add teacher info to documentation

docs/user-guide/index.md

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 :maxdepth: 1
 
 quickstart
+teacher-content/index
 tutorials/index
 assignments/index
 ```

docs/user-guide/teacher-content/ILOs.md

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+# Aligned\* learning outcomes
+
+\* Using the revised version of Blooms taxonomy (Anderson et al. 2001)
+
+1. Identify practical challenges of planning sea-based research, such as:
+
+- Availability and capabilities of research vessels and equipment, e.g. ice breaker vessel needed, infrastructure for equipment available
+- General logistics, e.g. transportation of container labs and other equipment
+- Requesting permits
+  - Travel permits for staff
+  - Diplomatic clearance (EEZ)
+  - Customs documents
+- Safety trainings (beforehand and onboard)
+- Preparing, testing and transporting equipment
+
+2. Be aware of (describe) matters during sea-based research, such as:
+
+- Contingency due to weather conditions and other unforeseen circumstances
+- The need to be flexible and patient
+- Taking notes, recording coordinates, stations, casts
+- Measurement protocols
+- Communication with crew, e.g. captain, winch driver
+- Living at sea, e.g. sea legs, seasickness, relaxation, water/energy/waste footprint
+
+3. Give examples of uncertainty and variability of sea-based observations, such as:
+
+- Likely errors or wrong values, and seeing the data through the noise
+- Time and date coordinates, e.g. UTC, local time, ship time
+- Variability and limitations of measurements
+- Different scales of variability, e.g. tidal, seasonal
+- ‘Synopticity’ of measurements (i.e. not possible to measure with one ship at multiple locations at the same time; therefore mixing time and space variability)
+- Instrument specific qualities, e.g. ADCP reflection
+
+4. Learn how to analyse and interpret sea-based observations. Be able to:
+
+- Read in different data formats, e.g. nc, csv, zarr
+- Manipulate arrays and other data structures in python
+- Create and interpret density/TS profiles
+- Create spatial temperature/salinity/velocity maps, do GIS things
+- Interpret plots and deduce ocean circulation
+- Report findings
+- Contribute to a cruise report with pictures or plots
+
+5. Plan a research cruise. Be able to:
+
+- Formulate research questions
+- Select sampling sites
+- Consider the duration of deployments, e.g. time a CTD station takes
+- Decide on on-site measurement order
+- Plan rest/working shifts for scientific personnel
+- Deal with contingency, e.g. consider what sites/measurements are essential, which are ok to skip

docs/user-guide/teacher-content/index.md

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+# Teacher content
+
+VirtualShip is used as part of the VirtualShip Classroom, that combines authentic tools with VR to create a virtual fieldwork experience and allows you to teach about sea-based research from your regular classroom.
+
+All VirtualShip Classroom (VSC) material is open under an MIT licence and freely available! You can use the VSC to teach anything from a 4 hour masterclass up to an open assignment of more than 40 hours. Example assignments are available below and please feel free to customize anything offline or contribute to the assignments provided here. One of our core learning outcomes is for students to appreciate the difficulty of measuring the ocean. Additional Intended Learning Outcomes [(ILOs)](ILOs.md) were formulated in collaboration with ocean scientists from the Royal Netherlands Institute for Sea Research [(NIOZ)](https://www.nioz.nl/en) and Utrecht University [(UU)](https://www.uu.nl/en).
+
+The 360 videos are available on our YouTube channel [**_@VirtualShip Classroom_**](https://www.youtube.com/@VirtualShipClassroom) and in high resolution upon request. The videos can be viewed in the classroom or at home using:
+
+- VR Headsets – Wear a headset and look around naturally by moving your head.
+- Smartphones/Tablets – Move your device or swipe the screen to explore.
+- PC/Mac Browsers – Click and drag with your mouse to look around.
+
+The VSC design focuses on creating didactically sound, authentic learning experiences grounded in established learning theories in science education, such as constructivism (Piaget 1954) and constructionism (Papert 1980). By integrating realistic tasks and a gamified narrative approach within Jupyter notebooks, students learn within a digital replica of the real world, constructing knowledge through ‘learning by doing’ and ‘trial and error’ as they explore oceanography concepts, research methods, and analysis tools. We evaluated in several (under)graduate courses and find that the VirtualShip Classroom is highly engaging, and students report on enhanced self-efficacy and knowledge [(Daniels et al. 2025)](https://current-journal.com/articles/10.5334/cjme.121).
+
+```{nbgallery}
+---
+maxdepth: 1
+caption: Teaching material
+---
+
+ILOs.md
+```