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.
45
datasets available to search
ShareScore release 0.9.0
Dataset results
45 results for “Open education”
Stories on Open Educational Practices in German Higher Education
<p><strong>Stories on Open Educational Practices in German Higher Education by Sigrid Fahrer, </strong><a href="#_oewao57q7xt8"><strong>Tamara Heck</strong></a><strong>, </strong><a href="#_fronuh2cauex"><strong>Ronny Röwert</strong></a><strong>, </strong><a href="#_oshco7u6xx6k"><strong>Naomi Truan</strong></a></p> <p><em>citation suggestion: </em>Fahrer, S., Heck, T., Röwert, R., Truan, N. (2022). Stories on Open Educational Practices in German Higher Education. Data set on autoethnographic reflections. <a href="https://doi.org/10.5281/zenodo.7326390">https://doi.org/10.5281/zenodo.7326390</a></p> <p>The stories are part of the autoethnographic reflections of the four practitioners. They are based on the following research papers:</p> <ul> <li>Cronin, C. (2017). Openness and Praxis: Exploring the Use of Open Educational Practices in Higher Education. The International Review of Research in Open and Distributed Learning, 18(5). <a href="https://doi.org/10.19173/irrodl.v18i5.3096">https://doi.org/10.19173/irrodl.v18i5.3096</a></li> <li>Hegarty, B. (2015). Attributes of Open Pedagogy: A Model for Using Open Educational Resources. Educational Technology, 55(4), 3–13. <a href="https://upload.wikimedia.org/wikipedia/commons/c/ca/Ed_Tech_Hegarty_2015_article_attributes_of_open_pedagogy.pdf">https://upload.wikimedia.org/wikipedia/commons/c/ca/Ed_Tech_Hegarty_2015_article_attributes_of_open_pedagogy.pdf</a></li> <li>Mayrberger, K. (2020). Open Educational Practices (OEP) in Higher Education. In M. A. Peters (Ed.), Springer eBook Collection. Encyclopedia of Educational Philosophy and Theory (pp. 1–7). Springer. <a href="https://doi.org/10.1007/978-981-287-532-7_710-1">https://doi.org/10.1007/978-981-287-532-7_710-1</a>.</li> <li>Wiley, D., & Hilton III, J. L. (2018). Defining OER-Enabled Pedagogy. The International Review of Research in Open and Distributed Learning, 19(4). <a href="https://doi.org/10.19173/irrodl.v19i4.3601">https://doi.org/10.19173/irrodl.v19i4.3601</a></li> </ul>
Open Education in European Libraries of Higher Education 2023 Dataset
<p>This is the dataset that appends the 2023 edition of the SPARC Europe Open Education Survey amongst Higher Education institutions in Europe, in consultation with the European Network of Open Education Librarians (ENOEL). The report is for policymakers and practitioners who support or intend to support OE and OER in higher education institutions and academic libraries. </p>
Umfragedaten: Studentische Perspektiven auf Open Educational Resources in der Rechtswissenschaft
<p>Der Datensatz enthält die Rohdaten, ausgewerteten Daten und das dazugehörige R-Skript für eine 2022 durchgeführte Umfrage unter Studierenden der Rechtswissenschaft in Deutschland zu Chancen und Grenzen von Open Educational Resources. Für weitere Fragen zu der Umfrage wenden Sie sich bitte an <a href="https://www.jura.uni-muenster.de/de/institute/lehrstuhl-fuer-oeffentliches-recht-voelker-und-europarecht-sowie-empirische-rechtsforschung/team/weitere-personen/max-milas/">Max Milas</a> oder <a href="https://www.jura.fu-berlin.de/fachbereich/einrichtungen/oeffentliches-recht/lehrende/calliessc/Mitarbeiterinnen-und-Mitarbeiter/Wissenschaftliche_Mitarbeiter_innen/Valentina-Chiofalo/index.html">Valentina Chiofalo</a>. </p>
Relevance of national policy in the provision of open data on South African higher education sector
<p>Spreadsheet providing breakdown of the national Acts, Bills and Standards relevant to sharing open data on the governance of higher education in South Africa. Data generated as a component of the situational analysis conducted for the 'Use of open data in the governance of South African higher education' research project, in the IDRC/WWWF 'Exploring Emerging Impacts of Open Data in the South' initiative.</p>
DATASET SPARC Europe Open Education in European Libraries of Higher Education Survey 2022
<p>This is the anonymised dataset for the 2022 edition of the SPARC Europe Open Education Survey amongst Higher Education libraries in Europe.</p>
Open Data as driver of critical data literacies in Higher Education: Which Data, Which Openness, Which Care?
<p>This Zenodo item contains the Report and subsidiary resources and dataset on the results of the workshop undertaken by the authors: "Open Data as driver of critical data literacies in Higher Education".</p> <p>Workshop Details:</p> <ul> <li>A workshop session offered at the OER20 [online] conference</li> <li><a href="https://oer20.oerconf.org/sessions/o-060/">https://oer20.oerconf.org/sessions/o-060/</a></li> <li>Wed, Apr 1 2020</li> <li>Theme: <a href="https://oer20.oerconf.org/tracks/open-education-for-civic-engagement-and-democracy/">Open education for civic engagement and democracy</a></li> <li>Access to the <a href="https://eu.bbcollab.com/collab/ui/session/playback/load/0983399114454947ba11426abbb3e17e">Recorded Session</a></li> </ul> <p>The workshop explored the educational potential of Open Data as a driver of interdisciplinary dialogue in learning design and pedagogical practices. It offered instruments for designing educational interventions in two simple phases:</p> <ol> <li>A conceptual (but dialogical!) introduction</li> <li>A “hands on” exercise</li> </ol> <p>The virtual environment used was Blackboard Collaborate as organized and supported by ALT and the OER20 Committee. In these conditions, 73 participants (conference attendees and external participants) engaged in the activity. The participants that expressed their geographical positions (when introducing themselves via the chat in the virtual conference environment) showed diversity, though most participants came from the UK, elsewhere in Europe, and some from Latin America.</p>
Additional data to the article "Educational Open Government Data in Germany"
<p>This dataset contains the raw data of the quantitative evaluation of German open government portals, conducted in March 2020 as well as the questions to the interviews we conducted with researchers from educational research.</p>
South African Open Data in Higher Education: Sources, resources and providers
<p>Spreadsheet of data sourced on South African sources, resources and providers of higher education open data. Composed through desk review as principle component of the situational analysis conducted for the 'Use of open data in the governance of South African higher education' research project, in the IDRC/WWWF 'Exploring Emerging Impacts of Open Data in the South' initiative.</p>
Interview data on provision and use of open data in South African higher education
<p>Data from interviews conducted with university planners, higher education studies researchers and the South African Department of Higher Education and Training (DHET). Data sourced for the 'Use of open data in the governance of South African higher education' research project, in the IDRC/WWWF 'Exploring Emerging Impacts of Open Data in the South' initiative.</p>
Survey: Open Science in Higher Education
<p>Open Science in (Higher) Education – data of the February 2017 survey</p> <p>This data set contains: </p> <ul> <li>Full raw (anonymised) data set (completed responses) of Open Science in (Higher) Education February 2017 survey. Data are in xlsx and sav format.</li> <li>Survey questionnaires with variables and settings (German original and English translation) in pdf. The English questionnaire was not used in the February 2017 survey, but only serves as translation.</li> <li>Readme file (txt)</li> </ul> <p>Survey structure</p> <p>The survey includes 24 questions and its structure can be separated in five major themes: material used in courses (5), OER awareness, usage and development (6), collaborative tools used in courses (2), assessment and participation options (5), demographics (4). The last two questions include an open text questions about general issues on the topics and singular open education experiences, and a request on forwarding the respondent’s e-mail address for further questionings. The online survey was created with Limesurvey[1]. Several questions include filters, i.e. these questions were only shown if a participants did choose a specific answer beforehand ([n/a] in Excel file, [.] In SPSS). </p> <p>Demographic questions</p> <p>Demographic questions asked about the current position, the discipline, birth year and gender. The classification of research disciplines was adapted to general disciplines at German higher education institutions. As we wanted to have a broad classification, we summarised several disciplines and came up with the following list, including the option “other” for respondents who do not feel confident with the proposed classification:</p> <ul> <li>Natural Sciences</li> <li>Arts and Humanities or Social Sciences</li> <li>Economics</li> <li>Law</li> <li>Medicine</li> <li>Computer Sciences, Engineering, Technics</li> <li>Other</li> </ul> <p>The current job position classification was also chosen according to common positions in Germany, including positions with a teaching responsibility at higher education institutions. Here, we also included the option “other” for respondents who do not feel confident with the proposed classification:</p> <ul> <li>Professor</li> <li>Special education teacher</li> <li>Academic/scientific assistant or research fellow (research and teaching)</li> <li>Academic staff (teaching)</li> <li>Student assistant</li> <li>Other</li> </ul> <p>We chose to have a free text (numerical) for asking about a respondent’s year of birth because we did not want to pre-classify respondents’ age intervals. It leaves us options to have different analysis on answers and possible correlations to the respondents’ age. Asking about the country was left out as the survey was designed for academics in Germany.</p> <p>Remark on OER question</p> <p>Data from earlier surveys revealed that academics suffer confusion about the proper definition of OER<sup><sup>[2]</sup></sup>. Some seem to understand OER as free resources, or only refer to open source software (Allen & Seaman, 2016, p. 11). Allen and Seaman (2016) decided to give a broad explanation of OER, avoiding details to not tempt the participant to claim “aware”. Thus, there is a danger of having a bias when giving an explanation. We decided not to give an explanation, but keep this question simple. We assume that either someone knows about OER or not. If they had not heard of the term before, they do not probably use OER (at least not consciously) or create them. </p> <p>Data collection</p> <p>The target group of the survey was academics at German institutions of higher education, mainly universities and universities of applied sciences. To reach them we sent the survey to diverse institutional-intern and extern mailing lists and via personal contacts. Included lists were discipline-based lists, lists deriving from higher education and higher education didactic communities as well as lists from open science and OER communities. Additionally, personal e-mails were sent to presidents and contact persons from those communities, and Twitter was used to spread the survey.</p> <p>The survey was online from Feb 6<sup>th</sup> to March 3<sup>rd </sup>2017, e-mails were mainly sent at the beginning and around mid-term. </p> <p>Data clearance</p> <p>We got 360 responses, whereof Limesurvey counted 208 completes and 152 incompletes. Two responses were marked as incomplete, but after checking them turned out to be complete, and we added them to the complete responses dataset. Thus, this data set includes 210 complete responses. From those 150 incomplete responses, 58 respondents did not answer 1st question, 40 respondents discontinued after 1st question. Data shows a constant decline in response answers, we did not detect any striking survey question with a high dropout rate. We deleted incomplete responses and they are not in this data set.</p> <p>Due to data privacy reasons, we deleted seven variables automatically assigned by Limesurvey: submitdate, lastpage, startlanguage, startdate, datestamp, ipaddr, refurl. We also deleted answers to question N<sup>o</sup> 24 (email address).</p> <p>References</p> <p>Allen, E., & Seaman, J. (2016). <em>Opening the Textbook: Educational Resources in U.S. Higher Education, 2015-16.</em></p> <p> </p> <p>First results of the survey are presented in the poster:</p> <p>Heck, Tamara, Blümel, Ina, Heller, Lambert, Mazarakis, Athanasios, Peters, Isabella, Scherp, Ansgar, & Weisel, Luzian. (2017). Survey: Open Science in Higher Education. Zenodo. http://doi.org/10.5281/zenodo.400561</p> <p>Contact:</p> <p>Open Science in (Higher) Education working group, see http://www.leibniz-science20.de/forschung/projekte/laufende-projekte/open-science-in-higher-education/.</p> <p> </p> <p>[1] https://www.limesurvey.org</p> <p>[2] The survey question about the awareness of OER gave a broad explanation, avoiding details to not tempt the participant to claim “aware”. </p>
Finding Open Educational Resources and Courses
<p>This is a flyer designed for the CLARIN Annual Conference 2023 to raise awareness about the platforms available within the CLARIN and DARIAH research infrastructures to create, host and disseminate <strong>open learning and training resources</strong>, such as the <a href="https://www.clarin.eu/content/learning-hub"><i>CLARIN Learning Hub</i></a><i>, </i><a href="https://campus.dariah.eu/"><i>DARIAH Campus</i></a><i>,</i><a href="https://teach.dariah.eu/"><i> #dariahTeach</i></a><i>, </i><a href="https://marketplace.sshopencloud.eu/"><i>SSH Open Marketplace</i></a><i>, </i><a href="https://dhcr.clarin-dariah.eu/info"><i>DH Course Registry</i></a> and the learning resources developed in the <a href="https://upskillsproject.eu/deliverables/io3/upskills_learning_materials/"><i>UPSKILLS project</i></a>.</p>
Opening education in the MENA region: In-depth interviews and Focus Group data with experts in open education in Egypt, Jordan, Lebanon, Morocco and Palestine.
<p>The two data sets presented here are part of a study which aimed at identifying cultural barriers in the adoption of open education in higher education in the Middle East, specifically in Egypt, Jordan, Lebanon, Morocco and Palestine. This study was conducted in the context of OpenMed – “Opening up Education in South-Mediterranean countries” (<a href="https://openmedproject.eu/">https://openmedproject.eu/</a>), an international cooperation project co-funded by the <a href="http://eacea.ec.europa.eu/erasmus-plus/actions/key-action-2-cooperation-for-innovation-and-exchange-good-practices/capacity-0_en">Erasmus+ Capacity Building in Higher Education programme</a> of the European Union during the period 15 October 2015 – 14 October 2018.</p> <p>The first document presents the transcripts of in-depth interviews (N=7) conducted in February 2018 through Skype with open education experts, from seven universities: namely: Alexandria University (Egypt), Cairo University (Egypt), German Jordanian University (Jordan), Princess Sumaya University of Technology (Jordan), Notre Dame University (Lebanon), Birzeit University (Palestine) and An-Najah University (Palestine). The second document is a transcript of a focus group which took place in Agadir (Morocco) in May 2018, with open education experts from eight universities: Alexandria University (Egypt), Cadi Ayyad University (Morocco), Cairo University (Egypt), German Jordanian University (Jordan), Ibn Zohr University (Morocco), Princess Sumaya University of Technology (Jordan), and An-Najah University (Palestine). Both the interviews and the focus group were conducted in English, digitally recorded and transcribed verbatim.</p> <p>For a rationale on the cultural factors impacting adoption of open educational practices see:</p> <ul> <li>Maya-Jariego, I. (2017). Localising Open Educational Resources and Massive Open Online Courses. In F. Nascimbeni, D. Burgos, A. Vetrò, E. Bassi, D. Villar-Onrubia, K. Winpenny, I. Maya Jariego, O. Mimi, R. Qasim, & C. Stefanelli (Eds.), <em>Open Education: fundamentals and approaches. A learning journey opening up teaching in higher education</em>. Erasmus+ Programme of the European Union.</li> </ul> <p>Project n.: 561651-EPP-1-2015-1-IT-EPPKA2-CBHE-JP</p>
Figures 2 and 3 in HighRes for Springer book chapter "Online Infrastructures For Open Educational Resources"
<p>Figure 2 and Figure 3 in high resolution for the book chapter:</p> <p>Marín, V. I., & Villar-Onrubia, D. (in press, 2022). Online Infrastructures For Open Educational Resources. In I. Jung & O. Zawacki-Richter (Eds.), <em>Handbook of Open, Distance and Digital Education</em> (Global Perspectives and Internationalization). Springer. <a href="https://doi.org/10.1007/978-981-19-0351-9_18-1">https://doi.org/10.1007/978-981-19-0351-9_18-1</a></p> <p>----</p> <p>Details for the figures:</p> <p>Fig. 2 Examples of national and regional digital infrastructures in Europe. (Note: The original figure of the Europe map was created by Commons user Alexrk2, CC BY-SA 3.0, shared via Wikimedia Commons)</p> <p>Figure 3. Examples of national and regional digital infrastructures in South America. (Note: The original figure of the South America map was created by TUBS, CC BY-SA 3.0, shared via Wikimedia Commons)</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>
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>
Educational and Career Trajectories in Russia: Open Datasets
<p>The datasets contain data retrieved from the “Jobs in Russia portal”. The datasets contain information about the education, work experience, desired salary and some demographic characteristics of candidates who posted their CVs on the portal between 2015 and 2023. The datasets cover 83 regions of Russia. Dataset 1 contains information on the education and career trajectories (N=6221439), while Dataset 2 contains the information about the general activity of unemployed and job seeking candidates (N=7662089). Each candidate has a unique ID and there are characteristics such as age, education type, region, working experience. The datasets are available as .csv files. </p> <p>Dataset 1 is designed to study educational and career trajectories. It was obtained by aggregating all CVs for each candidate into a single record with a unique id_candidate, then normalizing text information about the candidates' work experience and education, and finally excluding records that do not contain required information. </p> <p>Dataset 2 includes all records for the available period, but only covers general information and the activity metric. It might be useful to study the general portal dynamics and, therefore, the activity on the Russian labor market.</p> <p>For citation, please use the data paper: Valko, D., Vasilevskaia, M., Bunina, M., Kozlova, M., Filippova, A. M., & Rud, D. (2024). Educational and Career Trajectories in Russia: Introducing a New Source and Datasets with a High Granularity. Research Data Journal for the Humanities and Social Sciences. <a href="https://doi.org/10.1163/24523666-bja10046" rel="nofollow">https://doi.org/10.1163/24523666-bja10046</a></p>
Open Educational Practice (OEP): collection of scenarios
<p>This diagram visualizes an exemplary selection of applications of the paradigm of open educational practices.</p> <p>Beginning with the stage of preparing a teaching unit (seminar, school lesson, etc. ) with corresponding open material (e.g. OER) (<em>light red</em>), we then move to the stage of sharing this unit and its content with the seminar, class, etc. online (<em>orange</em>). The next stage comprises making active use of the introduced content/material in a collaborative learning context as part of this seminar or working group) (<em>yellow</em>). This then might include, or be followed up by, shared instances of revising and optimization of the materials used, based on the experiences made and feedback gained during the session (<em>green</em>). Further contemplating on the experiences made, the teacher and/or the learners involved share their thoughts on these practices and examples online (<em>blue</em>).</p> <p>The diagram lists the described stages' scenarios (<em>text on the right</em>) and corresponding open tools (ideally open source) (<em>icons below the rainbow</em>).</p> <p>What needs to be emphasized here is the possibility of an iterative process optimization. This points towards the possibility of not necessarily going through Stage 1 (<em>light red</em>) in a linear way up to the last stage (<em>blue</em>), but rather making use of continuous back- and cross-referencing of neighbouring stages (<em>indicated in the graphic via fluid color transitions</em>).</p> <p>***</p> <p>The graphic is provided in various formats (ai, psd, png, jpg, eps, svg) and released as Creative Commons Zero (CC0), so as to be open for further remixing ;)</p> <p>***</p> <p><em>To the extent possible under law, <a href="https://zenodo.org/record/1183806"> Tobias Steiner</a> has waived all copyright and related or neighboring rights to '</em>Open Educational Practice (OEP): collection of scenarios<em>'. This work is published from: Germany.</em></p>
Is there a social life in Open Data? Open datasets exploring practices in Educational Technology Research
<p>In the landscape of Open Science, Open Data [OD] plays a crucial role as data are one of the most basic components of research despite their diverse formats across scientific disciplines. Opening up data is a recent concern for policy makers and researchers as the basis for good open science practices. The common factor underlying these new practices – the relevance of promoting open data circulation and reuse – is mostly a social form of knowledge sharing and construction. However, while data sharing is being strongly promoted by policy making and is becoming a frequent practice in some disciplinary fields, open data sharing is much less developed in social sciences and in educational research.</p> <p>The Open Data hereby introduced is composed of two integrated datasets which collect data relating practices of Open Data publication and sharing in the field of Educational Thecnologies. This data was collected to suport the aim of investigating open data sharing in a selection of open data repositories as well as in the academic social network site ResearchGate.</p> <p>The research questions addressing this study are:</p> <ol> <li>Do researchers in the field of Educational Technology publish Open Datasets [ODs]?</li> <li>To which extent are ODs compliant with the FAIR data principles?</li> <li>What is the social life relating to the ODs in terms of the metrics provided by the OD portals? As a subsidiary question: 3.a- To what extent do open data portals allow researchers to cultivate social practices around OD?</li> </ol> <p> </p> <p>In order to investigate OD presence in ResearchGate, the following research aim guided the second part of the study: Analysis of the presence of the same selected OD in ResearchGate and of the type of social activity OD exhibited by OD according to ResearchGate mètrics.</p> <p>The Open Data here presented is composed by two datasets.</p> <ol> <li>23 datasets extracted out from 82 randomly selected datasets, from an inital total of 633. The data set presents a Codebook explaining the several categories of analysis or variables and the values assigned to the same. Since the analysis was performed in two phases (first selection and screening, second selection and classification) the codebook is divided in two tables. Moreover, the data set contains 6 Worksheets, ordered taking the workflow as reference: Codebook, Dataset_Extraction, Analysis_Workflow, Selected_Analysis. This dataset has been produced and curated by J.E.Raffaghelli</li> <li>The analysis of correspondance for the 23 datasets in ResearchGate. The data set presents a Codebook, and is divided into two worksheets: Codebook, ODT&RG. The last worksheet introduces the comparison between the social mètrics within RG of the found datasets and the relating papers. This dataset has been produced and curated by S. Manca and J.E. Raffaghelli.</li> </ol>
OpenIng - Open Access und Open Educational Resources in den Ingenieurwissenschaften : Fragebogen zur bundesweiten Umfrage
<p>Im Rahmen eines vom Bundesministerium für Bildung und Forschung (BMBF) geförderten Verbundprojekts der TU Darmstadt, TU Braunschweig und der Universität Stuttgart startete im Oktober 2018 eine Befragung zum Publikationsverhalten in den Ingenieurwissenschaften im deutschsprachigen Raum. Ziel des Projekts OpenIng ist, nach den Ergebnissen einer Bedarfsermittlung zielgerichtete Services zu etablieren, die das Publizieren in Open Access erleichtern sollen. Forscherinnen und Forscher waren aufgerufen, sich an der Umfrage zu beteiligen und hiermit an ihr Fach angepasste Services mit zu entwickeln und so den Prozess Richtung freie Verfügbarkeit von Wissenschaft mit zu gestalten. Grundlage für eine Entwicklung neuer Angebote sind die Ergebniss aus den Online-Fragebögen.</p>
Media education to Open Science | Education des médias à Open Science
<p><strong>Open Science - an opportunity for science journalism -> Poster in English <em>It's Time</em></strong></p> <p>Well-known Swiss media such as RTS, Le Temps or NZZ have sometimes relayed dubious scientific articles. This brings the idea of training journalists at Open Science to acquire new tools and avoid the spread of<em> 'flawed or fake science'</em>. The Swiss National Science Foundation (SNSF) has been providing media training to researchers for years. In turn, journalists and institutional communicators could be trained in Open Science to improve - the selection of scientific content to relay - and the accuracy of the reports. A proposal was formulated in the form of posters at the <a href="http://memento.epfl.ch/event/swissuniversities-open-science-action-plan-kick-of/">swissuniversities Open Science Action Plan: Kick-Off Forum of 17 October 2019</a>. Swissuniversities and the SNSF can unite and begin to make a commitment to raise the awareness of journalists and institutional communicators at Open Science.</p> <p><strong>Open Science - une opportunité pour le journalisme scientifique -> Poster en français <em>Il est Temps</em></strong></p> <p>Des médias réputés tels que la RTS, Le Temps ou la NZZ ont parfois relayé des articles scientifiques douteux. Ce qui amène l’idée d’une formation des journalistes à Open Science pour aquérir de nouveaux outils et éviter la propagation de '<em>flawed ou fake science'. </em>Le Fond National Suisse (FNS) offre des formations aux médias aux chercheurs depuis des années. A leur tour, les journalistes et communicants institutionnels pourraient être formés à Open Science pour améliorer - la sélection de contenus scientifiques à relayer - et la précision des comptes rendus. Une proposition a été formulée sous forme de posters à l’occasion de <a href="http://memento.epfl.ch/event/swissuniversities-open-science-action-plan-kick-of/">swissuniversities Open Science Action Plan: Kick-Off Forum du 17 octobre 2019</a>. Swissuniversities et le FNS peuvent s'unir et commencer à s’engager à sensibiliser les journalistes et communiquants institutionnels à Open Science.</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.