2022

The dataset in Excel spreadsheet accompanying this article consists of 207 rows and 24 columns. Each row represents an individual responses to questionnaire's items.

LearnPlatform is a unique technology platform in the K-12 market providing the only broadly interoperable platform to the breadth of edtech solutions in the US K12 field. A key component of edtech effectiveness is integrated reporting on tool usage and, where applicable, evidence of efficacy. With COVID closures, LearnPlatform has emerged as an important and singular resource to measure whether students are accessing digital resources within distance learning constraints. This platform provides a unique and needed source of data to understand if students are accessing digital resources, and where resources have disparate usage and impact.In this dataset we are sharing educational technology usage across the 8,000+ tools used in the education field in 2020. We make this dataset available to public so that educators, district leaders, researchers, institutions, policy-makers or anyone interested to learn about digital learning in 2020, can use this dataset to understand student engagement with core learning activities during the COVID-19 pandemic. Some example research questions that this dataset can help stakeholders answer: What is the picture of digital connectivity and engagement in 2020?What is the effect of the COVID-19 pandemic on online and distance learning, and how might this evolve in the future?How does student engagement with different types of education technology change over the course of the pandemic?How does student engagement with online learning platforms relate to different geography? Demographic context (e.g., race/ethnicity, ESL, learning disability)? Learning context? Socioeconomic status?Do certain state interventions, practices or policies (e.g., stimulus, reopening, eviction moratorium) correlate with increases or decreases in online engagement?

The open dataset, software, and other files accompanying the manuscript "An Open Combinatorial Diffraction Dataset Including Consensus Human and Machine Learning Labels with Quantified Uncertainty for Training New Machine Learning Models," submitted for publication to Integrated Materials and Manufacturing Innovations. Machine learning and autonomy are increasingly prevalent in materials science, but existing models are often trained or tuned using idealized data as absolute ground truths. In actual materials science, "ground truth" is often a matter of interpretation and is more readily determined by consensus. Here we present the data, software, and other files for a study using as-obtained diffraction data as a test case for evaluating the performance of machine learning models in the presence of differing expert opinions. We demonstrate that experts with similar backgrounds can disagree greatly even for something as intuitive as using diffraction to identify the start and end of a phase transformation. We then use a logarithmic likelihood method to evaluate the performance of machine learning models in relation to the consensus expert labels and their variance. We further illustrate this method's efficacy in ranking a number of state-of-the-art phase mapping algorithms. We propose a materials data challenge centered around the problem of evaluating models based on consensus with uncertainty. The data, labels, and code used in this study are all available online at data.gov, and the interested reader is encouraged to replicate and improve the existing models or to propose alternative methods for evaluating algorithmic performance.

Subject: EducationSpecific: Online Learning and FunType: Questionnaire survey data (csv / excel)Date: February - March 2020Content: Students' views about online learning and fun Data Source: Project OLAFValue: These data provide students' beliefs about how learning occurs and correlations with fun. Participants were 206 students from the OU

This dataset release is comprised of de-identified data from March 2014 - September 2015 of Canvas Network open courses, along with related documentation. In balancing data utility with thorough de-identification, this dataset favors utility; therefore, access and usage of this dataset is restricted as described in the Canvas Network Data Usage Agreement. These data use a star schema to organize various course, activity, and person records using dimensions and facts. The structure of this dataset is based on the Canvas Data star schema as described in https://portal.inshosteddata.com/docs. The first release of this dataset is the Canvas Network Courses, Activities, and Users (4/2014 - 9/2015) Dataset, version 1.0, created on March 3, 2016. The data set is split into multiple files for convenience: CNCAU_1403-1509_R_v1_03-03-2016.tgz contains the facts and dimensions representing the breadth of the dataset CNCAU_1403-1509_R_v1_03-03-2016_requests-01.gz - ...08.gz contain user page view requests The resulting files are plain text, with tab-separated values.

The dataset includes the data obtained for the randomized controlled study conducted from September to October 2018 in Universidad Nacional de La Matanza, Buenos Aires, with the aim to confirm efficacy of the web-based platform e-status in Probability and Statistics courses.

Results appear in the manuscript Measuring the effectiveness of online problem solving for improving academic performance in a probability course, from the same authors. Hopefully published in the coming months.

Students data have been anonymised, by removing ID numbers. Moreover, gender of students has been deleted, and age categorized into one of three classes (until 22 years, between 23 and 25, more than 25).

In this course, you will explore a variety of open-source technologies for working with geosptial data, performing spatial analysis, and undertaking general data science. The first component of the class focuses on the use of QGIS and associated technologies (GDAL, PROJ, GRASS, SAGA, and Orfeo Toolbox). The second component of the class introduces Python and associated open-source libraries and modules (NumPy, Pandas, Matplotlib, Seaborn, GeoPandas, Rasterio, WhiteboxTools, and Scikit-Learn) used by geospatial scientists and data scientists. We also provide an introduction to Structured Query Language (SQL) for performing table and spatial queries. This course is designed for individuals that have a background in GIS, such as working in the ArcGIS environment, but no prior experience using open-source software and/or coding. You will be asked to work through a series of lecture modules and videos broken into several topic areas, as outlined below. Fourteen assignments and the required data have been provided as hands-on opportunites to work with data and the discussed technologies and methods. If you have any questions or suggestions, feel free to contact us. We hope to continue to update and improve this course. This course was produced by West Virginia View (http://www.wvview.org/) with support from AmericaView (https://americaview.org/). This material is based upon work supported by the U.S. Geological Survey under Grant/Cooperative Agreement No. G18AP00077. The views and conclusions contained in this document are those of the authors and should not be interpreted as representing the opinions or policies of the U.S. Geological Survey. Mention of trade names or commercial products does not constitute their endorsement by the U.S. Geological Survey. After completing this course you will be able to: apply QGIS to visualize, query, and analyze vector and raster spatial data. use available resources to further expand your knowledge of open-source technologies. describe and use a variety of open data formats. code in Python at an intermediate-level. read, summarize, visualize, and analyze data using open Python libraries. create spatial predictive models using Python and associated libraries. use SQL to perform table and spatial queries at an intermediate-level.

The Registry of Open Data on AWS contains publicly available datasets that are available for access from AWS resources. Note that datasets in this registry are available via AWS resources, but they are not provided by AWS; these datasets are owned and maintained by a variety of government organizations, researchers, businesses, and individuals. This dataset contains derived forms of the data in https://github.com/awslabs/open-data-registry that have been transformed for ease of use with machine interfaces. Currently, only the ndjson form of the registry is populated here.

This dataset accompanies the research paper titled "Enhancing Personalized Learning in Online Education through Integrated Cross-Course Learning Path Planning." The dataset consists of MATLAB data files (.mat format).The dataset includes data on seven types of learner attributes, named from LearnerA.mat to LearnerG.mat. Each learner dataset contains two variables: L and LP. L is a 10x16 matrix that stores learner attributes, where each row represents a learner. The first column indicates the learner's ability level, the second column indicates the expected learning time, columns 3 to 6 represent normalized learning styles, and columns 7 to 16 represent learning objectives. LP is a structure that stores statistical information about this matrix.The dataset also includes data on seven types of learning resource attributes, named DatasetA.mat, DatasetB.mat, DatasetC.mat, DatasetAB.mat, DatasetAC.mat, DatasetBC.mat, and DatasetABC.mat. Each resource dataset contains two variables: M and MP. M is a matrix that stores the attributes of learning materials, where each row represents a material. The first column indicates the material's difficulty level, the second column represents the learning time required for the material, columns 3 to 6 describe the type of material, columns 7 to 16 cover the knowledge points addressed by the material, and columns 17 to 26 list the prerequisite knowledge points required for the material. MP is a structure that stores statistical information about this matrix.The dataset encompasses results from learning path planning involving seven types of learners across seven datasets, totaling 49 datasets, named in the format PathCost4_LSHADE_cnEpSin_D_X_L_Y.mat. Here, X represents the type of learning resource dataset (A, B, C, AB, AC, BC, ABC) and Y represents the type of learner (A to G). Each data file contains three variables: Gbest, Gtime, and S. Gbest is a 30x10 matrix, where each column stores the best cost function obtained from 30 runs of path planning for a learner on the corresponding dataset. Gtime is a 30x10 matrix, where each column stores the time spent on each run for a learner on the corresponding dataset. S is a 30x10 cell array storing the status information from each run.Finally, the dataset includes a compilation of the best cost functions for all runs for all learners across all learning material datasets, named learnerBest.mat. The file contains a variable, learnerBest, which is a 7x7x10x30 four-dimensional array. The first dimension represents the type of learner, the second dimension represents the type of learning material, the third dimension represents the learner index, and the fourth dimension represents the run index.

This seminar is an applied study of deep learning methods for extracting information from geospatial data, such as aerial imagery, multispectral imagery, digital terrain data, and other digital cartographic representations. We first provide an introduction and conceptualization of artificial neural networks (ANNs). Next, we explore appropriate loss and assessment metrics for different use cases followed by the tensor data model, which is central to applying deep learning methods. Convolutional neural networks (CNNs) are then conceptualized with scene classification use cases. Lastly, we explore semantic segmentation, object detection, and instance segmentation. The primary focus of this course is semantic segmenation for pixel-level classification.

The associated GitHub repo provides a series of applied examples. We hope to continue to add examples as methods and technologies further develop. These examples make use of a vareity of datasets (e.g., SAT-6, topoDL, Inria, LandCover.ai, vfillDL, and wvlcDL). Please see the repo for links to the data and associated papers. All examples have associated videos that walk through the process, which are also linked to the repo. A variety of deep learning architectures are explored including UNet, UNet++, DeepLabv3+, and Mask R-CNN. Currenlty, two examples use ArcGIS Pro and require no coding. The remaining five examples require coding and make use of PyTorch, Python, and R within the RStudio IDE. It is assumed that you have prior knowledge of coding in the Python and R enviroinments. If you do not have experience coding, please take a look at our Open-Source GIScience and Open-Source Spatial Analytics (R) courses, which explore coding in Python and R, respectively.

After completing this seminar you will be able to:

1. explain how ANNs work including weights, bias, activation, and optimization.
2. describe and explain different loss and assessment metrics and determine appropriate use cases.
3. use the tensor data model to represent data as input for deep learning.
4. explain how CNNs work including convolutional operations/layers, kernel size, stride, padding, max pooling, activation, and batch normalization.
5. use PyTorch, Python, and R to prepare data, produce and assess scene classification models, and infer to new data.
6. explain common semantic segmentation architectures and how these methods allow for pixel-level classification and how they are different from traditional CNNs.
7. use PyTorch, Python, and R (or ArcGIS Pro) to prepare data, produce and assess semantic segmentation models, and infer to new data.
8. explain how object and instance segmentation are different from traditional CNNs and semantic segmentation and how they can be used to generate bounding boxes and feature masks for each instance of a class.
9. use ArcGIS Pro to perform object detection (to obtain bounding boxes) and instance segmentation (to obtain pixel-level instance masks).

Although the commercial name for the The USAID University - Learning Management System is CSOD InCompass, the agencies that use the system have renamed (or rebranded) their specific agency portals to meet their own needs. lnCompass is a comprehensive talent management system that incorporates the following functional modules: 1) Learning -- The Learning module supports the management and tracking of training events and individual training records. Training events may be instructor Jed or online. Courses may be managed within the system to provide descriptions, availability, and registration. Online content is stored on the system. Training information stored for individuals includes courses completed, scores, and courses registered for, 2) Connect -- The Connect module supports employee collaboration efforts. Features include communities of practice, expertise location, blogs, and knowledge sharing support. Profile information that may be stored by the system includes job position, subject matter expertise, and previous accomplishments, 3) Performance -- The Performance module supports management of organizational goals and alignment of those goals to individual performance. The module supports managing skills and competencies for the organization. The module also supports employee performance reviews. The types of information gathered about employees include their skills, competencies, and performance evaluation, 4) Succession -- The Succession module supports workforce management and planning. The type of information gathered for this module includes prior work experience, skills, and competencies, and 5) Extended Enterprise -- The Extended Enterprise module supports delivery of training outside of the organization. Training provided may be for a fee. The type of information collected for this module includes individual data for identifying the person for training records management and related information for commercial transactions.

Students' intrinsic motivation is one component that impacts the success of online learning in higher education. Understanding the powers of intrinsic motivation is critical for accomplishing successful schooling. Based on their gender, age, and level of education, this research gives data to assess students' intrinsic motivation in South Sumatera. There are 22 items in the data set, with 1037 respondents. The respondents came from various parts of Indonesia's South Sumatera region. The Rasch model will analyze 1,037 data respondents with Winsteps Version 3.73 Application. The Rasch model formula raises the data's quality. This data can be used to produce students' intrinsic motivation and build a recommender for policy learning in South Sumatera, Indonesia.

Context

MOOC dataset to study behavior of students for online courses.

Content

It contains data about courses, students and their interactions with Virtual Learning Environment (VLE) for seven selected courses (called modules). Presentations of courses start in February and October - they are marked by “B” and “J” respectively. The dataset consists of tables connected using unique identifiers. All tables are stored in the csv format.

Acknowledgements

Kuzilek J., Hlosta M., Zdrahal Z. Open University Learning Analytics dataset Sci. Data 4:170171 doi: 10.1038/sdata.2017.171 (2017).

The Open University (OU) dataset is an open database containing student demographic and click-stream interaction with the virtual learning platform. The available data are structured in different CSV files. You can find more information about the original dataset at the following link: https://analyse.kmi.open.ac.uk/open_dataset.

We extracted a subset of the original dataset that focuses on student information. 25,819 records were collected referring to a specific student, course and semester. Each record is described by the following 20 attributes: code_module, code_presentation, gender, highest_education, imd_band, age_band, num_of_prev_attempts, studies_credits, disability, resource, homepage, forum, glossary, outcontent, subpage, url, outcollaborate, quiz, AvgScore, count.

Two target classes were considered, namely Fail and Pass, combining the original four classes (Fail and Withdrawn and Pass and Distinction, respectively). The final_result attribute contains the target values.

All features have been converted to numbers for automatic processing.

Below is the mapping used to convert categorical values to numeric:

• code_module: 'AAA'=0, 'BBB'=1, 'CCC'=2, 'DDD'=3, 'EEE'=4, 'FFF'=5, 'GGG'=6
• code_presentation: '2013B'=0, '2013J'=1, '2014B'=2, '2014J'=3
• gender: 'F'=0, 'M'=1
• highest_education: 'No_Formal_quals'=0, 'Post_Graduate_Qualification'=1, 'HE_Qualification'=2, 'Lower_Than_A_Level'=3, 'A_level_or_Equivalent'=4
• IMBD_band: 'unknown'=0, 'between_0_and_10_percent'=1, 'between_10_and_20_percent'=2, 'between_20_and_30_percent'=3, 'between_30_and_40_percent'=4, 'between_40_and_50_percent'=5, 'between_50_and_60_percent'=6, 'between_60_and_70_percent'=7, 'between_70_and_80_percent'=8, 'between_80_and_90_percent'=9, 'between_90_and_100_percent'=10
• age_band: 'between_0_and_35'=0, 'between_35_and_55'=1, 'higher_than_55'=2
• disability: 'N'=0, 'Y'=1
• student's outcome: 'Fail'=0, 'Pass'=1

For more detailed information, please refer to:

Casalino G., Castellano G., Vessio G. (2021) Exploiting Time in Adaptive Learning from Educational Data. In: Agrati L.S. et al. (eds) Bridges and Mediation in Higher Distance Education. HELMeTO 2020. Communications in Computer and Information Science, vol 1344. Springer, Cham. https://doi.org/10.1007/978-3-030-67435-9_1

A dataset containing learning analytics data for the playback of learning materials in video format in different college courses in the STEM field, across a period of ten years. It can be used to test hypothesis and tools regarding the use of video in different learning environments, and should be of interest to the learning analytics and educational data mining communities. It can also be of help to teachers and other stakeholders in the educational process to take decisions based on learners actions when playing videos. It consists of data for 35 different videos, with a total of 40,453 sessions, and 313,724 records. The videos are accompanied by their timestamped transcription, both in the original language and their translation into English

We'll tailor a Udemy dataset to meet your unique needs, encompassing course titles, user engagement metrics, completion rates, demographic data of learners, enrollment numbers, review scores, and other pertinent metrics.

Leverage our Udemy datasets for diverse applications to bolster strategic planning and market analysis. Scrutinizing these datasets enables organizations to grasp learner preferences and online education trends, facilitating nuanced educational program development and learning initiatives. Customize your access to the entire dataset or specific subsets as per your business requisites.

Popular use cases involve optimizing educational content based on engagement insights, enhancing learning strategies through targeted learner segmentation, and identifying and forecasting trends to stay ahead in the online education landscape.

This dataset represents the main different unique learning behaviors that may be found in any group of learners in e-learning/educational systems. It represents 20 learners through 17 OERs.

If you use our data please cite this submission:

@inproceedings{DBLP:conf/chiir/OttoRPGH0HHDHKE22, author = {Christian Otto and Markus Rokicki and Georg Pardi and Wolfgang Gritz and Daniel Hienert and Ran Yu and Johannes von Hoyer and Anett Hoppe and Stefan Dietze and Peter Holtz and Yvonne Kammerer and Ralph Ewerth}, title = {SaL-Lightning Dataset: Search and Eye Gaze Behavior, Resource Interactions and Knowledge Gain during Web Search}, booktitle = {{CHIIR}}, pages = {347--352}, publisher = {{ACM}}, year = {2022} }

The Learning Resources Database is a catalog of interactive tutorials, videos, online classes, finding aids, and other instructional resources on National Library of Medicine (NLM) products and services. Resources may be available for immediate use via a browser or downloadable for use in course management systems.