Active learning strategies for bioinformatics teaching [dataset]

Lex Nederbragt
2015 Figshare  
I pose a mul2ple choice ques2on • Students discuss the ques2on in pairs • Each pair gets to vote through an online system, I use a simple google form for this • I show the tally of the votes, using the 'summary' func2on of the google form • Student pairs discuss the tally and consider whether they want to change their opinion • Students vote again and the tally is shown again • The answers are discussed by me Credited to Eric Mazur: 'ConcepTests' Ques#on Answer form First responses Second
more » ... ponses Second responses • Students collabora2vely explore parameter space by each picking a number (kmer size), and running a velvet assembly using that number (kmer) • Students log the resul2ng assembly metrics on an editable google spreadsheet, which has a graph showing the assembly results for the different seQngs • The graph is shown on the presenter's screen in the classroom and updates in real 2me • The goal is to teach the effect of choosing different kmer sizes for De Bruin Graph assembly Finding the op#mal seAngs Google spreadsheet • ATer implemen2ng ac2ve learning techniques, I find my teaching has become more interes2ng, more ac2ve, more interac2ve, and thus hopefully beVer • This poster summarizes and demonstrates the techniques I have implemented my bioinforma2cs curriculum for analysis of high--throughput sequencing data (part of the INF--BIO 5121 and 9121 courses)
doi:10.6084/m9.figshare.1541056.v2 fatcat:dpbz24vmczhkncizf2ao2scoe4