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633 results for “teaching”
Supplemental Material: Analysis of video games on the teaching-learning process in children from 3 to 4 years old
<p>Supplementary material of the results obtained in the paper Analysis of video games on the teaching-learning process in children from 3 to 4 years old.</p>
A Systematic Mapping of Games for Teaching Programming
<div><span>To answer the Research Question RQ1 - Which games are used to teach programming? the following Table </span><span>(appendix A) was created. The table's fields are described as follows:</span></div> <div> <ul> <li><strong>Code</strong>: Reference code used in this mapping.</li> <li><strong>Name</strong>: Name of the game as described in the study, in omitted cases it has been inserted (name not found).</li> <li><strong>References</strong>: Bibliographic reference in APA format.</li> </ul> </div>
Resources for the paper "Teaching a Multilingual Large Language Model to Understand Multilingual Speech via Multi-Instructional Training"
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Dataset for Systematic Review on Cross-Disciplinary Teaching Sequences in Biology and Geology
<p>This dataset supports a systematic review evaluating the effectiveness of cross-disciplinary and chronological teaching sequences in secondary education, focusing on biology and geology. The dataset is divided into two main sheets:</p> <ol> <li><strong>GENERAL:</strong> Contains metadata for 82 studies, including study titles, authors, publication years, sources, search criteria, and inclusion/exclusion criteria. This sheet also includes notes on study focus and relevance, as well as DOIs for traceability.</li> <li><strong>DATA EXTRACTION:</strong> Provides detailed information extracted from selected studies, such as objectives, methodologies, participants, interventions, comparators, outcomes, and results. Additionally, it includes quality assessments and notes to contextualize the findings.</li> </ol> <p><strong>Use Case:</strong><br>This dataset is intended for researchers and educators in science education to explore the impact of interdisciplinary teaching methods on learning outcomes, critical thinking, and student engagement in STEM fields.</p> <p><strong>Format:</strong> The dataset is provided in Excel format (.xlsx) and is structured for easy access and reproducibility.</p>
Teaching Datasets for Single-Cell RNA-seq Analysis Course
<p>This repository contains teaching datasets used in the Single-Cell RNA-seq Analysis Course, which is part of the SeuratExtend project (<a href="https://github.com/huayc09/SeuratExtend">https://github.com/huayc09/SeuratExtend</a>). The course materials are available at <a href="https://huayc09.github.io/SeuratExtend/#single-cell-rna-seq-analysis-course-new-in-v110-1">https://huayc09.github.io/SeuratExtend/#single-cell-rna-seq-analysis-course-new-in-v110-1</a>, with code and scripts hosted at <a href="https://github.com/huayc09/single-cell-course">https://github.com/huayc09/single-cell-course</a>.</p> <p>The datasets include:</p> <ol> <li>3k Peripheral Blood Mononuclear Cells (PBMCs)</li> <li>Paired PBMC samples processed with 10x Genomics' 3' kit</li> <li>Paired PBMC samples processed with 10x Genomics' 5' kit</li> </ol> <p>All original data were obtained from 10x Genomics (<a href="https://www.10xgenomics.com/resources/datasets">https://www.10xgenomics.com/resources/datasets</a>) and processed for educational purposes.</p>
Small model output dataset for teaching use
<p>Small model output dataset from CAM6-Nor for teaching use.</p>
Dataset of Teaching anxiety, stress and resilience of academic professionals in Mexico, using the adapted COVID-19 stress scales (ACSS)
<p>Datasets for Academic professionals</p>
Teaching, sharing experience and innovation
<p>Teaching is widely understood to have an important role in cultural transmission. But cultural transmission experiments typically do not document or analyse what happens during teaching. Here, we examine the content of teaching during skill transmission under two conditions: in the presence of the artefact (no-displacement condition) and in the absence of the artefact (displacement condition). Participants built baskets from various materials to carry as much rice as possible before teaching the next participant in line. The efficacy of baskets increased over generations in both conditions, and higher-performing baskets were more frequently copied, however the weight of rice transported did not differ between conditions. Displacement affected the choice of strategy by increasing innovation. Teachers shared personal experience more to discuss non-routine events (those departing from expectations) than they did other types of teaching, especially in the presence of the artefact. Exposure to non-routine experience sharing during teaching increased subsequent innovation, supporting the idea that sharing experience through activities such as storytelling serves a sensemaking function in teaching. This study thus provides experimental evidence that sharing experience is a useful teaching method in the context of manual skill transmission.</p>
Virtual peer teaching in the anatomy lab
<p>Peer teaching is a powerful educational tool utilized in medical school curricula. Previously, first-year medical students taught their peers about the gross anatomical structures they had dissected in the anatomy lab. While this strategy provided an opportunity for students to learn from one another, there were unintended outcomes including difficulty engaging all students in the exercise. In light of these observations, along with the need to limit student numbers in the lab as a result of the COVID-19 pandemic, a strategy was developed in which students could conduct their anatomy peer teaching in a virtual environment. The goal was to establish an effective and efficient means for students to teach and learn from one another in a virtual setting. Here, students, working in groups of 4 members, were tasked with the following: 1) Find and label 4-5 assigned structures on cadaver-based images; 2) Provide a rationale for labeling; 3) Discuss something relevant about the structure; 4) Prepare a 5-minute video presentation of steps 1-3; and 5) Review and provide meaningful feedback on another group's video presentation. While students performed well on these assignments, feedback from students indicated several drawbacks such as excess time editing their videos, concerns about the validity of the information provided by their peers, and the timing of peer teaching to be non-conducive to learning. Although the students viewed the virtual peer teaching negatively, we were successful in developing a platform in which students participated more equally in peer teaching. Recommendations to those considering this platform include careful consideration of the timing of peer teaching activities and faculty feedback as well as the technology used.</p>
Python notebooks as a pedagogical tool to teach NOT data reduction
<p>We will present a series of seven Python Jupyter Notebooks designed to teach master-level students the basic steps of data reduction for observations with the Alhambra Faint Object Spectrograph and Camera (ALFOSC). This pedagogical tool, which translates IRAF tasks into the widespread Python language, has been successfully deployed for the course “Observational Astrophysics II” at the Department of Astronomy of Stockholm University. Each notebook introduces the students to one specific task of the data reduction explaining the purpose of that task, how it is implemented and guiding the students through the completion of the task. With a hands-on approach, this allows the students to understand the reason behind each step and to test directly what is the effect of each step, thanks to interactive plots of the data and the intermediate products. In addition to its educational value, this material can be expanded to reach the quality needed for scientific works. Therefore it could offer a starting point for developing a personalised data reduction for a given scientific problem. A complete version of the material is publicly available at https://github.com/astrojuggler/data-reduction-Obs-II-course. This project has been financed by Stockholm University - Department of Astronomy with a grant earned by Professor Matthew Hayes.</p>
Teaching Practices for DevOps Concepts
<p>DevOps represents a set of practices that integrate software development and IT operation, now widely adopted in the software industry. It involves implementing various vital concepts, such as a culture of collaboration, continuous delivery, and infrastructure as code. From an educational perspective, it is essential to understand if existing courses teach DevOps fundamental concepts. This work presents a study that analyzes how DevOps courses address DevOps concepts in their teaching methodologies. We analyzed 15 courses available on GitHub by 38 DevOps concepts (e.g., continuous delivery) from Leite et al. Our results show a panorama of teaching over DevOps concepts. The analyses also identified teaching activities like lectures and projects. These results can guide educators as a reference for course improvements. The results also suggest several opportunities for researchers to improve DevOps teaching.<br> </p>
Teaching software processes from different application domains
<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 teaching 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 processes improvement. In this context, teaching software processes 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 apply 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 and games. The processes were modeled in the EPF composer tool based on references from the literature for each domain. In the end, we evaluated the process modeling practice with the students. We concluded that the modeling tool and the maturity in the domain are essential for the good performance of the process.<br> </p>
Micaceous Sandstone - Teaching Collection
**Micaceous Sandstone (Sedimentary):** This sandstone was formed underwater as layers and layers of sediment built up on top of each other. The grainy texture is caused by the individual grains of sand which makes up this rock. The sparkly appearance of this rock is a result of the higher than average content of muscovite mica, a form of mineral. Source: Objaverse 1.0 / Sketchfab
Additional Material for Debiasing Architectural Decision-Making: Teaching Software Practitioners
<p>Additional material for the paper subsmission "Debiasing Architectural Decision-Making: Teaching Software Practitioners".<br><br>Coding_info.xlsx - Code description as well as code measurements for all coded values.<br>Experiment-plan.docx - Instructions used by authors which performed the experiment.<br>Debiasing-workshop-plan.docx - Instruction for the teacher conducting the workshop, specifying what should be done while showcasing particular presentation slides.<br>Debiasing-workshop-slides.pptx - Slides used during the debiasing workshop.<br>Questionaire_and_test.xlsx - Questionnaire used to gather information about the participants + Simple test used as the last step of the workshop.</p>
Conformity of E-Learning for Teaching and Learning in Ethiopian Higher Education: Analysis on User-Friendliness of E-Resources
<p>The study investigated the practicability of e-learning for teaching and learning in Ethiopian higher education in terms of availability, clarity, accessibility in terms of accommodation and economy. The research looked into the roles of e-provisions based on the country’s Information and Communication Technology (ICT) in education policy guidelines as benchmark. Descriptive survey research design was used in the research since the study focused on indicating status than in-depth institution-based analysis of technology-use in education. Two higher institutions were selected for their relative proximity and viability for data collection. Data for the research were collected from 150 students, 4 technical support renderers and 30 teachers. Instruments of data collection were binary mode questionnaires and semi-structured interviews. Findings indicated shortage in a purpose-orientation, weak cross-institutional interchange and low mainstreaming of e-resources for course-provision. Though initiatives were high to use e-resources across lessons, shortage in internet access and prevailing digital divides were common barriers. Selective use of e-learning was witnessed on the part of technical support providers. multiplier effects in sharing experiences were not practiced among the teachers. Purpose-conformity was met on highly individualized bases. inter-institutional experiential exchange was insufficient though there was high emphasis on supporting selected instructional strings.</p>
Corpus of Literature: Approaches to teaching software project management: a systematic literature review
Open the record for dataset details and reuse information.
Teaching Data Set for Reproducible Research
<p>I use this data set in teaching settings.</p>
The evolution of teaching and anti-teaching: journal submission
<p>A mathematica notebook and C++ code to solve for the model described in the submitted article "The evolution of teaching and anti-teaching".</p>
Dataset for "Open Educational Resources for distributed hands-on teaching in molecular biology"
<p>This is the raw data for an article that describes novel OER consisting of low cost and locally produced public domain biological reagents, open source hardware and free software collaborative notebooks to teach LAMP DNA amplification, RT-PCR RNA detection, enzyme kinetics and fluorescence imaging. </p>
Web portal for teaching and practicing controlled experiments in Software Engineering - Tests Dataset
<p>The Test Dataset for the Web portal for teaching and practicing controlled experiments<br>in Software Engineering, developed by Fernando S. Grande, Edson OliveiraJr and André F.R. Cordeiro</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.