was to find articles that are open in the context of Open Science.</li> <li><strong>Search terms</strong>: To identify articles about teaching Open Science I used the following search strings: “teaching open science” OR teaching “open science” OR teach „open science“. The topic search looked for the search strings in title, abstract and keywords of articles. Since these are very narrow search terms, I decided to broaden the method. I searched in the reference lists of all articles that appear from this search for further relevant literature. Using Google Scholar I checked which other authors cited the articles in the sample. If the so checked articles met my methodological criteria, I included them in the sample and looked through the reference lists and citations at Google Scholar. This process has not yet been completed.</li> <li><strong>Practical screening criteria</strong>: I have included English and German articles in the sample, as I speak these languages (articles in other languages are very welcome, if there are people who can interpret them!). In the sample only journal articles, articles in edited volumes, working papers and conference papers from proceedings were included. I checked whether the journals were predatory journals – such articles were not included. I did not include blogposts, books or articles from newspapers. I only included articles that fulltexts are accessible via my institution (University of Kassel). As a result, recently published articles at Elsevier could not be included because of the special situation in Germany regarding the Project DEAL (https://www.projekt-deal.de/about-deal/). For articles that are not freely accessible, I have checked whether there is an accessible version in a repository or whether preprint is available. If this was not the case, the article was not included. I started the analysis in May 2019.</li> <li><strong>Methodological criteria</strong>: The method described above to check the reference lists has the problem of subjectivity. Therefore, I hope that other people will be interested in this project and evaluate my decisions. I have used the following criteria as the basis for my decisions: First, the articles must focus on teaching. For example, this means that articles must describe how a course was designed and carried out. Second, at least one aspect of Open Science has to be addressed. The aspects can be very diverse (FOSS, repositories, wiki, data management, etc.) but have to comply with the principles of openness. This means, for example, I included an article when it deals with the use of FOSS in class and addresses the aspects of openness of FOSS. I did not include articles when the authors describe the use of a particular free and open source software for teaching but did not address the principles of openness or re-use.</li> <li><strong>Doing the review</strong>: Due to the methodical approach of going through the reference lists, it is possible to create a map of how the articles relate to each other. This results in thematic clusters and connections between clusters. The starting point for the map were four articles (Cook et al. 2018; Marsden, Thompson, and Plonsky 2017; Petras et al. 2015; Toelch and Ostwald 2018) that I found using the databases and criteria described above. I used yEd to generate the network. „<strong>yEd</strong> is a powerful desktop application that can be used to quickly and effectively generate high-quality diagrams.” (<a href="https://www.yworks.com/products/yed">https://www.yworks.com/products/yed</a>) In the network, arrows show, which articles are cited in an article and which articles are cited by others as well. In addition, I made an initial rough classification of the content using colours. This classification is based on the contents mentioned in the articles’ title and abstract. This rough content classification requires a more exact, i.e., content-based subdivision and evaluation by others, who are experts in the respective fields/disciplines.</li> </ol>
Text-fig. 1 Associate Professor RNDr. Václav Ziegler, CSc. is speaking and teaching during palaeontological excursion with students from Faculty of Education, Charles University - future teachers in Kutná Hora area. (photo: Marek, J.: 2006) in Václav Ziegler Septagenarian
Text-fig. 1 Associate Professor RNDr. Václav Ziegler, CSc. is speaking and teaching during palaeontological excursion with students from Faculty of Education, Charles University - future teachers in Kutná Hora area. (photo: Marek, J.: 2006)
Extended dataset and Coreq Checklist for 'Teaching critical thinking about health information and choices in secondary schools: human-centred design of digital resources"
<p>Individual user test interview guides and group interview guides for multiple stakeholders</p> <p>Coreq checklist</p> <p>Design reporting checklist</p>
Linked collectors and determiners for: Biodiversity Research and Teaching Collections - TCWC Vertebrates.
Natural history specimen data linked to collectors and determiners held within, "Biodiversity Research and Teaching Collections - TCWC Vertebrates". Claims or attributions were made on Bionomia by volunteer Scribes, <a href="https://bionomia.net/dataset/b6015b60-6f96-43a9-88e5-2f41854e8f07">https://bionomia.net/dataset/b6015b60-6f96-43a9-88e5-2f41854e8f07</a> using specimen data from the dataset aggregated by the Global Biodiversity Information Facility, <a href="https://gbif.org/dataset/b6015b60-6f96-43a9-88e5-2f41854e8f07">https://gbif.org/dataset/b6015b60-6f96-43a9-88e5-2f41854e8f07</a>. Formatted as a Frictionless Data package.
Linked collectors and determiners for: Biodiversity Research and Teaching Collections - TCWC Marine Invertebrates.
Natural history specimen data linked to collectors and determiners held within, "Biodiversity Research and Teaching Collections - TCWC Marine Invertebrates". Claims or attributions were made on Bionomia by volunteer Scribes, <a href="https://bionomia.net/dataset/16b0aa56-90aa-436c-bfe8-b5af83f84575">https://bionomia.net/dataset/16b0aa56-90aa-436c-bfe8-b5af83f84575</a> using specimen data from the dataset aggregated by the Global Biodiversity Information Facility, <a href="https://gbif.org/dataset/16b0aa56-90aa-436c-bfe8-b5af83f84575">https://gbif.org/dataset/16b0aa56-90aa-436c-bfe8-b5af83f84575</a>. Formatted as a Frictionless Data package.
Linked collectors and determiners for: NEON Domain Carabid Teaching Collections.
Natural history specimen data linked to collectors and determiners held within, "NEON Domain Carabid Teaching Collections". Claims or attributions were made on Bionomia by volunteer Scribes, <a href="https://bionomia.net/dataset/69e5ceb4-30a6-4074-8f9d-d6a0457cb789">https://bionomia.net/dataset/69e5ceb4-30a6-4074-8f9d-d6a0457cb789</a> using specimen data from the dataset aggregated by the Global Biodiversity Information Facility, <a href="https://gbif.org/dataset/69e5ceb4-30a6-4074-8f9d-d6a0457cb789">https://gbif.org/dataset/69e5ceb4-30a6-4074-8f9d-d6a0457cb789</a>. Formatted as a Frictionless Data package.
Data sets - The attitude of computer science teachers to inclusive education, Motivation to teach, Perception of the possible impact of computer science on students with mental disabilities
<p>Data sets </p> <p>The attitude of computer science teachers to inclusive education, Motivation to teach, Perception of the possible impact of computer science on students with mental disabilities. <br>In the period from February to October 2024, a survey of 112 computer science teachers in Kazakhstan (Pavlodar region) was conducted to determine attitudes to inclusive education, motivation to teach, and perception of the possible impact of computer science on students with mental disabilities.</p> <p>Questionnaire <br>https://docs.google.com/document/d/1LzukKSqW_mHMZXbMtN0ecmmU4cKJiwgf0laTWBHQSng/edit?usp=sharing</p> <p><strong>This research has been funded by the Science Committee of the Ministry of Science and Higher Education of the Republic of Kazakhstan (Grant No. AP14872400).</strong></p>
Towards a Diverse Next-Generation Energy Workforce: Teaching Artificial Photosynthesis and Electrochemistry in Elementary Schools through Active Learning
<p>Artificial photosynthesis is a promising approach to generate important commodity chemicals using abundant chemical feedstocks and renewable energy sources. Despite its importance, affordable and effective hands-on classroom activities that demonstrate artificial photosynthesis and teach key concepts, especially for primary school students, is lacking. This will be a critical step in the development of the next-generation energy workforce, especially one that is diverse in race and gender. To aid in this effort, we present an artificial photosynthesis lesson plan based on active-learning techniques that uses safe and highly accessible materials (baking soda, tap water, plastic jars, Ni coil, alligator clips, and a solar cell) to perform solar-powered water splitting. The efficacy of the lesson plan in teaching basic concepts of artificial photosynthesis was evaluated with pre- and post-test data, which shows a statistically significant improvement in overall student understanding. Importantly, the data show that the lesson plan presented here is effective at narrowing the performance gap between minority students and overly represented groups. This study aids in the development and education of a demographically diverse energy workforce through an active learning-based lesson plan for primary school students.</p>
Using Social Virtual Reality in Teaching Intercultural Communication
<p>This data represents the supplementary material for the journal article with the above title submitted to Technology, Knowledge and Learning.</p> <p> </p> <p>The supplementary material contains:</p> <ol> <li>the interview guideline for the group of the class that was taught in the online remote study using video conferencing tools only</li> <li>the interview guideline for the group of the class that was taught in the online remote study using video conferencing tools and additional social virtual reality sessions</li> <li>the quantitative survey questionnaire that was sent to both groups</li> </ol>
Dataset for "Teaching critical thinking about health information and choices in secondary schools: human-centred design of digital resources"
<p>A qualitative dataset for the article: Teaching critical thinking about health information and choices in secondary schools: human-centred design of digital resources</p> <p>We collected this data in Phase 2 of the work described in the article, to inform development of educational resources (<em>Be Smart About Your Health</em>) to support teaching critical thinking about health claims and making informed health choices for use in secondary schools, based on a set of Informed Health Choices Key Concepts. </p> <p>Data collection methods: individual and group interviews, observation of classroom pilots, in Kenya, Rwanda, and Uganda, and via email from an international advisory group. Timeframe for data collection and analysis: 2020-2022</p> <p>This dataset is a part of the research project: <em>Enabling sustainable public engagement in improving health and health equity, </em>2019-2024. Funded by GLOBVAC programme, Research Council of Norway. </p> <p> </p>
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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.