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633 results for “teaching”
Greek Cycladic Figurine for DLF Teach 2.0
Chad Hutchens' personal object. Built using Agisoft Metashape following DLF Teach 2.0 "Getting Started with 3D Digitization" instructions. Captured with a Canon EOS 5D Mark III camera, 50mm EF prime lens, using the Foldio 25" lightbox, LEDs, and 360 turntable. Source: Objaverse 1.0 / Sketchfab
Teaching Professor
ca. 1340, Bologna Jagiellonian University Museum Collegium Maius Inventory number: 18465; 1049/III https://muzea.malopolska.pl/en/objects-list/2847 Source: Objaverse 1.0 / Sketchfab
Dataset on motivations and perceptions regarding teaching as a career among teacher education students in Japan
<p>This dataset was generated using the adapted Japanese version of the FIT-Choice scale, a framework originally proposed by Watt and Richardson. The adaptation and validation of the Japanese version were carried out by Saito, who utilized this dataset for the process. The data provide insights into the characteristics of motivations and perceptions regarding teaching as a career among teacher education students in Japan.</p>
Interview guide of study conducted on: Identification of the challenges teachers face in teaching small problem-based learning (PBL) groups in the College of Medicine, King Faisal University, Kingdom of Saudi Arabia
<p><strong>Background:</strong> Recognizing the challenges that teachers face offers a platform for devising innovative teaching strategies, thereby boosting teacher performance. This study seeks to pinpoint the obstacles teachers encounter while conducting small problem-based learning (PBL) groups and to recommend measures that guide educational institutions in determining teacher training needs. Furthermore, the study explores the creation of interventions to bolster PBL teaching practices.</p> <p><strong>Methods:</strong> Utilizing a qualitative approach, semi-structured interviews were administered, prompting participants to contemplate the difficulties of instructing small PBL groups. Ten medical educators, purposefully selected based on their PBL teaching experience, participated. Verbatim transcripts were meticulously analysed using thematic analysis, facilitating code production, comparison, and overarching theme generation.</p> <p><strong>Results:</strong> The data underscored challenges associated with adopting PBL in a traditional educational setting, emphasizing the imperative for honed facilitation skills, fostering motivation towards PBL, and addressing the ramifications of students' conventional learning backgrounds. Notably, the accruement of experience over time, the enhanced confidence from managing diverse PBL groups, and the importance of knowledge exchange and shared experiences emerged as vital for PBL educators' professional growth.</p> <p><strong>Conclusions: </strong>Actively supporting teachers as they navigate shifts in their roles and urging the incorporation and adept application of teaching techniques can elevate teacher efficacy. Recommendations include the initiation of a teacher development program, the allocation of ample time and resources for student participation in PBL activities, the introduction of a comprehensive teacher assessment system, and the integration of quantitative research methods to further enrich teacher practices and professional advancement.</p>
The Use of Open Educational Resources (OERs) in Teaching and Learning in Higher Education Distance Learning Programmes in Cameroon
<p>A cross sectional descriptive analysis was adopted for this study. The goal was to was find out the use OERs in teaching and learning in higher education distance learning by taking a snapshot from a cross-section of the population. The institution under study is the University of Buea. The research targeted all 25 students at the master level of the Distance Education Program in the Faculty of Education, University of Buea. All the students were purposively sampled due to the small nature of the target population. A carefully designed questionnaire was used for data collection. The questionnaire had both closed and opened-ended questions which required respondents to select from a variety of responses to cover the research questions. Data was calculated and presented using frequencies tables and bar charts. After getting description of student’s responses, an analysis was done to show the situation of the use of OERs and in teaching and learning.</p>
Jingju (Beijing opera) "Remorse at death" multi-camera teaching and performing videos
<p>此文件包含梅派京剧曲目《生死恨》多视角教学、演出视频,由中国戏曲学院摄制。 本素材属于由中国戏曲学院张晶老师负责的北京市社会科学基金研究基地项目 -- 《梅派唱腔的音视频与电脑辅助教学研究》(项目号 16JDYTA016)成果的一部分。Music Technology Group, Universitat Pompeu Fabra, Barcelona作为项目参与方负责讲此视频素材封装在iOS app中。</p> <p>This file contains the multi-camera teaching and performing videos of Mei school jingju (Beijing opera) play "Remorse at death", shot and edited by National Academy of Chinese Theatre Arts (NACTA). These video materials are a part of the outcome of the Beijing City Social Science Foundation project -- "Audio-Visual and computer-aided research on Mei school singing teaching" (Num. 16JDYTA016), directed by professor ZHANG Jin in NACTA. As a collaborator, Music Technology Group, Universitat Pompeu Fabra, Barcelona is in charge of encapsulating these videos materials into an iOS app.</p>
MORAL DEVELOPMENT AND APOROPHOBIA IN TEACHING IN PUBLIC SECONDARY SCHOOLS IN A PERUVIAN DISTRICT
<p><strong><span>Abstract</span></strong></p> <p><strong><span>Background:</span></strong><span> Aporophobia, or the rejection of the poor, has become increasingly relevant in contemporary societies, particularly amidst technological and communicational advancements. It is understood that this phenomenon often influences the moral development of individuals. Therefore, the research aims to determine whether the level of moral development correlates with aporophobic behavior among educators in public secondary educational institutions in the district of Abancay.</span></p> <p><strong><span>Methods: </span></strong><span>This research was of a basic-theoretical nature, employing a hypothetical-deductive, correlational approach with a quantitative, non-experimental, and cross-sectional design. The study involved 198 appointed teachers in the District of Abancay, using a questionnaire as the instrument.</span></p> <p><strong><span>Results: </span></strong><span>It was evident that the level of moral development significantly influences aporophobic behavior (Wald = 17.358; p = 0.000). Furthermore, significant correlations were identified between aporophobic behavior and the processes of socialization (Wald = 9.569; p = 0.000), preconventional moral development (Wald = 7.354; p = 0.008), and conventional moral development (Wald = 20.198; p = 0.000).</span></p> <p><strong><span>Conclusion: </span></strong><span>The level of moral development significantly impacts the aporophobic behavior of teachers in public secondary educational institutions in the district of Abancay.</span></p> <p><strong><span>Keywords: </span></strong><span>Rejection, discrimination, development, aporophobia, teachers</span><strong><span> </span></strong></p>
Pre-service and In-service Language Teachers' Perspectives on Trauma-Informed Language Teaching
<p>This dataset consists of survey results of teacher candidates and in-service teachers on their perspectives on trauma-informed education. The data was obtained in Ukraine in 2023. The survey was adapted from Mikolajczyk, E. (2018). School staff perceptions of a trauma-informed program on improving knowledge, competence, and school climate. </p>
Analyzing DevOps Teaching Strategies: An Initial Study
<p>DevOps refers to a set of practices that integrate software development and operations with the primary aim to enable the continuous delivery of high-quality software. DevOps has also promoted several challenges to software engineering teaching. In this paper, we present a preliminary study that analyzes existing teaching strategies reported in the literature. Our findings indicate a set of approaches highlighting the use of environments to support teaching. Our work also investigates how these environments can contribute to address existing challenges and recommendations of DevOps teaching.</p>
A Pragmatic Trial of Interactive Online Statistical Webtools for Teaching Biostatistics to First Year Medical Students: A Constructivism-Informed Approach
<p>Underlying quantitative and anonymised qualitative data for the study, "A Pragmatic Trial of Interactive Online Statistical Tools for Teaching Biostatistics to First Year Medical Students: A Constructivism-Informed Approach"</p>
Action Prediction Error: a value-free dopaminergic teaching signal that drives stable learning - Behavioral dataset
<p>Behavioral data to reproduce figures of this paper: https://doi.org/10.1101/2022.09.12.507572</p> <p>See Github repository: https://github.com/HernandoMV/APE_paper</p>
Dataset for paper: Perception of Software Quality Teaching from Information Technology Undergraduate Final-Year Students
<p>Dataset mentioned in the paper "Perception of Software Quality Teaching from Information Technology Undergraduate Final-Year Students", submitted to XXVI Ibero-American Conference on Software Engineering (CIbSE 2023). There are two files available: one PDF file, where the survey presented as it was submitted to the participants of our study, in portuguese; and a .CSV one, with the answers of this survey.</p>
From CREATE workshop to course implementation: Examining downstream impacts on teaching practices and student learning at 4-year institutions
<p>We provide the full data set for the research study informing the efficacy of the CREATE strategy for positively influencing faculty and students in science courses at ten institutions (4-year). CREATE (consider, read, elucidate hypotheses, analyze, and intrepret data; think of the next experiment) represents a scaffolded approach for teaching students using the primary literature as the foundation of course instruction. In this project, faculty from different institutions were trained in this pedagogy through a week-long workshop and then followed as they adapted CREATE for a science course at their home institutions. We used a variety of assessments (cognitive, affective) to determine the effects of implementation on student cohorts at each institution. These assessments included the <strong>Experimental Design and Ability Test</strong> (EDAT), the <strong>Critical Thinking Test</strong> (CTT, an adaption of the Field-Tested Learning Assessment Guide), a <strong>concept-map</strong> test, and an adaption of the <strong>Survey of Student Attitudes, Abilities, and Beliefs</strong> (SAAB) survey. </p>
Modeling software processes from different domains using SPEM and BPMN notations: An experience report of teaching software processes
<p>In a current application development scenario in different environments, technologies and contexts, such as IoT, Blockchain, Machine Learning and Cloud Computing, there is a need for particular solutions for domain-specific software development processes. The proper definition of software processes requires understanding the involved teams and organization’s particularities and specialized technical knowledge in Software Engineering. Although it is an essential part of Software Engineering, many university curricula do not dedicate as much effort to teach software processes, focusing more on the basic principles of Software Engineering, such as requirements, architecture and programming languages. Another important aspect of software processes is modeling. The modeling of a software process provides a basis for managing, automating and supporting the software process improvement. In this context, teaching software process modeling becomes challenging, mainly due to the great emphasis on theory and few practices. This work presents an experience report teaching the definition and modeling of software processes in different domains. We applied in the discipline of software processes a practice for defining and modeling processes in various application domains, such as: IoT, cloud, mobile, critical systems, self-adaptive systems, machine learning, blockchain and games. The processes were modeled in the Software & Systems Process Engineering Metamodel (SPEM) and Business Process Model and Notation (BPMN) notations based on references from the literature for each domain. We evaluated the process modeling practice with the SPEM and BPMN in 3 classes of the software processes discipline and compared the use of the two notations applied to the different domains. We concluded that the modeling tool and the maturity in the domain are essential for the excellent performance of the process.</p>
Data for: Gender medicine teaching increases medical students' gender awareness: results of a quantitative online survey
<p><span><strong>Background</strong> </span></p> <p><span>Gender medical knowledge is insufficiently integrated into university teaching in Germany. Gender awareness represents a key competence to integrate this knowledge into one's medical practice. This study is the first survey of the gender awareness of medical students in Germany.</span></p> <p><strong><span>Methods</span> </strong></p> <p><span>From April to July 2021, a quantitative cross-sectional survey in an online format using the 'Nijmegen Gender Awareness in Medicine Scale' (2008) was conducted at four German universities (Charité Berlin, Friedrich-Schiller-University Jena, Ludwig-Maximilians-University Munich, and the University of Cologne) with a varied implementation of teaching gender medicine. Students indicated their agreement or disagreement with assumptions and knowledge about the influence of gender in everyday medical practice (gender sensitivity), as well as gender role stereotypes towards patients and physicians (gender role ideology). </span></p> <p><strong><span>Results </span></strong></p> <p><span>The 750 included participants showed a relatively high gender sensitivity and low gender role stereotyping towards patients and doctors. The curricular implementation of gender medicine of the universities showed to have a significant influence on the students' gender sensitivity, as well as on their gender role stereotyping towards patients. Students who reported having taken classes in gender medicine showed significantly higher level of gender sensitivity. Cis-males showed significantly lower gender sensitivity and significantly higher gender role stereotyping.</span></p> <p><span><strong>Conclusion</strong> </span></p> <p><span>Implementation of gender medicine in the medical curriculum, attending courses on gender education and one's gender have a significant impact on medical students' gender competencies. These results support the need for structural integration of gender in medical education and gender trainings at medical schools in Germany.</span></p>
Data for study "Digital tools for innovative higher education teaching - a Scoping Review of Empirical Studies".
<p>The goal of this research is to point out, by a scoping review of the papers published between 2020 and 2023, the digital tools used in the teaching process at the higher education level. The dataset was collected using Web of Science and Scopus databases.</p> <p>The dataset contains the following elements:</p> <ol> <li>paper details (Authors, Publication Year, Article Title, DOI),</li> <li>OECD classification,</li> <li>teaching tool assigned to paper.</li> </ol>
FEDORA. Data from teaching module implementations in Finland
<table> <tbody> <tr> <td> <p>The dataset contains data collected in two-round implementations of new experimental teaching-learning course “My city of the future”, with Finnish secondary school students, that are analysed to capture the main trends in the data regarding the established framework, with specific focus on effects on the course module on students, and the capacity of the module to address higher-level standards of future-oriented science education. Specifically, the dataset includes: (i) answers to questionnaires, (ii) transcripts of interviews (iii) materials created by students (in Finnish), (iv) processed versions of aforementioned data such as coded interview transcripts or numeric data on code frequencies, and (v) results from the analysis of this data using thematic, discourse and phenomenographic qualitative methods. An aggregated version of student’s backgrounds (e.g. gender ratios) are also provided.</p> </td> </tr> </tbody> </table> <p> </p> <p> </p> <p><a href="https://zenodo.org/communities/futuresthinking?page=1&size=20">FEDORA Project</a> README:</p> <p>README</p> <p>Data Set Title: FEDORA. Data from teaching modules implementations in Finland</p> <p>Data Set Author/s: Antti Laherto, Tapio Rasa, Iina Hyyppä (University of Helsinki)</p> <p>Data Set Contact Person/s: Tapio Rasa (University of Helsinki), ORCID 0000-0003-1315-5207, tapio.rasa@helsinki.fi;</p> <p>Data Set License: this data set is distributed under the Creative Commons Attribution 4.0 International (CC BY 4.0) license.</p> <p>Publication Year: 2024</p> <p>Project Info: FEDORA (Future-oriented Science EDucation to enhance Responsibility and engagement in the society of Acceleration and uncertainty, funded by European Union, Horizon 2020 Programme. Grant Agreement num. 872841,<br> www.fedora-project.eu)</p> <p> </p> <p>Data set Contents</p> <p>The data set consists of:</p> <p>1) Interview transcripts from students who participated in an experimental, twice implemented future-oriented science learning module ("My City of the Future") in Finland over 2022-2023;</p> <p>2) Students' output in future-oriented learning tasks over the module;</p> <p>3) Questionnaire data on students' future thinking;</p> <p>4) Students' background data in aggregate, anonymised form (e.g. gender ratio);</p> <p>5) Processed forms of aforementioned data (such as qualitatively coded datasets).</p> <p> </p> <p>Data set Documentation</p> <p><em>See DOI:10.5281/zenodo.8199147 (TBA)</em></p>
EU-TEACHING / teaching-avionics-dataset
<p>The dataset contains traces concerning the behaviour of critical software tasks of an embedded Flight Management System and generated by during the execution of multiple flight plans. Traces have been generated under diverse conditions spanning both normal execution and anomalous execution due to attacks/irregularities. Such behavioural traces are used as training samples to build the AI-based anomaly detection system which is part of the TEACHING final demonstrators. The dataset is released under a permissive Creative Commons Attribution Non-Commercial ShareAlike 4.0 International public license (CC BY-NC-SA). The dataset is publicly available on the TEACHING Github at https://github.com/EU-TEACHING/teaching-avionics-dataset.</p>
M3 (MADHAV Lab Mistake Detection for Music Teaching Database)
<p><strong>Problem Statement</strong>:</p> <p>Music pedagogy, particularly in India, is an oral-aural tradition where the teacher sings along with the learner, mostly one-on-one. In the most common setup, teaching proceeds in a call-and-response fashion, where the teacher sings a short piece, and the learner repeats the same. For instance, the teacher may trim the original piece to include only the segment sung incorrectly by the learner. If the mistake persists or corresponds to an essential concept, the teacher may take a detour to a series of lessons aiming at cultivating that particular concept. This work is a step towards emulating this paradigm computationally. The teacher’s lessons are recorded priori. A learner is presented with these lessons, one piece at a time, sequentially. As the learner repeats the piece, her mistakes are to be detected computationally. Detection of singing mistakes is the primary task of this work. This is to be accomplished by comparing the teacher’s audio with that of the learner. The concept of tonic or keynote is very essential in Indian classical music. Generally, this note, often along with some other essential ones, is played throughout the performance via a drone instrument known as tanpur ¯ a¯. The pedagogy involves practicing with the drone instrument playing in the background.</p> <p> </p> <p><strong>Dataset</strong>:</p> <p>The dataset thus prepared consists of audio files of two teachers and their disjoint set of learners. A file refers to an audio recording for a single lesson and may typically range between a few seconds to a minute in length. The mistakes of the learners are annotated by two expert teachers. They listen to the teacher’s and the learner’s audio and mark the mistakes in terms of the start time, end time, and mistake category. The mistake can fall into one of the following categories:</p> <ul> <li>F: frequency error</li> <li>A: amplitude error</li> <li>P: pronunciation error</li> <li>T: timing error</li> <li>O: other error. This is followed by a short description of the error</li> </ul> <p>For details on dataset curation and preparation or using it for research, please refer to the supplementing paper <a href="https://www.techrxiv.org/articles/preprint/Automatic_Detection_and_Analysis_of_Singing_Mistakes_for_Music_Pedagogy/23269502/1#:~:text=for%20music%20education.-,Novel%20methods%20are%20proposed%20for%20detecting%20singing%20mistakes%20by%20comparing,based%20model%20for%20comparing%20spectrograms.">here</a>.</p>
Resource for teaching human genetics at the college level to combat harmful misconceptions
<p><span>How we teach human genetics matters for social equity. The biology curriculum appears to be a crucial locus of intervention for either reinforcing or undermining students' racial essentialist views. The Mendelian genetic models dominating textbooks, particularly in combination with racially inflected language sometimes used when teaching about monogenic disorders, can increase middle and high school students' racial essentialism and opposition to policies to increase equity. These findings are of particular concern given the increasing spread of racist misinformation online and misappropriation of human genomics research by white supremacists, who take advantage of low levels of genetics literacy in the general public. Encouragingly, however, teaching updated information about the geographic distribution of human genetic variation and the complex, multifactorial basis of most human traits, reduces students' endorsement of racial essentialism. The genetics curriculum is therefore a key tool in combating misinformation and scientific racism. Here, we describe a framework and example teaching materials for teaching students key concepts in genetics, human evolutionary history, and human phenotypic variation at the undergraduate level. This framework can be flexibly applied in biology and anthropology classes and adjusted based on time availability. Our goal is to provide college instructors with varying levels of expertise with a set of evidence-informed tools for teaching human genetics to combat scientific racism, including an evolving set of instructional resources, as well as learning goals and pedagogical approaches instructors can apply when teaching genetics. Additionally, we hope to generate conversation about integrating modern genetics into the undergraduate curriculum, in light of recent findings about the risks and opportunities associated with teaching genetics.</span></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.