<i>In silico</i> research as an active learning platform in a molecular biology course
Notice bibliographique
Résumé
Active learning approaches can deepen the students' understanding of major biological and biochemical concepts by integrating course content with practical applications. In order to facilitate the merging of theory and application, a blended course format was developed for a 4 th year class on the Structure and Function of the Human Genome. Briefly, a third of the lectures were replaced by online tutorials, called Webquests. The Webquests were constructed such that the students could independently follow both written instructions and instructions given by a series of video tutorials embedded in the Webquests. Each Webquest required the students to do specific tasks researchers in molecular biology would normally do, using specialized but freely available online software such as UCSC and Ensembl genome browsers, IGV genome viewer, Galaxy/cistrome bioinformatics data analysis platform, NCBI GEO platform and more. These tasks consisted of, for example, planning cloning experiments for protein expression or a luciferase assay or using the various software or platforms to view, manipulate and analyze high throughput sequencing data and discuss the functional organization of different gene loci when looking at several functional makers (CpG islands, histone mark, nucleosome mapping, DNase hypersensitivity, FAIRE‐seq and transcription factor binding sites). Students had to write down and explain their problem solving strategies, results and discussion in a laboratory book, as they would in laboratory research. These were also discussed in class, as a research group would discuss group member's results. Course evaluations revealed this practical aspect of the course was appreciated by students and most thought the Webquests were interesting but very demanding and generally put them in the uncomfortable position of not knowing whether their considerable amount of work was good or bad. Therefore, a teaching strategy using immediate and substantial feedback closer to one‐on‐one mentoring seems to be important for this type of course content and activity in order to nurture and guide students even in basic skills such as scientific writing and maximize their learning experience. Using this blended learning strategy allowed the students to put in practice the theoretical knowledge acquired in class in a novel and engaging manner, better reflecting the process of scientific inquiry in a real world environment. Support or Funding Information The University of Ottawa Teaching and Learning Support Services (TLSS) This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,005 | 0,002 |
| Science ouverte | 0,003 | 0,004 |
| Intégrité de la recherche | 0,002 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,060 | 0,043 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».