Find research datasets worth reusing
Search datasets from major research repositories and use ShareScore to quickly assess how well each record supports discovery, access, and reuse.
633
datasets available to search
ShareScore release 0.9.0
Dataset results
633 results for “teaching”
Teaching storytelling in business communication
<p>Dataset for a descriptive survey of how storytelling is taught in business communication courses at universities around the world.</p>
Dataset of Program Source Codes Solving Unique Programming Exercises Generated by Digital Teaching Assistant
<p>The programming exercises were automatically generated by the Digital Teaching Assistant (DTA) system that automates a massive Python programming course at MIREA – Russian Technological University (RTU MIREA). Source codes of the small programs grouped by the type of the solved task can be used for benchmarking source code classification and clustering algorithms. Moreover, the data can be used for training intelligent program synthesizers, or benchmarking mutation testing frameworks, and more applications are yet to be discovered. This dataset is a supplementary material for a paper entitled <a href="https://doi.org/10.3390/data8060109"><strong>Dataset of Program Source Codes Solving Unique Programming Exercises Generated by Digital Teaching Assistant</strong></a> submitted to the <strong>MDPI Data</strong> journal.</p>
Dataset of paper Privacy Orientation during Online Teaching-Learning Activities: Practices Adopted and Lessons Learned
<p>Dataset of the paper accepted for publication in the Journal on Interactive Systems (JIS).</p> <p>DA SILVA, M.; VITERBO, J.; SALGADO, L. C. C.; MOURÃO, E. Privacy Orientation during Online Teaching-Learning Activities:<br> Practices Adopted and Lessons Learned. Journal on Interactive Systems, Porto Alegre, RS, 2023.</p>
A Conceptual Model to Support Teaching of Software Engineering Controlled (Quasi-)Experiments - Evaluation of the Concept Model
<p>A Conceptual Model to Support Teaching of Software Engineering Controlled (Quasi-)Experiments - Evaluation of the Concept Model</p>
Audiovisual Materials in Research and Teaching – an Overview of Copyright Aspects
<p>Das <i>Rechtsgutachten</i> (Neuauflage der Fassung von 2015) erläutert, wie <i>audiovisuelle Materialien</i> in Forschung und Lehre genutzt werden dürfen. Es stellt dar, in welchen Fällen Forschende eine Erlaubnis einholen müssen und in welchen die Nutzung gesetzlich erlaubt ist.</p><p>Dies ist die <strong>Datenpublikation</strong> (Ausgangsdateien, Abbildungen, Materialien zur Nachnutzung) für die NFDI4Culture Handreichung "Audiovisuelle Materialien in Forschung und Lehre – eine Übersicht zu urheberrechtlichen Aspekte".</p><p><strong>Die Online-Handreichung ist verfügbar unter </strong><a href="https://nfdi4culture.de/go/E4105"><strong>https://nfdi4culture.de/go/E4105</strong></a><strong>.</strong></p>
Teach to Reach 8: Shared Experiences
<p>This publication presents the English-language experiences shared by Teach to Reach 8 participants ahead of the live event on 16 June 2023. <a href="https://www.learning.foundation/teachtoreach">Request your invitation for the next Teach to Reach</a>… <a href="https://hopin.com/events/teachtoreach8">View Teach to Reach 8 schedule</a>…</p> <p><strong>Sample:</strong> 16 835 registrants for Teach to Reach 8 were invited to share their experiences of immunization through an online questionnaire in June 2023.</p> <p><strong>Content:</strong> The following responses were received by thematic area as of 12 June 2023. For each theme, experiences are presented in the order in which they were received.</p> <table> <tbody> <tr> <td><strong>Theme</strong></td> <td><strong># contributions (English)</strong></td> <td><strong># contributions (French)</strong></td> <td><strong>Total # contributions</strong></td> </tr> <tr> <td>Why do you work for health?</td> <td>228</td> <td>251</td> <td>479</td> </tr> <tr> <td>Immunization in a humanitarian setting</td> <td>142</td> <td>129</td> <td>271</td> </tr> <tr> <td>Experiences of HPV vaccination</td> <td>103</td> <td>107</td> <td>210</td> </tr> <tr> <td>Oral Cholera Vaccine (OCV) usage during cholera outbreaks</td> <td>30</td> <td>78</td> <td>108</td> </tr> <tr> <td>The future of health work</td> <td>58</td> <td>26</td> <td>84</td> </tr> <tr> <td>How has your work been affected by the COVID-19 pandemic?</td> <td>24</td> <td>18</td> <td>42</td> </tr> <tr> <td>How has sharing experience with colleagues helped you in your daily work?</td> <td>21</td> <td>19</td> <td>40</td> </tr> <tr> <td>What will help you to build and maintain trust with the communities that you serve?</td> <td>23</td> <td>13</td> <td>36</td> </tr> <tr> <td>How have digital technologies become embedded in your daily work?</td> <td>17</td> <td>18</td> <td>35</td> </tr> </tbody> </table> <p><strong>Original languages</strong>: English and French. This publication presents only the English-language experiences shared.</p> <p><strong>Formats available</strong>: Qualitative narratives with structured demographic data and consent information (Excel).</p> <p><strong>Known limitations</strong>: Participant case studies and stories are self-reported and are not verified by TGLF.</p> <p><strong>Additional considerations about the data presented</strong>: The experiences shared narratives from self-selecting immunization professionals who chose to share their personal experience. Data are self-reported and are not verified by TGLF. Experiences are vetted for cohesive meaning and lightly edited before sharing. Inclusion of experiences and comments in TGLF Insights does not imply a recommendation on the part of the Foundation or its partners. The Foundation does not endorse any particular strategy, approach, or reflection shared by participants, and explicitly advises against inferring conclusions from context-specific cases that may not be generalizable. Readers are solely responsible for assessing the ethical, legal and practical implications of using material shared by peers, and in particular the need to adapt practice between contexts. The opinions and statements expressed in this publication are those of the individual contributors and do not necessarily reflect the official stance of their respective Ministries of Health or other employers. While contributors share their affiliations, they are participating in a personal capacity, and their contributions should not be considered as representing the views or endorsements of their affiliated organizations. All submissions have the author’s permission to be used by TGLF for purposes of communication, advocacy, capacity building, and research.</p> <p><strong>What is Teach to Reach 8?</strong></p> <p>16,835 health professionals from the frontlines of immunization and primary health care (PHC) are using the power of peer learning to tackle their local challenges through the Teach to Reach global learning-to-action network.</p> <p>The live event was held on Friday 16 June 2023, focused on one-to-one networking between participants.</p> <p>Teach to Reach 8 was opened by the Women Who Deliver Vaccines collective, who shared their experience of HPV vaccine introduction to help prevent 340,000 deaths from cervical cancer.</p> <p>Listen to the voices of Women Who Deliver Vaccines explain why HPV vaccine matters <a href="https://www.youtube.com/watch?v=XaGTCMTDJ8w">https://www.youtube.com/watch?v=XaGTCMTDJ8w</a></p> <p>The Teach to Reach 8 live event was powerful. However, this live learning moment was just one step of Teach to Reach.</p> <ul> <li>Ahead of the event, 1,175 participants had already shared experiences on range of community-selected questions.</li> <li>All Teach to Reach 8 participants receive the complete compendium of the experiences shared before the event.</li> <li>Participants are now using the next two weeks to share their learning and insights.</li> </ul> <p>These insights will also be given back to the community in the upcoming Teach to Reach 8 Listening and Learning insights report.</p> <p>At any time, participants can share further insights, ideas, and practices with each other, through <a href="https://www.learning.foundation/loop">The Double Loop</a>, our Insights newsletter.</p> <ul> <li>Learn more about The Double Loop <a href="https://www.learning.foundation/loop">https://www.learning.foundation/loop</a></li> <li>Follow this link to see the Teach to Reach 7 insights <a href="https://doi.org/10.5281/zenodo.7766585">https://doi.org/10.5281/zenodo.7766585</a></li> </ul> <p>Participants will also join Insights Live, live-streamed discussions of what we are learning together – and how we are using this to make a difference.</p> <p>Teach to Reach is part of the Geneva Learning Foundation’s learning-to-action pathway in support of the Movement for Immunization Agenda 2030 (IA2030).</p> <p>Unlike expensive face-to-face conferences, Teach to Reach is open to all, and there is no upper limit to the number of participants. <a href="https://redasadki-me.translate.goog/2023/06/12/digital-bridges-cannot-cross-analog-gates/?_x_tr_sl=en&_x_tr_tl=fr&_x_tr_hl=en&_x_tr_pto=wapp">Read more about the superior value, efficacy, and impact of digital networks to drive change in global health</a></p>
"I was the class teacher at that time. It was a class trip, usually organized near the end of the schoolterm in summer. The pupils went there by bike to have a barbecue at the sandy banks of the river Rhine near Dusseldorf. The landscape around is mostly dominated by agriculture and glasshouse cultures. You find a mixture of former villages nowadays completely suburbanized. The population finds jobs in the nearby urban centers like Dusseldorf, Neuss and other big cities. The reason why Irecorded the scene is simply because Iam interested in collecting sounds in general by doing recordings in different surroundings like nature, cities and everything between. My memories about the event are that it was a relaxing and funny atmosphere, which is not always the case while teaching in a classroom" [Reinhard/reinsamba]15 in Collecting Sounds. Online Sharing of Field Recordings as Cultural Practice
"I was the class teacher at that time. It was a class trip, usually organized near the end of the schoolterm in summer. The pupils went there by bike to have a barbecue at the sandy banks of the river Rhine near Dusseldorf. The landscape around is mostly dominated by agriculture and glasshouse cultures. You find a mixture of former villages nowadays completely suburbanized. The population finds jobs in the nearby urban centers like Dusseldorf, Neuss and other big cities. The reason why Irecorded the scene is simply because Iam interested in collecting sounds in general by doing recordings in different surroundings like nature, cities and everything between. My memories about the event are that it was a relaxing and funny atmosphere, which is not always the case while teaching in a classroom" [Reinhard/reinsamba]15
Datasets from the study Peer learning as a key component of an Integrated Teaching Method in large size classes
<p>The theory and research on learning in higher education are pointing out that active methods are able to improve learners’ performance more than passive ones and to trigger situated and deep learning. However, some factors prevent their spread and trust amongst university instructors, like their complex logistics in large size lectures. Indeed, in academic crowded classes these interactive-engagement methodologies are sporadically employed and seem to be rarely successful. In this context, in the academic years 2017-2018 and 2018-2019 we carried out a quasi-experiment at Politecnico di Milano aimed at investigating the effectiveness of the integration of peer learning activities, strengthened by the use of technology, into traditional Physics lectures as a teaching method in large size classes. Data related to both an experimental and a control group were gathered and analysed through descriptive and inferential statistics; Shapiro-Wilk, Levene, Mann-Whitney U, Wilcoxon signed-rank and Kruskal-Wallis tests were employed. Our combined strategy appears to be effective with relation to learning Physics and more successful than traditional courses centred on academic lectures, regardless of the difficulty of the issues investigated. Furthermore, a threshold for the exposure to peer learning in order for it to be effective has been highlighed.</p> <p>In this page it is shared:</p> <p>1) Dataset with reference to both 2017-2018 and 2018-2019</p> <p>2) R Script with reference to both 2017-2018 and 2018-2019</p>
Teaching and learning in ecology: a horizon scan of emerging challenges and solutions
<p>We currently face significant, anthropogenic, global environmental challenges and therole of ecologists in mitigating these challenges is arguably more important than ever. Consequently there is an urgent need to recruit and train future generations of ecologists, both those whose main area is ecology, but also those involved in the geological, biological and environmental sciences. Here we present the results of a horizon scanning exercise that identified current and future challenges facing the teaching of ecology, through surveys of teachers, students and employers of ecologists. Key challenges identified were grouped in terms of the perspectives of three groups: students, for example the increasing disconnect between people and nature; teachers, for example the challenges associated with teaching the quantitative skills that are inherent to the study of ecology; and society, for example poor societal perceptions of the field of ecology. In addition to the challenges identified, we propose a number of solutions developed at a workshop by a team of ecology teaching experts, with supporting evidence of their potential to address many of the problems raised. These proposed solutions include developing living labs, teaching students to be ecological entrepreneurs and influencers, embedding skills-based learning and coding in the curriculum, an increased role for learned societies in teaching and learning, and using new technology to enhance fieldwork studies including virtual reality, artificial intelligence and realtime spoken language translation. Our findings are focused towards UK higher education, but they should be informative for students and teachers of a wide range of educational levels, policy makers and professional ecologists worldwide.</p>
Teaching scenarios in COVID-19 times
<p>Teaching scenarios in COVID-19 times</p>
Digital Humanities: New Approaches to Research and Teaching of the Medieval Mediterranean (5th to 15th centuries). (Digital Teaching Session)
<p>This webinar was funded by the Society for the Medieval Mediterranean, thanks to the “Simon Barton Postgraduate & ECR Conference Prize 2020” awarded to Nerea Fernández Cadenas (https://www.societymedievalmediterranean.com/simon-barton-postgraduate-conference-prize)<br> It has been designed to offer a forum in which scholars can debate and share their experiences about the difficulties and advantages of researching and teaching through Digital Humanities when exploring Medieval Mediterranean History.</p> <p><br> Moderated by Nerea Fernández Cadenas , speakers were:<br> <strong>Dr Jamie Wood:</strong> Associate Professor of History at the University of Lincoln. He teaches and researches the social and religious history of late antiquity and the early middle ages, especially of the Iberian Peninsula. He has been using digital tools to teach History for well over a decade. He is especially interested in digital pedagogies that encourage students to engage actively in their learning and, ultimately, to create and share the results of the independent work with others, both within and beyond the academy.</p> <p><br> <strong>Dr Charles Wes</strong>t: Reader in Medieval History at the University of Sheffield, UK. His research focuses on earlier medieval European history, and he's currently writing a book on the eleventh century for Oxford University Press. You can read about some of his teaching and research on his blog, Turbulent Priests (http://turbulentpriests.group.shef.ac.uk/). He's been teaching with Wikipedia since 2018.</p> <p><br> <strong>Dr Lynn Ramey</strong>: Professor of French at Vanderbilt University and Faculty Director of the Digital Humanities Center. As former computer programmer, she is working to create a video game engine that will allow users to play as medieval travellers. She is also running the digital project Cyprus: Crossroads of the Medieval Mediterranean that explores this multicultural world. She published several monograph: Christian, Saracen and Genre in Medieval French Literature Studies in Medieval History and Culture, with Routledge in 2001; and Black Legacies: Race and the European Middle Ages, with University Press of Florida in 2014</p> <p><br> <strong>Dr Robert Houghton</strong>: Senior Lecturer in Early Medieval History at the University of Winchester. His research focuses on the political and social networks of the kingdom of Italy c.888-c.1122 with recent publications in the Journal of Medieval History and Storicamente. His work also considers the representation of the Middle Ages in Modern Games and the ways in which these games can be used for teaching and research.</p> <p><br> <strong>Dr Ainoa Castro Correa:</strong> Lecturer in Manuscript Studies and History of the Church at the University of Salamanca, after having been Marie Curie Research Fellow at King’s College London, Virginia Brown Fellow in Latin Palaeography at the Ohio State University, and Postdoctoral Fellow at the University of Notre Dame and at the Pontifical Institute of Mediaeval Studies (Toronto). She has authored several books and articles and curates a well-known site www.LitteraVisigothica.com, an online research portal on Iberian peninsular Manuscript Studies focused on Visigothic script.</p> <p><br> This webinar was recorded on 29/09/20.</p>
Diversity of bacterial communities on four frequently used surfaces in a large Brazilian teaching hospital
<p>Frequently used hand-touch surfaces in hospital settings have been implicated as a vehicle of microbial transmission. In this study, we aimed to investigate the overall bacterial population on four frequently used surfaces using a culture-independent Illumina massively parallel sequencing approach of the 16S rRNA genes. Surface samples were collected from four sites, namely elevator buttons (EB), bank machine keyboard buttons (BMKB), restroom surfaces, and the employee biometric time clock system (EBTCS), in a large public and teaching hospital in Sao Paulo. Taxonomical composition revealed the abundance of Firmicutes phyla, followed by Actinobacteria and Proteobacteria, with a total of 926 bacterial families and 2832 bacterial genera. Moreover, our analysis revealed the presence of some potential pathogenic bacterial genera, including <em>Salmonella enterica</em>, <em>Klebsiella pneumoniae</em>, and <em>Staphylococcus aureus</em>. The presence of these pathogens in frequently used surfaces enhances the risk of exposure to any susceptible individuals. Some of the factors that may contribute to the richness of bacterial diversity on these surfaces are poor personal hygiene and ineffective routine schedules of cleaning, sanitizing, and disinfecting. Strict standards of infection control in hospitals and increased public education about hand hygiene are recommended to decrease the risk of transmission in hospitals among patients.</p>
A Collaborative Approach to Teaching Software Architecture (SIGCSE 2017 Appendix)
<p>Zip file containing the appendix of our paper "A Collaborative Approach to Teaching Software Architecture" at SIGCSE 2017.</p> <p>* Link to the blog post that we shared the very first version of our course: https://avandeursen.com/2013/12/30/teaching-software-architecture-with-github/</p> <p>* Examples of the 2016 rubrics: rubrics-2016.pdf</p> <p>* Full anwers to the 2016 edition: responses.xlsx</p> <p>* Full questionnaire: survey-p1.pdf to survey-p9.pdf</p> <p>* Editions of our book: https://delftswa.gitbooks.io/desosa2016/content/ (2016), https://delftswa.github.io/ (2015).</p>
Educator Perceptions of DevOps Teaching Recommendations and Their Alignment with Common Challenges
<p>DevOps education presents unique pedagogical challenges due to the diversity of tools, rapid technological change, and the multidisciplinary nature of the field. Although previous work has proposed recommendations to address these challenges, it is unclear how educators perceive these recommendations and whether they align with the challenges encountered in practice. In this paper, we present a mixed methods study involving 11 DevOps educators who interacted with Improve, a tool that presents a curated set of educational challenges and recommendations derived from previous literature. Educators indicated which recommendations they already use, which they intend to use, and which challenges they experience and are motivated to address. Our findings show that 22.6% of the recommendations were new to educators and considered potentially useful, while 59.2% were already in use. Additionally, 66.3% of the challenges were considered relevant, with most of them having linked recommendations that educators were already using or willing to adopt. This study provides empirical insights into the perceived usefulness of existing recommendations, identifies gaps in challenge-recommendation mappings, and supports future efforts to design and disseminate more targeted educational guidance for DevOps teaching.</p>
Predicting the pre-service teachers' teaching intention from educator-created (dis)empowering climates: A self-determination theory-based longitudinal approach
<p><span>Guided by self-determination theory, this two-wave longitudinal research aims to examine the associations between pre-service teachers’ perceptions of educator-created (dis-)empowering climates and their teaching intention, considering the bright and dark motivational pathways. A total of 1,258 secondary pre-service teachers (55.5% women, <em>M<sub>age =</sub></em> 26.17, <em>SD </em>= 5.66) have participated. The results from path analysis have shown positive associations between educator-created empowering climates and need satisfaction, autonomous motivation, and teaching intention in pre-service teachers, while educator-created disempowering climates have been positively related to pre-service teachers’ need frustration, controlled motivation and amotivation. The conclusions have suggested that pre-service teachers’ perceptions of educator-created (dis-)empowering climates during their initial teacher education programme play a determining role in their teaching intention. </span></p>
CountCLIP - [Re] Teaching CLIP to Count to Ten
<div> <h3>Dataset</h3> <a href="https://github.com/SforAiDl/CountCLIP#dataset"></a></div> <p>We have created a small counting set of ~2000 images after passing over 2 million images out of the 400 million present in the original dataset. This is merged with ~13000 non-counting images from the same dataset. The entire merged dataset, along with the required relevant JSON/CSV files, can be found below.</p> <ul> <li><a href="https://drive.google.com/file/d/1UG_bXl_vgCdVq3kgf8Y-StXPCttlpFAG/view?usp=sharing" rel="nofollow">data.zip</a> - merged counting and noncounting data, along with the validation data (the <a href="https://github.com/teaching-clip-to-count/teaching-clip-to-count.github.io/blob/main/CountBench.json">CountBench</a> dataset).</li> <li><a href="https://drive.google.com/file/d/13mdK-jX_eDNa5v-HB34WOS3WNHSru_ir/view?usp=drive_link" rel="nofollow">merged.json</a> - JSON for merged (counting+noncounting) data.</li> <li><a href="https://drive.google.com/file/d/1h9FV9dVvcvLo97reN9_2dbg0QFKyVED2/view?usp=drive_link" rel="nofollow">val.json</a> - JSON for the CountBench data.</li> <li><a href="https://drive.google.com/file/d/1es9gtEtl1yiX4DVFRI_Qi0fQg0R9qUO2/view?usp=drive_link" rel="nofollow">faulty.csv</a> - CSV for removing faulty noncounting images.</li> </ul>
Data for "A Bibliometric Study of EFL Teaching and Learning"
<p>Data set for "A Bibliometric Study of EFL Teaching and Learning" manuscript .</p>
Teaching ESE Survey data set
<p>Teaching ESE Survey data set</p>
Data from: Building communities of teaching practice and data-driven open education resources with NEON faculty mentoring networks
<p>With the growing availability and accessibility of big data in ecology, we face an urgent need to train the next generation of scientists in data science practices and tools. One of the biggest barriers for implementing a data-driven curriculum in undergraduate classrooms is the lack of training and support for educators to develop their own skills and time to incorporate these principles into existing courses or develop new ones. Alongside the research goals of the National Ecological Observatory Network (NEON), providing education and training are key components for building a community of scientists and users equipped to utilize large-scale ecological and environmental data. To address this need, the NEON Data Education Fellows program formed as a collaborative Faculty Mentoring Network (FMN) between scientists from NEON and university faculty interested in using NEON data and resources in their ecology classrooms. Like other FMNs, this group has two main goals: 1) to provide tools, resources, and support for faculty interested in developing data-driven curriculum, and (2) to make teaching materials that have been implemented and tested in the classroom available as open educational resources for other educators. We hosted this program using an open education and collaboration platform from the Quantitative Undergraduate Biology Education and Synthesis (QUBES) project. Here, we share lessons learned from facilitating five FMN cohorts and emphasize the successes, pitfalls, and opportunities for developing open education resources through community-driven collaborations.</p>
SRL Curricular integration, Digital technologies & Teaching processes
<p>Systematic literature review data (2018-2021) on "technology integration" and "technology uses in education". ERIC databases.</p>
ScienceDex guides
Understand access before you commit
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.