This is an Open Educational Resource created by University College Groningen (The Netherlands) students taking the course Biopsychology in Spring 2021.

In small teams, students were tasked with creating, composing, and curating an online portfolio dedicated to an interdisciplinary exploration of a topic of their choice. Their portfolio needed to be grounded in neuroscience, incorporate peer-reviewed research, and propose active learning exercises for future students and viewers.

Included topics:
- A trip through the world of psychedelics
- Alzheimer's disease
- Animal minds
- Biopsychological aspects of sexuality
- Consciousness
- Go with the flow: an interdisciplinary exploration of the flow state
- Happiness and well-being
- Hypnosis
- Intergenerational trauma
- Lucid dreaming
- Machine learning for mind reading
- Social and cultural neuroscience of prejudice
- Our sense of self
- Out of body experiences
- You and aesthetics

Please enjoy exploring their work!

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"We already know that eating good food makes our bodies feel good, but what we eat can also affect our brains. Microbiota that reside in our guts influence behavior through a mechanism called the microbiota-gut-brain axis. Certain foods – including prebiotic, probiotic, and fermented foods – have received attention for their mood-boosting benefits. Now, a new study adds another food to that list. Kefir, a fermented food produced from a combination of live bacteria and yeasts, is known to affect the gut microbiota, but whether it affects the microbiota-brain axis and behavior is unclear. Researchers fed mice two different types of kefir and examined their behavior and their gut microbes. They found that feeding kefir reduced stress-induced hormone signaling and reward-seeking and repetitive behaviors in the mice. Different kefirs affected different types of behaviors and changed the abundance of specific bacterial species in the gut..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

What is 'innate behaviour'? Where does it feature in the environment? And how does it compare to 'learned behaviour? Learn about it in this video by The Virtual School.

What is 'innate behaviour'? Where does it feature in the environment? And how does it compare to 'learned behaviour? In this Ecology GCSE / K12 video learn all of the answers to these questions.Are you a passionate teacher who would like to reach tens of thousands of learners? Get in touch: vsteam@fusion-universal.comFind out more: http://www.thevirtualschool.comThis video is distributed under a Creative Commons License: Attribution-NonCommercial-NoDerivs CC BY-NC-ND

Learn how parental care is displayed by animals in their environment and how different species show parental care in different ways. As part of the Ecology topic from the Virtual School. Are you a passionate teacher who would like to reach hundreds of thousands of learners? Get in touch: vsteam@fusion-universal.com | Find out more: http://www.thevirtualschool.com | This video is distributed under a Creative Commons License: Attribution-NonCommercial-NoDerivs CC BY-NC-ND

This practice guide will support you in setting behaviour expectations for your students when completing learning tasks, to create a safe learning environment and minimise disruption. Students undertake learning tasks individually, in pairs, in small groups and as a whole class. It’s important to set clear behaviour expectations for learning in each of these ways so all students know what is required of them and are better able to take responsibility for their behaviour.

This practice guide will support you in refining an effective routine for students moving through the school. This is important for maintaining a safe and orderly school environment in which learning time is maximised.

Establishing a clear routine before students move between their classroom and other areas of the school ensures they’re aware of what is expected of them. Using clear communication, teachers explain, model, monitor and reinforce expectations for behaviour to support safe and organised movement to other areas of the school, such as to assembly or a specialist lesson.