evidences collection bio-informatics: propedeutic class 28/09, sequence class 07/10 ert production...

Evidences collection Bio-Informatics:Propedeutic class 28/09, Sequence class 07/10

ERT production of educational formats

1. Context

Organizational and Cultural context Bio-Informatics:

Propedeutic class 28/09, Sequence class 07/10

1. Context

Organizational and Cultural context

Bio- informatics class is a Question Based (QB) class organized by the University of Siena for the permanent training of the technical and administrative personnel of the University designed whitin the DIDA’ project.

Bio-Informatics:Propedeutic class 28/09, Sequence class 07/10

1. Physical characteristics 2. Significance

Spaces Bio-Informatics:Propedeutic class 28/09, Sequence class 07/10

2. Significance

Spaces

1. Physical characteristic

Bio-onformaticsclasses are heldin the informaticslab.Ground floor,S.Miniato University Institute.


2. Significance


Spaces

S.MiniatoUniversity Ins. is a new building used as a technical settlementby several departmens

PCs affect the room Organization

Paths lead to theMain entrance

In the back sideless landmarks available


2. Significance


Spaces

PCs affect the room organizationPaths lead to the

Main entrance

In the back sideless landmarks available

•No Clear signs about the dedicated function of rooms

•Few signs distributed in the main hall

•PCs affects the way in which people seat.

•The position of the projector affects teacher-students spatial relation.

•PCs could represent a physical barrier during lecturing activity

•The students oriente themself towards the screen


1. Aims 2. Objectives

Aims and objectives Bio-Informatics:Propedeutic class 28/09, Sequence class 07/10

1. Aims

Aims and objectives

2. Objectives

The istitutional aims and the questions to which the class provides answers are availabele at www.unisi.it/didà

What is Bio-inf?What is for?Using an sequence retreival systemLine up a sequenceMultiple line up procedures


1. Aims

Aims and objectives

2. Objectives

The istitutional aims and the questions to which the class provides answers are available at www.unisi.it/didà

At the end of sequence classes students should be able to line upan unknown sequence with a known proteic group


1. Action pattern

Actions Bio-Informatics:Propedeutic class 28/09, Sequence class 07/10

1. Action pattern

Actions

15.20Topics presentation

15.331 Taskgiving

15.40 database querying activities

16.10The output is a sequence of nucelotides

16.20The sequence is lined up with using a new SW

16.35The result of the comparison is discussed in details amongstudents

17.00Pause

Bio-Informatics:Sequence class 07/10

1. Action pattern

Actions

17.351 Taskgiving

17.23Topics presentation

17.40Answering questions

17.50OutputFrom webSW(Protein structure)

18.05ComparisonAnd discussion

Bio-Informatics:Sequence class 07/10

1. Action pattern

Actions

• Students take seats in the room

• the teacher introduces himself and the furthercoming themes

• teacher explains the organization in three modules and the opportunity to go for the last and more specific module• The class starts as a monodirectional information flow from teacher to students

• During the break students talk with theacher • During the break students sign the register

• Class goes on as before. Twice the teacher involves directly students asking their background and giving the task of visiting a web site

15.00 16.25 18.15

Bio-Informatics:Propedeutic class 28/09

1. Method

Teacher Bio-Informatics:Propedeutic class 28/09, Sequence class 07/10

The method consisits of practical exercises given to studentsand of sharing of successful action performed

2. Roles

monitoring verifying instructor

expaliner

1. Externalization2. Activity traces

Traces Bio-Informatics:Propedeutic class 28/09, Sequence class 07/10

1. Externalization

Traces

2. Activity traces

Activity traces of students during this firts class consists of notes individually produced


not any externalization evidences remain in the space after the class is concluded

1. Externalization

Traces

2. Activity traces

Externalization of students during this firts class consists of notes individually produced, and sequences alignmets jointly produced with the support of the teacher

the output of alignmentsprocedures stays on hard disks

The given sequences remains on hard disks

Bio-Informatics:Sequences class 07/10

1. Number of students2. Grouping3. Roles

Social Orchestration Bio-Informatics:Propedeutic class 28/09, Sequence class 07/10

1. Number of students

Social Orchestration

2. Grouping3. Roles

Students sign in the register with thier names during the break

Students names are availbleto teachers on didà web-site.

Students profiles collected through the web site are available to teachers and didà staff.


1. Number of students


2. Grouping

Students are asked to sign in the register with thier names during the break

Students names and profile are availble to teachers on didà web site

propedeutic class: lecturing format. Not any specific activities were carryed on in groups

seqeunce class: problem solving format. Not any specific activities were carryed on in groups.Still cooperation emerges among students

3. Roles



1. Number of students2. Grouping

3. Roles

explainer advisor tutor

monitoring verifying instructor

expaliner

Sequence class 07/10Propedeutic class 28/09


1. Subjects2. Content situating

Content Bio-Informatics:Propedeutic class 28/09, Sequence class 07/10

1. Subjects

Content

2. Content situating

The course themes are described on didà web site. The QuestionBased method is explicit.The course is organized in three modules:

-propedeutic (1st lesson) -Class A (sequences)-Class B (structures)-Class C (advanced)-Class D (advanced)

The content is situated by practical exercises, byproblem solving activities and by shared feedback about cases presented. The content is situated considering the course steps and duration.


1. Age2. Special needs

Student information Bio-Informatics:Propedeutic class 28/09, Sequence class 07/10

1. Age

Student information

2. Special needs

Looking at the profiles the students filled on didà web site is possible to indirerectly desume the age of the students

The staff acces the university personnel database to find all the information about who is attending a training course. The class has been heterogeneous (people from different departments partecipate)


1. Age

Student information

2. Special needs

Looking at the profiles the students filled on didà web site is possible to inderctly desume the age of the students

No formal ways of accounting for special needs were observed; students asked questions concerning organizational issues to the staff

The staff acces the university personnel database to find all the information about who is attending a training course


1. Duration2. Steps

Time Bio-Informatics:Propedeutic class 28/09, Sequence class 07/10

1. Duration2. Steps

Time

Register filled in by teacher accounts for who holds lessons and which are the topics treated

Both duration and steps of bio-informatics classes are presented on didà web site and accessible to everybody without log-in procedures.The classes are organized in four parts with higherAnd higher degree of complexity


AssessmentAnd Evaluation


1. Assessment method2. Evaluation

AssessmentAnd Evaluation


1. Assessment method

1. Evaluation

At the end of the training course students fill in evalutaion form to account for their degree of satisfaction

Assessment session are arranged at the end of each part of the course.

The assessment of the advanced parts consists of feedback provided by few students involved in practical and specific activity.

1. Third spaces Social contexts in which the topics realted to classes are discussed without taking into account the formal roles

Third spaces

Not any contexts (external to the institutional one)where topics related to the classes are disucssed were observed


1. Objects in use2. Status (open or closed in terms of questionability and negotiability)3. Availability

Artifacts and Materials Bio-Informatics:Propedeutic class 28/09

2. Status (open or closed in terms of questionability and negotiability)3. Availability

1. Objects in use

PC Projector Web sources NotesSlides


Artifacts and Materials


2. Status

PCs are not toolsintegrated intothe activity

Projector is usedonly by teacher

Slides, to some extent,are input to discussion

Web accounting forstate of the art onbio-informatics sw

Individualnotes

[closed +-] [closed ++] [closed +-] [open --] [closed ++]

3. Availability

from [closed++] to [open ++]


1. Objects in use



2. Status

[closed +-] [closed ++] [closed +-] [open --] [closed ++]

3. Availability

More than 35 PCsand 5 MACs availble

one projectoravailble

Slides on linewww.unisi.it/dida/

Sources and SW applicationon line (www.expasy.org)

Individual tool


1. Objects in use


2. Status (open or closed in terms of questionability and negotiability)3. Availability

PC app. Projector On-line SWs NotesSlides Mic.



1. Objects in use

2. Status

PCs are toolsintegrated intothe activity

Projector is usedonly by teacher

Slides present Cases andExamples,

On-line SWsFor bio-inf task

Individualnotes

[open +-] [closed ++] [open --] [open +-] [closed ++]

from [closed++] to [open ++]

3. Availability


Usedonly by teacher

[closed ++]



1. Objects in use

2. Status[open +-] [closed ++] [open --] [open +-] [closed ++]


[closed ++]

3. Availability

More than 35 PCsConnected in a LAN

one projectoravailble

Slides on linewww.unisi.it/dida/

Sources and SW applicationson line (www.expasy.org)

Individual toolone micavailble



1. Objects in use


ERT production of educational formats: FEW CONSIDERATIONS

•The evidences collection allowed us to better explore different experiences within the same learning context (training)

•The representation of evidences is connected with the organizational context and it often changes from a case study to another

•The theoretical approach seems quite difficult to be represented like an evidence (teacher interviews and observation) but it is still be likely (but not easily) desumed by interviews and activity observation

• social orchestation evidences are better represented together with action pattern. In fact social orchestration evidences can be easilly understood if represented whithin their own context


ERT production of educational formats

evidences collection bio-informatics: propedeutic class 28/09, sequence class 07/10 ert production...

Documents

propedeutic class

sequences class

firts class

register class

qb class

objectives bioinformatics

procedures bioinformatics

discussion bioinformatics