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633 results for “Teaching”
Data for SciKit-SurgeryFRED publication "Are fiducial registration error and target registration error correlated? SciKit-SurgeryFRED for teaching and research."
<p>This is data used in the publication;</p> <p><a href="https://www.spiedigitallibrary.org/profile/Steve.Thompson-90188">Stephen Thompson</a>, <a href="https://www.spiedigitallibrary.org/profile/Thomas.Dowrick-4289932">Tom Dowrick</a>, <a href="https://www.spiedigitallibrary.org/profile/Mian.Ahmad-4289934">Mian Ahmad</a>, <a href="https://www.spiedigitallibrary.org/profile/Jeremy.Opie-4314392">Jeremy Opie</a>, and <a href="https://www.spiedigitallibrary.org/profile/notfound?author=Matthew_Clarkson">Matthew J. Clarkson</a> "Are fiducial registration error and target registration error correlated? SciKit-SurgeryFRED for teaching and research", Proc. SPIE 11598, Medical Imaging 2021: Image-Guided Procedures, Robotic Interventions, and Modeling, 115980U (15 February 2021); <a href="https://doi.org/10.1117/12.2580159">https://doi.org/10.1117/12.2580159</a></p> <p>Data in summerSchoolGameLogs was collected using scikit-surgeryfred: v0.0.3 summer school 2020 (2020). DOI 10.5281/zenodo.3946090</p> <p>Data in in registration_results was collected using scikit-surgeryfred: v0.0.8 browser based user interface (2020). DOI 10.5281/ zenodo.4314971</p> <p>Each directory contains Python scripts to analyse the data as described in the above paper.</p> <p> </p>
From the Horse's Mouth: The Words We Use to Teach Diverse Student Groups Across Three Continents
<p>Word frequency pairs for courses A, B, C from: </p> <p>Brett A. Becker, Daniel Gallagher, Paul Denny, James Prather, Colleen Gostomski, Kelli Norris, and Garrett Powell. 2022. From the Horse’s Mouth: The Words We Use to Teach Diverse Student Groups Across Three Continents. In Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 1 (SIGCSE 2022), March 3–5, 2022, Providence, RI, USA. ACM, New York, NY, USA, 7 pages. https://doi.org/10.1145/3478431.3499392</p> <p><strong>When referring to this dataset, please cite the above article. That contains the DOI of this dataset. Please do not cite this dataset directly without citing the article.</strong></p>
Students' perceived obstacles with Forced Online Distance Learning during the CoVID-19 outbreak and their preferences to continue with the introduced teaching methods after the reopening of the University of Maribor [Project documentation]
<p>The outbreak of COVID -19 forced most universities into distance education. Three didacticians and researchers from the University of Maribor, Slovenia: Kosta Dolenc, Mateja Ploj Virtič and Andrej Šorgo formed a self-initiated initiative project group during the COVID -19 epidemic and started the first project with the working title: The Side Effects of Forced Online Distance Education (FODE).</p> <p>The aim of the second study, conducted during the first wave of the epidemic in March 2020, was to investigate the response of university students to the new situation. The project documentation provided for the Forced Online Distance Learning (FODL) consists of:</p> <ul> <li>abstract,</li> <li>instrument,</li> <li>copy of the descriptive statistics,</li> <li>and SPSS dataset.</li> </ul>
Forced Continuance Intention Model of Distance Online Teaching during CoVID-19 outbreak at University of Maribor, Slovenia [Project documentation]
<p>The outbreak of COVID -19 forced most universities into distance education. Three didacticians and researchers from the University of Maribor, Slovenia: Kosta Dolenc, Mateja Ploj Virtič and Andrej Šorgo formed a self-initiated initiative project group during the COVID -19 epidemic and started the project with the working title: The Side Effects of Forced Online Distance Education (FODE).</p> <p>The aim of the first study, conducted during the first wave of the epidemic in March 2020, was to investigate the response of university teachers to the new situation. The project documentation provided for the Forced Online Distance Teaching (FODT) consist of:</p> <ul> <li>abstract,</li> <li>instrument,</li> <li>copy of the descriptive statistics, and</li> <li>SPSS dataset.</li> </ul>
Effects of the type of lunch meal and teaching-learning methods on CRI student engagement in afternoon classes.
<p><br> The post-lunch slump is a natural dip in energy caused not only by our circadian cycles but also as a result of digestive processes in our body after consuming lunch meals. It being a widely known concept, there are ample studies that focus on its effects on academic performance of students. While this dip in energy does affect student engagement to a large extent, there are also studies on how the teaching-learning methods are a factor affecting academic performance. However, there are no relevant studies that aim to look at both these factors in tandem, i.e. the effect of lunch along with the teaching-learning methods in the afternoon classrooms as factors influencing academic performance and student engagement. This paper aims to study this area of topic hypothesising that having a more balanced lunch along with engaging in more interactive classes would positively correlate with student engagement in afternoon classes. The study was conducted with bachelors and masters students at the CRI, University of Paris through surveys that were sent to students at the end of their class day. </p> <p>Due to lack of adequate data, the study was not able to produce significant correlations. However smaller nuances of the relationship between lunch, teaching-learning methods and student engagement were found. While engagement in classrooms did seem to be maximum when it was interactive and only 50% of students' lunch was formed of carbohydrates, no significant correlations were found to confirm the hypotheses.</p>
Qualitative coding of brief videos that teach about the h-index
<p><strong>Dataset of qualitative coding of 31 Youtube videos on the h-index. </strong>The study aimed to characterize educational videos about the h-index to understand available resources and provide recommendations for future educational initiatives.</p> <p><em>Data.csv</em>: contains the metadata and qualitative coding for 31 videos.</p> <p><em>ReadMe.csv</em>: contains the codebook including a description of variables.</p> <p><strong>Abstract. </strong>The authors analyzed videos on the h-index posted to YouTube. Videos were identified by searching YouTube and were screened by two authors. To code the videos the authors created a coding sheet, which assessed content and presentation style with a focus on the videos’ educational quality based on Cognitive Load Theory. Two authors coded each video independently with discrepancies resolved by group consensus. Thirty-one videos met inclusion criteria. Twenty-one videos (68%) were screencasts and seven used a “talking head” approach. Twenty-six videos defined the h-index (83%) and provided examples of how to calculate and find it. The importance of the h-index in high-stakes decisions was raised in 14 (45%) videos. Sixteen videos (52%) described caveats about using the h-index, with potential disadvantages to early researchers the most prevalent (n=7; 23%). All videos incorporated various educational approaches with potential impact on viewer cognitive load. Most videos (n=21; 68%) displayed amateurish production quality. The videos featured content with potential to enhance viewers’ metrics literacies such that many defined the h-index and described its calculation, providing viewers with skills to recognize and interpret the metric. However, less than half described the h-index as an author quality indicator, which has been contested, and caveats about h-index use were inconsistently presented, suggesting room for improvement. While most videos integrated practices to facilitate balancing viewers’ cognitive load, few (32%) were of professional production quality. Some videos missed opportunities to adopt particular practices that could benefit learning. </p>
Antibiotic resistant pathogen outbreak investigation: an interdisciplinary module to teach fundamentals of evolutionary biology
<p>The evolution of resistance to antibiotics provides a timely and relevant topic for teaching undergraduate students evolutionary biology. Here, we present a module incorporating modified sequencing data from eight antibiotic resistant pathogen outbreaks in hospital settings with bioinformatics and phylogenetic analyses. This module uses whole genome sequencing data from hospital outbreaks investigated by the Centers for Disease Control and Prevention to provide examples of antibiotic resistance spread. Students work in groups to analyze outbreak data to identify the bacterial species and antibiotic resistance genes, to infer a phylogenetic tree examining relatedness among isolates, and to determine a possible source of the outbreak. Students then compile their results in individual reports and provide recommendations for preventing the further spread of antibiotic resistant organisms. In addition to providing genomic outbreak data, we include a teaching concepts guide discussing three integral components of the module: how evolutionary biology concepts of natural selection and competition impact antibiotic resistance; outbreak investigation information to aid in phylogenetic analysis and creation of recommendations; and instructions for the bioinformatics protocol. Completion of this module provides students an opportunity to think critically about the evolution of resistance, practice bioinformatics techniques, and relate evolutionary biology to current events.</p>
Spiders in a Desert City: What the Behavior and Microclimate of Western Black Widows Can Teach Us About the Impacts of Urbanization
With the planet rapidly urbanizing, understanding the ecological effects of urbanization is a grand challenge for modern biology. For example, increased city temperatures known as the urban heat island effect, disproportionately impact nocturnal taxa and this consideration is widely overlooked. Slight shifts in the thermal microclimate have a cascade of ramifications that directly impact species density and distribution. Animal behavior is a trait that may explain why some species thrive after urbanization when others go locally extinct. In this study we followed 22 adult females of the western black widow, Latrodectus hesperus, from both urban and undisturbed Sonoran Desert habitats. We began looking for differences between urban and desert spiders under field conditions: boldness, voracity, web size and body condition. Both urban and desert spiders were then brought to the laboratory to see how their behavior changed. We found no behavioral differences between urban and desert spiders in the field or the laboratory. We did find that spider behavior differed between the field and the laboratory. Specifically, boldness in the laboratory was significantly lower compared to the field. Voracity was more repeatable in the laboratory versus the field, and boldness was strongly positively correlated with voracity in the laboratory, but not in the field. These behavioral shifts from the field to the laboratory favor the conclusion that black widow behavior is highly plastic and context dependent. Lastly, we monitored web temperature of black widow microhabitat continuously for an entire year using thermochron data loggers. We found microhabitat temperatures differences between urban and desert sites were greatest at night and absent during the daytime. We uncovered a seasonal effect with the highest magnitude temperature difference occurring during the springtime. Additionally, behavior was significantly correlated with field temperatures; the boldest spiders come from the
Data availability. Multivariate data analysis. Validation of an instrument for the evaluation of teaching digital competence.
<p><strong>Data availability</strong>. Multivariate data analysis. Validation of an instrument for the evaluation of teaching digital competence. </p><ul><li>SPSS DATA. Multivariate data analysis. Validation of an instrument for the evaluation of teaching digital competence (spss data.sav). The data presented in this file contains the data imported wiyh the Software IBM SPSS Statistics, versión 28.0.1.1(15).</li><li>EXCEL DATA. Multivariate data analysis. Validation of an instrument for the evaluation of teaching digital competence (spss data.sav). The data presented in this file contains the data imported wiyh the Software IBM SPSS Statistics, versión 28.0.1.1(15).</li><li>Data of Project factorial.xlsx (The data presented in this file contains the results of the statistical analysis carried out with the Software Microsoft Excel).</li><li>Data Project reliability.xlsx (The data presented in this file contains the results of the statistical analysis carried out with the Software Microsoft Excel).</li><li>FIGURES. Multivariate data analysis. Validation of an instrument for the evaluation of teaching digital competence (Figure 1.jpeg, Figure 2.jpeg, Figure 3 and Figure 4.jpeg).</li></ul>
Teach to Reach 8: Expériences partagées
<p>Cette publication présente les expériences <strong>en français</strong> partagées par les participants de Teach to Reach 8 en amont de l'événement en direct du 16 juin 2023. <a href="https://www.learning.foundation/teachtoreach-fr">En savoir plus sur Teach to Reach</a>… <a href="http://hopin.com/events/teachtoreach8">Voir le programme de Teach to Reach 8</a>…</p> <p><strong>Échantillon</strong> : 16 835 personnes inscrites à Teach to Reach 8 ont été invitées à partager leur expérience de la vaccination par le biais d’un questionnaire en ligne en juin 2023.</p> <p><strong>Contenu</strong> : Au 12 juin 2023, les réponses suivantes ont été reçues par domaine thématique. Pour chaque thème, les expériences sont présentées dans l’ordre dans lequel elles ont été reçues.</p> <table> <tbody> <tr> <td> <p>Thème</p> </td> <td> <p>Contributions (anglais)</p> </td> <td> <p>Contributions (français)</p> </td> <td> <p>Total des contributions</p> </td> </tr> <tr> <td> <p>Pourquoi travaillez-vous pour la santé ?</p> </td> <td> <p>228</p> </td> <td> <p>251</p> </td> <td> <p>479</p> </td> </tr> <tr> <td> <p>La vaccination dans un contexte humanitaire</p> </td> <td> <p>142</p> </td> <td> <p>129</p> </td> <td> <p>271</p> </td> </tr> <tr> <td> <p>Expériences de la vaccination contre le papillomavirus (HPV)</p> </td> <td> <p>103</p> </td> <td> <p>107</p> </td> <td> <p>210</p> </td> </tr> <tr> <td> <p>Utilisation du vaccin oral contre le choléra (OCV) lors des flambées de choléra </p> </td> <td> <p>30</p> </td> <td> <p>78</p> </td> <td> <p>108</p> </td> </tr> <tr> <td> <p>L’avenir du travail dans le domaine de la santé</p> </td> <td> <p>58</p> </td> <td> <p>26</p> </td> <td> <p>84</p> </td> </tr> <tr> <td> <p>Comment votre travail a-t-il été affecté par la pandémie de COVID-19 ?</p> </td> <td> <p>24</p> </td> <td> <p>18</p> </td> <td> <p>42</p> </td> </tr> <tr> <td> <p>Comment le partage d’expérience est-il utile à votre travail quotidien ?</p> </td> <td> <p>21</p> </td> <td> <p>19</p> </td> <td> <p>40</p> </td> </tr> <tr> <td> <p>Qu’est-ce qui vous aidera à établir et à maintenir la confiance avec les populations que vous servez ? </p> </td> <td> <p>23</p> </td> <td> <p>13</p> </td> <td> <p>36</p> </td> </tr> <tr> <td> <p>Comment les technologies digitales se sont-elles intégrées dans votre travail quotidien ?</p> </td> <td> <p>17</p> </td> <td> <p>18</p> </td> <td> <p>35</p> </td> </tr> </tbody> </table> <p><strong>Langues originales</strong> : Anglais et français. Cette publication ne présente que les expériences partagées en français.</p> <p><strong>Formats disponibles</strong> : Récits qualitatifs avec données démographiques structurées et informations de consentement (Excel).</p> <p><strong>Limites connues</strong> : Les études de cas et les récits des contributeurs sont autodéclarés et ne sont pas vérifiés par la Fondation.</p> <p><strong>Autres considérations sur les données présentées</strong> : Les récits présentés sont ceux de professionnels de la vaccination qui ont fait le choix de partager leur expérience personnelle. Les données sont autodéclarées et ne sont pas vérifiées par la Fondation. Les expériences sont relus pour leur cohérence interne et légèrement éditées. L’inclusion d’expériences et de commentaires dans ce recueil n’implique aucune recommandation de la part de la Fondation ou de ses partenaires. La Fondation n’approuve aucune stratégie, approche ou réflexion particulière partagée par les contributeurs, et déconseille explicitement de tirer des conclusions de cas spécifiques qui pourraient ne pas être généralisables. Les lecteurs sont seuls responsables de l’évaluation des implications éthiques, juridiques et pratiques de l’utilisation de ce expériences partagées, et en particulier de la nécessité d’adapter la pratique d’un contexte à l’autre. Les opinions et les déclarations exprimées dans cette publication sont celles des auteurs et ne reflètent pas nécessairement la position officielle de leurs ministères de la santé respectifs ou d’autres employeurs. Bien que les auteurs fassent part de leur affiliation, ils participent à titre personnel et leurs contributions ne doivent pas être considérées comme représentant les opinions ou l’approbation des organisations auxquelles ils sont affiliés. Toutes les contributions ont reçu l’autorisation de l’auteur pour être utilisées par la Fondation à des fins de communication, de plaidoyer, de renforcement des capacités et de recherche.</p> <p><strong>Teach to Reach 8, c’est quoi ?</strong></p> <ul> <li>16 835 acteurs de terrain de la vaccination et des soins de santé primaires (SSP) utilisent l’apprentissage par les pairs pour relever leurs défis locaux en participant à Teach to Reach, un réseau international de partage d’expérience</li> <li>Un grand événement en direct s’est tenu le vendredi 16 juin 2023 et s’est concentré sur le réseautage individuel entre les participants.</li> <li>La Cérémonie d’ouverture a été assuré par le collectif Femmes de la vaccination, qui a partagé son expérience de l’introduction du vaccin contre le papillomavirus pour aider à prévenir 340 000 décès dus au cancer du col de l’utérus.</li> </ul> <p>Écoutez les voix des Femmes de la vaccination expliquer pourquoi le vaccin contre le papillomavirus est important: <a href="https://www.youtube.com/watch?v=fxqqejT1vf4">https://www.youtube.com/watch?v=fxqqejT1vf4</a></p> <p>Nous avons vécu un grand moment d’émotion et de partage vendredi. Cependant, ce moment d’apprentissage en direct n’est qu’une étape de Teach to Reach.</p> <ul> <li>Avant l’événement, les participants avaient déjà partagé leurs expériences sur une série de questions sélectionnées par la communauté.</li> <li>Tous les participants à Teach to Reach 8 reçoivent ce recueil complet des expériences partagées en français avant l’événement.</li> <li>Les participants utilisent maintenant les deux semaines à venir pour partager leur apprentissage et leurs idées.</li> </ul> <p>Ces idées seront également restituées à la communauté dans le prochain rapport «Écouter pour apprendre» de Teach to Reach 8.</p> <ul> <li>À tout moment, les participants peuvent partager d’autres réflexions, idées et pratiques par l’intermédiaire de La Double Boucle, notre bulletin d’information sur les perspectives. Pour en savoir plus sur La Double Boucle <a href="https://www.learning.foundation/loop">https://www.learning.foundation/loop</a></li> <li>Suivez ce lien pour consulter le rapport Teach to Reach 7 insights <a href="https://doi.org/10.5281/zenodo.7851783">https://doi.org/10.5281/zenodo.7851783</a></li> </ul> <p>Les participants se joindront également à «Idées en direct», des échanges-éclairs sur ce que nous apprenons ensemble—et sur la manière dont nous l’utilisons pour faire la différence.</p> <ul> <li>Teach to Reach fait partie du parcours de l’apprentissage à l’action de la Fondation Apprendre Genève en soutien au Mouvement pour la vaccination à l’horizon 2030 (IA2030).</li> <li>Contrairement aux conférences présentielles coûteuses, Teach to Reach est ouvert à tous, et il n’y a pas de limite supérieure au nombre de participants.</li> </ul> <p>Pour en savoir plus sur la valeur supérieure, l’efficacité et l’impact des réseaux digitaux pour impulser le changement dans la santé globale, <a href="https://redasadki-me.translate.goog/2023/06/12/digital-bridges-cannot-cross-analog-gates/?_x_tr_sl=en&_x_tr_tl=fr&_x_tr_hl=en&_x_tr_pto=wapp">lisez cet article de blog</a></p>
How Creatively Are We Teaching and Assessing Creativity in Computing Education: A Systematic Literature Review
<p>Data from:</p> <p>Wouter Groeneveld, Brett A. Becker, and Joost Vennekens. 2022. How Creatively Are We Teaching and Assessing Creativity in Computing Education: A Systematic Literature Review. In Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 1 (SIGCSE 2022),March 3–5, 2022, Providence, RI, USA. ACM, New York, NY, USA, 7 pages. https://doi.org/10.1145/3478431.349936</p> <p><strong>When referring to this dataset, please cite the above article. That contains the DOI of this dataset. Please do not cite this dataset directly without citing the article.</strong></p>
The theory of planned behavior and the prediction of pre-service biology teachers' intention to teach evolution
<p>We developed the project to identify and analyze variables that promote or hinder prospective biology teachers’ intentions to teach evolution. We adopted the model of the theory of planned behavior (TPB). We extended it to include additional variables described by teacher education research as key determinants of behavioral intention to teach evolution. We initially hypothesized that attitudes toward teaching evolution, subjective norms, perceived behavioral control, personal religious beliefs, perceived usefulness, and knowledge about evolution would determine a person’s behavioral intentions. To test the hypotheses, we developed an online questionnaire and conducted a quantitative cross-sectional survey in the field of teacher education. The data included information on <em>N</em> = 309 participants. Because we initially analyzed the data using a two-stage structural equation model (SEM), we uploaded two data files that were created in subprocesses of our original analyses (for more information, see the original publication). The dataset “data3” contains 77 variables and has missing values. Since we wanted to use complete data for the SEM, we trimmed the data set “data3” to include only the 67 variables necessary for the SEM, then applied an expectation-maximum (EM) algorithm with multiple imputations, and obtained the data set “data4”. </p>
Data - Teaching and Learning of Introduction to Software Engineering Experimentation to Distance-Learning Students: a Quasi-Experiment
<p>Data from a quasi-experiment on "Teaching and Learning of Introduction to Software Engineering Experimentation to Distance-Learning Students: a Quasi-Experiment"</p> <p> </p> <p>Funded by Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) 311503/2022-5</p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 16. Social media postings
<p>After different stages of experimentation, we produced different statistical analysis of our results:</p> <p>a. concerning the most accessed social media. It indicated that Panoramio was the most visited, and Google+ had the majority of postings (Figure 16). </p> <p>The statistics indicate that the different social networks had different levels of impact on the children and that in the future developments the focus should be on those more frequently accessed. </p> <p>b. concerning the pedagogical content. A survey was done among teachers and children to evaluate the interest in our solutions and the quality of the educational content and therefore of the overall efficiency</p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 12. Children applying glass-engraving techniques under the control of the staff from the NUA Bucharest
<p>The information from a) and b) has been used by other colleagues in the local school and in the future will be used by other schools in the country or abroad. This represented the second educational level of the project, i.e. the analysis of the collected data. Information from c) was further analyzed by university teachers, filtered and added as an enhancement to the content of the AR platform. An example of user-created content are the movies made with smartphone cameras, recording the children2 while performing traditional crafts (Figures 11, 12). </p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 13. School girl presenting Vădastra School's Facebook page
<p>In order to achieve the third educational level, we experimented the social media tools, i.e. the project’s Google+ educational blog, by posting information complementary to that available on the Time Maps website, and also thematic questionnaires to foster a question-answer (Q&A) learning style. This allowed us to monitor and evaluate the information retention. In this stage we encountered the challenge to stimulate children and teachers to continue using our learning system, by posting new educational content, announcements and social messages. After a period of experimentation we proceeded to a statistical evaluation of children’s answers, which is presented in the next section.</p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 7. The projects's Twitter page for educational and research micro-blogging
<p>The fourth stage was the use of social media to build a social learning network based on content and experience sharing and creation. The following web 2.0 services were used as a distributed platform able to support our experimental learning system: a) Panoramio (http://www.panoramio.com/user/7606828) (Figure 6) as a geo-referenced photo-sharing service over Google Maps and Google Earth for sharing project’s essential results; b) Twitter (https://twitter.com/maps_of_time) (Figure 7), as a social network and micro-blogging service for short announcements and comments; c) Google+ (https://plus.google.com/114705936110835992130?hl=en#114705936110835992130/posts?hl=en) (Figure 8), as a platform for sharing and tagging multiple content (photo, video), blogging and video chatting service with the recent Google Hangout, for sharing educational content; d) Google Drive (Levin, 2013) for cloud storage and collaborative document editing. We also created a YouTube channel for public distribution of video content (https://www.youtube.com/TimemapsNet), (Rusu et al., 2013) and a Facebook page of Vădastra School (https://www.facebook.com/scoalaVădastra). </p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 6. Virtual Space on Panoramio+ with the experiments carried in Vădastra village
<p>The fourth stage was the use of social media to build a social learning network based on content and experience sharing and creation. The following web 2.0 services were used as a distributed platform able to support our experimental learning system: a) Panoramio (http://www.panoramio.com/user/7606828) (Figure 6) as a geo-referenced photo-sharing service over Google Maps and Google Earth for sharing project’s essential results; b) Twitter (https://twitter.com/maps_of_time) (Figure 7), as a social network and micro-blogging service for short announcements and comments; c) Google+ (https://plus.google.com/114705936110835992130?hl=en#114705936110835992130/posts?hl=en) (Figure 8), as a platform for sharing and tagging multiple content (photo, video), blogging and video chatting service with the recent Google Hangout, for sharing educational content; d) Google Drive (Levin, 2013) for cloud storage and collaborative document editing. We also created a YouTube channel for public distribution of video content (https://www.youtube.com/TimemapsNet), (Rusu et al., 2013) and a Facebook page of Vădastra School (https://www.facebook.com/scoalaVădastra)</p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 1. An experiment of building a prehistoric house, carried out by Professor Dragoş Gheorghiu in Vădastra
<p>The learning experiment in Vădastra village began by geo-referencing some points of interest in the archaeological area (Gheorghiu & Stefan, 2013a; 2013b), which were identified from the archaeological published materials and from information provided by the villagers, as well as resulting from fieldwork conducted for over a decade (i.e. archaeological experimentation) in this village (Gheorghiu, 2001; 2008). The geographic data (POIs) was collected on the archaeological site by the K-12 children under the coordination of a project team member from the National University of Arts Bucharest (NUA). </p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 2. An experiment with sunken up-draught kilns, carried out by Professor Dragoş Gheorghiu in Vădastra
<p>The second stage was represented by the physical reconstruction at real scale of a prehistoric house and of a corner of a Roman villa rustica, designed and coordinated by Professor Dragoş Gheorghiu. In these physical reconstructions video recordings and photo shoots were produced by specialist members of the project team, in order to be used later as augmentations in the AR application and for distribution by means of SNS. </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.