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633 results for “teaching”
Teaching and learning in ecology: a horizon scan of emerging challenges and solutions
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Data for: Gender medicine teaching increases medical students' gender awareness: results of a quantitative online survey
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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
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Inclusive STEM teaching learning community facilitator survey data
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Data from: Building communities of teaching practice and data-driven open education resources with NEON faculty mentoring networks
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From CREATE workshop to course implementation: Examining downstream impacts on teaching practices and student learning at 4-year institutions
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PhyloJunction: a computational framework for simulating, developing, and teaching evolutionary models
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Analysis of factors influencing the network teaching effect of college students in a medical school during the COVID-19 epidemic
<p><strong>Analysis of factors influencing the network teaching effect of college students in a medical school during the COVID-19 epidemic</strong></p>
Anonymised dataset about Finnish teachers' digital technology usage in teaching
<p>Data have been collected in Finland in 2017–2019 from basic education teachers.The dataset is fully anonymised to make it suitable for public opening to support the reported results submitted for publication.</p> <p>Dataset contains the following variables:</p> <ol> <li>Gender (0=female, 1 = male)</li> <li>Municipality (unique numeric identifier)</li> <li>School (unique numeric identifier)</li> <li>Administrative_district (unique numeric identifier)</li> <li>Usage_of_computers_in_teaching (0 = “never”, 1 = “sometimes”, 2 = “weekly”, 3 = “daily”, 4 = “several hours per day”)</li> <li>Usage_of_tablets_in_teaching (0 = “never”, 1 = “sometimes”, 2 = “weekly”, 3 = “daily”, 4 = “several hours per day”)</li> <li>Usage_of_smartphones_in_teaching (0 = “never”, 1 = “sometimes”, 2 = “weekly”, 3 = “daily”, 4 = “several hours per day”)</li> <li>Usage_of_digital_learning_environments_in_teaching (0 = “never”, 1 = “sometimes”, 2 = “weekly”, 3 = “daily”, 4 = “several hours per day”)</li> <li>Usage_of_online_learning_materials_in_teaching (0 = “never”, 1 = “sometimes”, 2 = “weekly”, 3 = “daily”, 4 = “several hours per day”)</li> <li>Usage_of_games_in_teaching (0 = “never”, 1 = “sometimes”, 2 = “weekly”, 3 = “daily”, 4 = “several hours per day”)</li> <li>Usage_of_internet_for_information_in_teaching (0 = “never”, 1 = “sometimes”, 2 = “weekly”, 3 = “daily”, 4 = “several hours per day”)</li> <li>Usage_of_videa_sharing_services_in_teaching (0 = “never”, 1 = “sometimes”, 2 = “weekly”, 3 = “daily”, 4 = “several hours per day”)</li> <li>Usage_of_blogs_in_teaching (0 = “never”, 1 = “sometimes”, 2 = “weekly”, 3 = “daily”, 4 = “several hours per day”)</li> <li>Usage_of_networking_services_in_teaching (0 = “never”, 1 = “sometimes”, 2 = “weekly”, 3 = “daily”, 4 = “several hours per day”)</li> <li>Usage_of_digital_assessment_in_teaching (0 = “never”, 1 = “sometimes”, 2 = “weekly”, 3 = “daily”, 4 = “several hours per day”)</li> <li>Usage_of_mobileapps_in_teaching (0 = “never”, 1 = “sometimes”, 2 = “weekly”, 3 = “daily”, 4 = “several hours per day”)</li> <li>Usage_of_email_in_teaching (0 = “never”, 1 = “sometimes”, 2 = “weekly”, 3 = “daily”, 4 = “several hours per day”)</li> <li>Usage_of_office_suite_in_teaching (0 = “never”, 1 = “sometimes”, 2 = “weekly”, 3 = “daily”, 4 = “several hours per day”)</li> <li>Total_scores_in_ICTskilltest (range 0-30)</li> <li>Age (years in numbers)</li> <li>Digital_self_efficacy (perceived level of competence on a scale of 0-100% in relation to one's own work)</li> <li>In_service_training (perceived adequacy level on a scale of 0 to 100% in relation to one's own work)</li> <li>STEM_teacher (in the case of a teacher of STEM subjects = 1, otherwise = 0)</li> <li>Humanities_social_science_teacher (in the case of a teacher of humanities or social science subjects = 1, otherwise = 0)</li> <li>Arts_skills_teacher (in the case of a teacher of arts and skills subjects = 1, otherwise = 0)</li> <li>Use_of_devices_for_teaching (the sum variable of the use of digital devices, i.e., the maximum use of any type of device)</li> <li>Versatility_of_usage (the sum variable for regular (= at least weekly) use of different applications)</li> <li>Teacher_type (0 = classroom teacher, 1 = subject teacher, missing value = other teaching staff)</li> <li>Classroom_teacher in the case of a classroom teacher = 1, otherwise = 0</li> </ol>
Data from: A novel longitudinal framework aimed at improving the teaching of the neurological examination
Objective: To develop an educational framework basis for improving the teaching of the neurological examination (NE) by asking German neurologists to (i) identify the basic elements of the screening NE, and (ii) nominate the steps they would deem mandatory for medical students to master. Methods: We conducted a questionnaire-based survey among neurologists working in a hospital or ambulatory setting in southwest Germany. To define the screening NE, neurologists were asked to list the NE components they normally use in clinical encounters with patients in whom neurological findings are unlikely. Furthermore, they were asked to identify additional elements of the NE which they would consider mandatory for students to master. Results: Our neurologists nominated a set of 23 elements as being essential for a screening NE. There was high consensus amongst the two groups and the results were concordant with international data. Furthermore, nearly 60 additional maneuvers of the NE were deemed obligatory for students to master. Conclusion: Our results reinforce the international consensus for screening NE components, and confirm a large set of additional examination steps that medical students should master, thereby indicating the need for an educational NE teaching concept. To solve this educational challenge, we propose a longitudinal curriculum that incorporates the "core + clusters" framework, thus combining the screening NE (core) with hypothesis-driven sets of maneuvers (clusters). Based on our data, we provide an initial proposal for the core and neurological diagnostic clusters which is applicable to both novice as well as advanced learners across the continuum of training.
Teaching Development of Distributed Software during COVID-19: An experience report in Brazil
<p>In 2020, the COVID-19 pandemic affected all sectors of society worldwide, including education. Due to the social isolation requirement, several educational institutions used the Emergency Remote Teaching (ERT) approach to keep their courses active, at least partially. This document provides an experience report about using ERT in two courses (Distributed Systems and Software Development for the Cloud) that deal with the Development of Distributed Software Systems. In these two courses, we used three main approaches: synchronous online classes, asynchronous learning videos, and online material available on a Git repository. In some classes, we also adopted active methodologies such as problem-based learning and flipped classroom. Students were evaluated by seminars, tests, and programming activities. In the end, we collected their feedback from an online survey. Forty-two (42) graduate and undergraduate students reported a good level of acceptance of our ERT model. Part of the students had difficulties in doing their programming homework, and the main obstacles reported by them were: (i) their psychological context and (ii) to reconcile the course activities with home tasks as well as the demands of their jobs. Once practical experiences in ERT will be essential for a while given the uncertainty about how long COVID-19 pandemic will remain active, we expect the highlights and drawbacks of our experience could help other professors in planning their courses.</p>
Students' Perspective on Online teaching in higher institutions during COVID 19
<p><strong>Nigeria Students' Perspective on Online teaching in higher institutions during COVID 19Students' Perspective on Online teaching in higher institutions during COVID 19</strong></p>
Banded Rhyolite - Teaching Collection
**Banded Rhyolite (Igneous Extrusive):** This rock is from a silica-rich lava flow. The banding in the rock shows the movement of the lava. Rhyolite lava is very viscous (sticky) and flows slowly. Source: Objaverse 1.0 / Sketchfab
Refactoring Code Smells in Open Source Projects: A Hands-on Approach to Teaching Software Maintenance
<p>Code smells are suboptimal code structures that can undermine software quality and maintainability. On the one hand, software engineers commonly apply refactoring techniques to address these deficiencies and improve internal quality attributes. On the other hand, when performed manually and without discipline, refactoring can lead to code degradation. Despite its importance, refactoring and code smells are rarely explored in depth in undergraduate computing courses, which can be reflected in industry practices. To address this gap, this paper presents a hands-on approach to teaching code smell refactoring through contributions to Open Source Software (OSS) projects, an environment where developers with diverse skill levels collaborate, and maintaining code quality is particularly challenging. Code smells accumulate over time in such scenarios, hindering software evolution and collaboration. Our study in two undergraduate Software Quality and Software Maintenance courses expands on previous findings by incorporating an in-depth analysis of students’ learning experiences. The results indicate that: (i) students rec- ognized improvements in code quality after refactoring; (ii) they identified strong connections between refactoring, testing, and debugging; (iii) their confidence decreased when refactoring required changes across multiple files; (iv) code complexity posed a significant challenge to refactoring; (v) students’ choices of refactoring techniques were influenced by project structure and personal preferences, often combining multiple techniques to address a single smell; (vi) in some cases, refactoring introduced new code smells; (vii) the longest refactoring efforts were also the most likely to reintroduce code smells; (viii) contributing to OSS projects improved students’ programming skills and fostered a sense of professional growth; (ix) students faced challenges in understanding OSS contribution processes, particularly regarding issue resolution, adherence to contribution guidelines, and responding to maintainer feedback; (x) automated checks and review workflows varied across projects, affecting students’ ability to submit successful contributions; and (xi) despite these challenges, engagement with OSS enabled students to gain practical experience in collaborative software development. Our findings offer valuable insights for software engineering educators seeking to integrate refactoring practices into coursework while leveraging OSS contributions as an educational tool.</p>
Analysis of the concept of Digital Teaching Competence: a systematic literature review
<p>The technological revolution experienced in today's society has led educational organisations to assume the responsibility of training skills and abilities for this new context. Despite the high degree of complexity within technology-mediated ecosystems, the scientific literature seems to agree that the development of teachers' digital competence is identified to be a key variable of success. The definition of digital competence is however not clearly delineated. Moreover, direct and indirect interactions within this technology-mediated teaching and learning process are not clearly identified. The objective of this study is to define the concept of Digital Teaching Competence through a Systematic Literature Review published between 2017 and 2022, using the Scopus and Dialnet databases. A total of 316 references in English and Spanish were identified, of which 32 were selected for the final analysis, following the PRISMA protocol guidelines. The results confirm the existence of a high degree of conceptual fragmentation, as well as the lack of agreement on the terminology to be used. There is a need to reach a consensus on a taxonomy that facilitates, on one hand, the analysis of the elements that make up Digital Teaching Competence, and on the other hand, the improvement of the capacity to analyse specific contextual variables that contribute to enhancing technology-mediated teaching and learning processes.</p>
Assessing Challenges to Virtual Education (FACVE) in Emergency Remote Teaching Situations
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Using Reward Contingency as a Language Teaching Strategy to Novices
<p>There are several strategies to enhance language teaching. One of the strategies is pressure (Rau etal., 2006; Lane and Ferreira, 2008; Repak, 2012). In a previous study, four types of pressure were tested on language learners: ego relevance, monitoring pressure, punishment contingency and reward contingency (Abang, 2018). In that study, no type of pressure had a negative impact on performance in language learning. However, reward contingency was seen to have the highest positive impact on performance in language learning. This thus motivated the researcher to investigate the impact of reward contingency on performance in language learning, in the case of novices. Judge and Bono (2000) defined reward contingency as, "providing an adequate exchange of valued resources for followers support." In other words, reward contingency denotes, offering praises, extra marks, awarding hard work with privileges. The present study seeks to demonstrate how reward contingency can enhance performance in language teaching and learning to novices. Novices here refers to language learners who do not use the target language often. In the case of this study French speaking students of ENSET (L'École Normale Supérieure de l'Enseignement Technique) Douala, learning English language, were subjects of the study. We had 95 participants who were divided into an experimental group and a control group. Research instruments were an observation chart, pre-test and post-test. Data were analyzed using descriptive statistics. It was concluded that reward contingency improved class interaction and encouraged the students to ask questions in class.</p>
Comorbidities in Psoriasis Among Iraqi Patients Attending al Yaemouk Teaching Hospital
<p><strong><u><span>ABSTRACT</span></u></strong>:</p> <p><strong>Background</strong>: Psoriasis is a chronic dermatological condition that has been shown to exhibit a correlation with a heightened prevalence of comorbidities, such as the metabolic syndrome. It is recommended that individuals diagnosed with psoriasis have regular screening for metabolic syndrome. <strong>Aim of study</strong>: Is to evaluate the rate of metabolic syndrome and depression in patients with psoriasis in comparison with control patients and to assess association of metabolic syndrome and depression with the severity of psoriasis. <strong>Methods</strong>: This is a case control study conducted in department of dermatology and venereology out-patient in Al Yarmouk teaching hospital, Baghdad, Iraq from January 2022 to January 2023. This study involved 100 psoriatic patients (cases) and 100 patients attended outpatient for other dermatological diseases (controls) and matched for same age and gender, two different questionnaires were used for all study. All patients were subjected to detailed History, complete physical examination, work-up for psoriasis disease diagnosis and further follow-up and management, and evaluation of metabolic syndrome and depression which was achieved by different tools mentioned<span> </span>previously. <strong>Results</strong>: 31% of them were overweighed while other 31% had normal BMI, 72% were normotensive and 78% were not depressed. 58% of psoriatic patients were presented as severe pattern. Psoriasis was significantly seen among obese patients (74.5%, P=0.001), depressed patients (72.7%, P=0.001). Also, it was significantly found in patients with high FBS (71%, P=0.011), hi cholesterol level (69.6%, P=0.02), hi TG (78.6, P=0.026), high<span> </span>LDL<span> </span>(69.2%,<span> </span>P=0.035),<span> </span>and<span> </span>low<span> </span>HDL<span> </span>(72.3%,<span> </span>P=0.001).<span> </span>Severe form of psoriasis was significantly associated with long duration of disease (84%, P=0.005), with obese patients (74.3%, P=0.018), with hypertensive patients (81.3%, P=0.004), and with patients had low HDL (82.4%, P=0.001). <strong>Conclusion</strong>: Psoriatic patients in Iraq had higher prevalence of comorbidities in comparison to those who didn’t have psoriasis. Obesity, hypertension, and low s. HDL are positively correlated with severity of psoriasis. Psoriasis is considered as an associated risk factor that may cause depression.</p> <p><strong><em> </em></strong></p> <p><strong><em>Keyword: Psoriasis, depression, metabolic syndrome, Iraq</em></strong></p> <p><strong><em> </em></strong></p>
Meningkatkan Hasil Belaja Siswa Kelas VIII SMP Islam Kastela Kota Ternate Melalui Penerapan Model Pembelajaran Kooperatif Tipe CTL (Contextual Teaching And Learning)
<p><span>T</span><span>ujuan </span><span>penelitian ini yaitu </span><span>untuk mengetahui peningkatan pembelajaran kooperatif<span> </span>tipe<span> </span><em>CTL<span> </span>(Contextual<span> </span>Teaching<span> </span>And<span> </span>Learning)<span> </span></em>yang<span> </span>dilakukan<span> </span>oleh<span> </span>guru<span> </span>terhadap</span><span> peserta didik</span><span>.<span> </span>pada<span> </span>materi</span><span> Usaha dan Enegri</span><span>.<span> </span>Metode yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas<span> </span>(PTK) yang terdiri dari dua siklus. Siklus I dilaksanakan dalam dua kali tindakan</span><span> </span><span>dan siklus II juga dilakukan dalam dua kali tindakan.<span> </span>Tahapan<span> </span>pelaksanaan<span> </span>penelitian<span> </span>tindakan<span> </span>kelas<span> </span>(PTK)<span> </span>meliputi<span> </span>perencanaan,<span> </span>pelaksanaan, Pengamatan, dan refleksi. Hasil penelitian ini menunjukan bahwa<span> </span>penerapan pembelajaran<span> </span><em>CTL (Contextual Teaching And Learning)<span> </span></em>pada siklus I<span> </span>terdapat nilai rata –rata 56,60% dari 25 </span><span>peserta didik</span><span> di siklus ini </span><span>peserta didik</span><span> belum memenuhi<span> </span>kriteria ketuntasa</span><span>n</span><span> sedangkan pada siklus II nilai rata-rata<span> </span>(77,20%) mengalami<span> </span>ketuntasan<span> </span>sehingga<span> </span>dapat<span> </span>disimpulkan<span> </span>bahwa<span> </span>penerapan<span> </span>model<span> </span>pembelajaran<span> </span>kooperatif tipe <em>CTL </em>dapat meningkatkan hasil belajar Peserta didik<span> </span>Kelas VIII<span> </span>SMP<span> </span></span><span>Islam Kasetela </span><span>Kota<span> </span>Ternate</span></p>
Supplements and underlying data for the study: Using Health Claims to Teach Evidence-Based Practice to Healthcare Students: A Mixed Methods Study
<p>Supplements and English translation of the Norwegian data sets, in addition to checklists for the manuscript.</p>
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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.