Training Course
Set Practical and Realistic Expectations
Identify the training objectives and outcomes
Devising the title of the course and
Specifying the target audience
This will help the trainer focused and trainee oriented
Verify That Trainees’ Expectations Match Course Scope:
This can be achieved by collecting questionnaire or by discussion
The questionnaire may include: information about the research backgrounds and computational
skill sets, current projects relevant to the course, and expectations of the training
Plan Exercises and Activities and Test Resources before Delivery
Ensure Computational Equipment Preparedness and Hands-On Support Availability
Use the Dynamic World of Bioinformatics Resources and Tools as a Learning Opportunity
Balance Concepts with Practical Outcomes
Reinforce Learning with Contextual and ‘‘Real World Experience’’ Examples
Ensure the Methods/Tools Have Relevance to the Trainee Experience and Scientific Research Needs
Allow for Inter activity and Provide Time for Reflection, Individual Analysis, and Exploration
Encourage Independent Thinking and Problem Solving
Continuous Bioinformatics training is well understood as a necessity in Canada, with CBW inauguration in 1990 to address this.
Started off by didactic, strictly face-to-face model; with pre-configured laptops handed to students.
Various technological advancements rendered the didactic model inefficient. These advancements are:
the revolution of the internet, and availability of services like Skype for chatting
Video streaming services, such as Youtube.
On-line courses on variety of topics, like Khan Academy, Coursera,...
online discussion forums and support networks, like SEQAnswers and BioStars.
Emergence of cloud computing environments and virtual environments and ability to release complete images of a computer system configuration.
Platforms like rosalind for teaching coding,
use workflows for instruction: a) used in the research area, b) as outline the CBW content [rapidly changing educational need landscape]
Yet, students valued face-to-face interactions highly, and recognized it as an opportunity for networking (the most attractive part). Also, sometimes the understanding of concepts is not complete or with missing pieces. In addition they prefer to set up their laptops to carry out analysis on their own data. Another consequence of the technological advances above is the need for specialized courses (vs introductory) as students already have done some preparation at home.The hight student to faculty ratio is also a bonus (5:1), and pairing life scince with computational students
All led to a mixed-style peadalogy (similar to a flipped room setting- from 2008 onward).. This increased troubleshooting time, as now they do it on site, but is better appreciated by students. They do ~30 minutes of lecture for ~1 hour of hands on exercises. students were graduate and postgraduate
Coursera offers online courses (MOOCs) that are free or paid-for from 150 Universities in 29 countries
The platform has 24 million user, only 45% from developing countries
This information contradicts the in-line video quoted by Rik Levin, as he says only 25% of learners are in the developing world
Rick Levin, CEO of Coursera: “The founding vision of Coursera was to make the world’s best education available to anyone, anywhere, regardless of their circumstances,”
Suggestion to measure success of MOOCs in the developing world by outcome rather than output (i.e. completion rate = percentage of students who complete the online course). This is important to both for-profit companies and funding agencies interested in education technology (edtech), like the Google $50 million initiative. Khan Academy is making use of this initiative. There is also the
Chan Zuckerberg Initiative for personalized learning, i.e. for when technology is adaptive to individual learners needs. Byju is an example platform supported by this CZI.
Structural limitations in developing countries:
Technology & Internet connectivity
Language barriers
Cultural relevance of the coursework
+Acumen solves the issues (a,b,c) above by:
Material is platform-agnostic, and also works off-line:(downloadable pdfs)
Transcripts for all video materials
Case studies from different cultures- They also focus on project-based learning as opposed to lecture-based pedagogy.
They are reporting students from Afghanistan, Botswana and Srilanka.
The +Acumen website offers courses addressing: http://www.plusacumen.org/courses
+Acumen actually treats MOOCs as talent pools from which the more promising candidates get more time and resources spent upon, through communities like +Acumen Corps. Y combinator is doing the same by targetting best performers from its “startup school” MOOC.
Mobile apps have improved completion rate in “emerging market economics”. Coursera, Udemy, NovoEd and Edx are all mobile compatible
“Inclusive learning environment can turn accessible education into equitable education” is the conclusion of xxxxxxxxxxxxxxxx cited here
An intersting model is followed in Rawanda where students learn from a certain MOOC (Coursera, Khan academy...) online, but there is a team of local (Rawandaian) trainers who expand on the material and provide more local context. This is facilitated through the Kepler learning program designed for developing countries (but currently only established in Rwanda)
One measure of outcome is shown in Kepler results, where they measured the skills attained by their graduates in comparison with a control group of graduates from typical colleges. They measured: critical thinking, language skills, tech skills and math skills
Main challenges for developing world researchers: 1) finding mentors, 2) research funding, 3) access to literature, 4) access to training opportunities
Researchers generally more likely to participate in MOOCs, even in developing countries
Unique challenges in the developing world: 1)internet connection (BW) , 2)language barrier, 3)technology usage 4) (and even electricity blackouts) ⇒ low participation in courses from Asia and especially Africa; however, participants if any, are more likely to complete a course
MOOCs need to account for: 1) learner circumstances 2)support & guidance for learners
Learning models:
(Mayes & Fowler, 1999): conceptual learning model: content then dialogue
(Laurillard 2002): Conversational model: dialogue
(Salmon 2011): Five stage model: social interaction through tasks
(Garrison 2007): Community of Inquiry model: cognitive presence, teacher presence, social presence
AuthorAid experience: 2 runs of a course on research writing, follows Garrison model, text based and low bandwidth friendly format, course composed of induction, discussion forums, wrap-up + check your understanding quizzes + peer assessment. Teachers are voluntary mentors from the AuthorAid network + graduates of the train-the-trainer + high achievers from previous runs + detailed guidelines on how to facilitate. They used Moodle (educational platform) and eXelearning (for content creation)
Final feedback survey focused on: 1) course structure and relevance, 2) facilitators, 3) activities and lessons, 4) logistics and tech, 5) overall experience
Lesson learnt (for them): MOOC is best structured and cohesive, especially gradually opening next sessions
In the literature, MOOC alumni are called: community TAs, associated tutors. Facilitation was incentivised in the AuthorAid course via certificates and badges
strangely, gender balance among learners (but less women applying or making use of the training in their career than men) - in the case of this AuthorAid course. Also, participants planned to stay in touch, built collaborations, people participating in the forum more likely to complete the course.
Training Course
Set Practical and Realistic Expectations
Identify the training objectives and outcomes
Devising the title of the course and
Specifying the target audience
This will help the trainer focused and trainee oriented
Verify That Trainees’ Expectations Match Course Scope:
This can be achieved by collecting questionnaire or by discussion
The questionnaire may include: information about the research backgrounds and computational
skill sets, current projects relevant to the course, and expectations of the training
Plan Exercises and Activities and Test Resources before Delivery
Ensure Computational Equipment Preparedness and Hands-On Support Availability
Use the Dynamic World of Bioinformatics Resources and Tools as a Learning Opportunity
Balance Concepts with Practical Outcomes
Reinforce Learning with Contextual and ‘‘Real World Experience’’ Examples
Ensure the Methods/Tools Have Relevance to the Trainee Experience and Scientific Research Needs
Allow for Inter activity and Provide Time for Reflection, Individual Analysis, and Exploration
Encourage Independent Thinking and Problem Solving