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Dataset results
22 results for “Teaching Practices”
Dataset of paper Privacy Orientation during Online Teaching-Learning Activities: Practices Adopted and Lessons Learned
<p>Dataset of the paper accepted for publication in the Journal on Interactive Systems (JIS).</p> <p>DA SILVA, M.; VITERBO, J.; SALGADO, L. C. C.; MOURÃO, E. Privacy Orientation during Online Teaching-Learning Activities:<br> Practices Adopted and Lessons Learned. Journal on Interactive Systems, Porto Alegre, RS, 2023.</p>
"I was the class teacher at that time. It was a class trip, usually organized near the end of the schoolterm in summer. The pupils went there by bike to have a barbecue at the sandy banks of the river Rhine near Dusseldorf. The landscape around is mostly dominated by agriculture and glasshouse cultures. You find a mixture of former villages nowadays completely suburbanized. The population finds jobs in the nearby urban centers like Dusseldorf, Neuss and other big cities. The reason why Irecorded the scene is simply because Iam interested in collecting sounds in general by doing recordings in different surroundings like nature, cities and everything between. My memories about the event are that it was a relaxing and funny atmosphere, which is not always the case while teaching in a classroom" [Reinhard/reinsamba]15 in Collecting Sounds. Online Sharing of Field Recordings as Cultural Practice
"I was the class teacher at that time. It was a class trip, usually organized near the end of the schoolterm in summer. The pupils went there by bike to have a barbecue at the sandy banks of the river Rhine near Dusseldorf. The landscape around is mostly dominated by agriculture and glasshouse cultures. You find a mixture of former villages nowadays completely suburbanized. The population finds jobs in the nearby urban centers like Dusseldorf, Neuss and other big cities. The reason why Irecorded the scene is simply because Iam interested in collecting sounds in general by doing recordings in different surroundings like nature, cities and everything between. My memories about the event are that it was a relaxing and funny atmosphere, which is not always the case while teaching in a classroom" [Reinhard/reinsamba]15
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>
From CREATE workshop to course implementation: Examining downstream impacts on teaching practices and student learning at 4-year institutions
<p>We provide the full data set for the research study informing the efficacy of the CREATE strategy for positively influencing faculty and students in science courses at ten institutions (4-year). CREATE (consider, read, elucidate hypotheses, analyze, and intrepret data; think of the next experiment) represents a scaffolded approach for teaching students using the primary literature as the foundation of course instruction. In this project, faculty from different institutions were trained in this pedagogy through a week-long workshop and then followed as they adapted CREATE for a science course at their home institutions. We used a variety of assessments (cognitive, affective) to determine the effects of implementation on student cohorts at each institution. These assessments included the <strong>Experimental Design and Ability Test</strong> (EDAT), the <strong>Critical Thinking Test</strong> (CTT, an adaption of the Field-Tested Learning Assessment Guide), a <strong>concept-map</strong> test, and an adaption of the <strong>Survey of Student Attitudes, Abilities, and Beliefs</strong> (SAAB) survey. </p>
Impact on Diagnostic Accuracy of a Specific Clinical Ultrasound Practical Teaching
ClinicalTrials.gov study NCT04879459. IPD Sharing: NO. Countries: 1. Publications: 16.
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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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>
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>
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>
Life and Death Care, Reflection and Teaching Practice Integrating New Coronavirus Pneumonia Issues
ClinicalTrials.gov study NCT06926517. IPD Sharing: NO. Countries: 1. Publications: 4.
The Effect of Haptic Interactive Virtual Reality on Nasogastric Tube Practice Teaching
ClinicalTrials.gov study NCT05040191. IPD Sharing: NO. Countries: 1. Publications: 1.
Data from: Improving learner-driven teaching practices through reflective assessment
<p><strong>Objective</strong>: Reflective assessment is an effective method of teacher evaluation, serving as an approach for, assessing teaching practices, generating insights, and connecting with colleagues, ultimately supporting meaningful transformation of teaching practice. In this paper, three librarians model a reflective assessment approach in evaluating and improving their experiences implementing learner-driven teaching practices in credit-bearing courses in topics related to library and information studies.</p> <p><strong>Methods</strong>: Following a model of reflective assessment, we ask ourselves how our practice can better support learner-driven teaching practices, thus assessing and improving our own teaching and improving students' learning experiences. Our process involved five steps: cohere around shared viewpoints; identify teaching practices for reflection; conduct reflection; discuss and analyze reflections to produce insights; apply insights to improve teaching.</p> <p><strong>Results</strong>: We reflect on five different learner-driven teaching practices: co-creative syllabus design, learner-defined personal learning goals, soliciting and responding to learner feedback, interdisciplinary discussions and exercises, self-evaluation. We discuss improvements and refinements that we implemented in response to our reflective assessment, including: more frequent checking in with students; more clarity regarding self-evaluation and grading; one-on-one meetings with all students; allowing students to negotiations, discuss, and determine assignment deadlines and dates; more flexibility with students' work products; and increased pedagogical transparency. As a further result, our reflective process models an approachable framework for engaging in reflective assessment.</p> <p><strong>Conclusions</strong>: This paper presents a model for reflective assessment of teaching in an academic library. We present a discussion of learner-driven teaching practices, and we offer a practical pathway for other teachers and practitioners to assess their teaching. We find that reflective assessment is an effective and insightful approach for understanding and improving learner-driven teaching practices.</p>
THE IMPORTANCE OF TEACHING PROBABILITY THEORY AND MATHEMATICAL STATISTICS TO ECONOMISTS BASED ON A "PRACTICAL-PROFESSIONAL ORIENTATION" CONCEPT
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An Educational Intervention Based on the Teach Back Method on Self-care Practice Among Menopausal Women
ClinicalTrials.gov study NCT03313739. IPD Sharing: UNDECIDED. Countries: 0. Publications: 1.
Data from: Improving learner-driven teaching practices through reflective assessment
Open the record for dataset details and reuse information.
The Effect of the Flipped Classroom Model on Teaching Clinical Practice Skills
ClinicalTrials.gov study NCT05402215. IPD Sharing: NO. Countries: 1. Publications: 0.
Comparison of Game-Based Learning and Model Arm Practice for Teaching Intravenous Cannulation to Dental Students
ClinicalTrials.gov study NCT07060924. IPD Sharing: Not stated. Countries: 1. Publications: 0.
Effects of a Teaching Intervention With an Advanced Practice Nurse on Quality of Life and Psychosocial and Symptom Distress in Patients With Ovarian Cancer
ClinicalTrials.gov study NCT00900679. IPD Sharing: Not stated. Countries: 1. Publications: 0.
Addressing Body Image Issues While Teaching Academic Course: The Group- Theory and Practice
ClinicalTrials.gov study NCT03270397. IPD Sharing: NO. Countries: 1. Publications: 0.
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
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DANDI Archive for NWB datasets
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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.