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Evidences collection

Evidences collection. Bio-Informatics: Propedeutic class 28/09, Sequence class 07/10. ERT production of educational formats. Organizational and Cultural context. Bio-Informatics: Propedeutic class 28/09, Sequence class 07/10. Context. Organizational and Cultural context.

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Evidences collection

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  1. Evidences collection Bio-Informatics: Propedeutic class 28/09, Sequence class 07/10 ERT production of educational formats

  2. Organizational and Cultural context Bio-Informatics: Propedeutic class 28/09, Sequence class 07/10 • Context

  3. Organizational and Cultural context Bio-Informatics: Propedeutic class 28/09, Sequence class 07/10 • 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.

  4. Spaces Bio-Informatics: Propedeutic class 28/09, Sequence class 07/10 • Physical characteristics • Significance

  5. Spaces Bio-Informatics: Propedeutic class 28/09, Sequence class 07/10 • Physical characteristic Bio-onformatics classes are held in the informatics lab. Ground floor, S.Miniato University Institute. • Significance

  6. Spaces Bio-Informatics: Propedeutic class 28/09, Sequence class 07/10 • Physical characteristic S.Miniato University Ins. is a new building used as a technical settlement by several departmens Paths lead to the Main entrance In the back side less landmarks available PCs affect the room Organization • Significance

  7. Spaces Bio-Informatics: Propedeutic class 28/09, Sequence class 07/10 • Physical characteristic In the back side less landmarks available PCs affect the room organization Paths lead to the Main entrance • Significance • 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

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

  9. Aims and objectives Bio-Informatics: Propedeutic class 28/09, Sequence class 07/10 • Aims What is Bio-inf? What is for? Using an sequence retreival system Line up a sequence Multiple line up procedures The istitutional aims and the questions to which the class provides answers are availabele at www.unisi.it/didà • Objectives

  10. Aims and objectives Bio-Informatics: Propedeutic class 28/09, Sequence class 07/10 • Aims The istitutional aims and the questions to which the class provides answers are available at www.unisi.it/didà • Objectives At the end of sequence classes students should be able to line up an unknown sequence with a known proteic group

  11. Actions Bio-Informatics: Propedeutic class 28/09, Sequence class 07/10 • Action pattern

  12. Actions Bio-Informatics: Sequence class 07/10 • Action pattern 15.20 Topics presentation 15.33 1 Task giving 15.40 database querying activities 16.10 The output is a sequence of nucelotides 16.20 The sequence is lined up with using a new SW 16.35 The result of the comparison is discussed in details among students 17.00 Pause

  13. Actions Bio-Informatics: Sequence class 07/10 • Action pattern 17.35 1 Task giving 17.23 Topics presentation 17.40 Answering questions 17.50 Output From web SW (Protein structure) 18.05 Comparison And discussion

  14. Actions Bio-Informatics: Propedeutic class 28/09 • Action pattern 16.25 18.15 15.00 • Class goes on as before. • Twice the teacher involves • directly students asking their • background and giving the task • of visiting a web site • During the break students • talk with theacher • During the break students sign • the register • 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

  15. Teacher Bio-Informatics: Propedeutic class 28/09, Sequence class 07/10 • Method The method consisits of practical exercises given to students and of sharing of successful action performed 2. Roles expaliner monitoring verifying instructor Propedeutic class 28/09 Sequence class 07/10

  16. Traces Bio-Informatics: Propedeutic class 28/09, Sequence class 07/10 • Externalization • Activity traces

  17. Traces Bio-Informatics: Propedeutic class 28/09 • Externalization not any externalization evidences remain in the space after the class is concluded • Activity traces Activity traces of students during this firts class consists of notes individually produced

  18. Traces Bio-Informatics: Sequences class 07/10 • Externalization Externalization of students during this firts class consists of notes individually produced, and sequences alignmets jointly produced with the support of the teacher • Activity traces the output of alignments procedures stays on hard disks The given sequences remains on hard disks

  19. Social Orchestration Bio-Informatics: Propedeutic class 28/09, Sequence class 07/10 • Number of students • Grouping • Roles

  20. Social Orchestration Bio-Informatics: Propedeutic class 28/09, Sequence class 07/10 • Number of students Students sign in the register with thier names during the break Students names are availble to teachers on didà web-site. Students profiles collected through the web site are available to teachers and didà staff. • Grouping • Roles

  21. Social Orchestration Bio-Informatics: Propedeutic class 28/09, Sequence class 07/10 • Number of students Students names and profile are availble to teachers on didà web site Students are asked to sign in the register with thier names during the break • Grouping 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 • Roles

  22. Social Orchestration Bio-Informatics: Propedeutic class 28/09, Sequence class 07/10 • Number of students • Grouping • Roles advisor tutor explainer expaliner monitoring verifying instructor Propedeutic class 28/09 Sequence class 07/10

  23. Content Bio-Informatics: Propedeutic class 28/09, Sequence class 07/10 • Subjects • Content situating

  24. Content Bio-Informatics: Propedeutic class 28/09, Sequence class 07/10 • Subjects • The course themes are described on didà web site. The Question • Based 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) • Contentsituating The content is situated by practical exercises, by problem solving activities and by shared feedback about cases presented. The content is situated considering the course steps and duration.

  25. Student information Bio-Informatics: Propedeutic class 28/09, Sequence class 07/10 • Age • Special needs

  26. Student information Bio-Informatics: Propedeutic class 28/09, Sequence class 07/10 • Age 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) • Special needs

  27. Student information Bio-Informatics: Propedeutic class 28/09, Sequence class 07/10 • Age The staff acces the university personnel database to find all the information about who is attending a training course Looking at the profiles the students filled on didà web site is possible to inderctly desume the age of the students • Special needs No formal ways of accounting for special needs were observed; students asked questions concerning organizational issues to the staff

  28. Time Bio-Informatics: Propedeutic class 28/09, Sequence class 07/10 • Duration • Steps

  29. Time Bio-Informatics: Propedeutic class 28/09, Sequence class 07/10 • Duration • Steps 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 higher And higher degree of complexity

  30. Assessment And Evaluation Bio-Informatics: Propedeutic class 28/09, Sequence class 07/10 • Assessment method • Evaluation

  31. Assessment And Evaluation Bio-Informatics: Propedeutic class 28/09, Sequence class 07/10 • Assessment method 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. • Evaluation At the end of the training course students fill in evalutaion form to account for their degree of satisfaction

  32. Third spaces Bio-Informatics: Propedeutic class 28/09, Sequence class 07/10 • Third spaces Social contexts in which the topics realted to classes are discussed without taking into account the formal roles Not any contexts (external to the institutional one) where topics related to the classes are disucssed were observed

  33. Artifacts and Materials Bio-Informatics: Propedeutic class 28/09 • Objects in use • Status (open or closed in terms of questionability and negotiability) • Availability

  34. Artifacts and Materials Bio-Informatics: Propedeutic class 28/09 • Objects in use Projector Slides Web sources Notes PC • Status (open or closed in terms of questionability and negotiability) • Availability

  35. Artifacts and Materials Bio-Informatics: Propedeutic class 28/09 • Objects in use Projector Slides Web sources Notes PC • Status from [closed++] to [open ++] PCs are not tools integrated into the activity Projector is used only by teacher Web accounting for state of the art on bio-informatics sw Slides, to some extent, are input to discussion Individual notes [closed +-] [closed ++] [closed +-] [open --] [closed ++] • Availability

  36. Artifacts and Materials Bio-Informatics: Propedeutic class 28/09 • Objectsin use Projector Slides Web sources Notes PC • Status [closed +-] [closed ++] [closed +-] [open --] [closed ++] • Availability More than 35 PCs and 5 MACs availble one projector availble Slides on line www.unisi.it/dida/ Sources and SW application on line (www.expasy.org) Individual tool

  37. Artifacts and Materials Bio-Informatics: Sequences class 07/10 • Objects in use Projector Slides Mic. Notes PC app. On-line SWs • Status (open or closed in terms of questionability and negotiability) • Availability

  38. Artifacts and Materials Bio-Informatics: Sequences class 07/10 • Objectsin use Projector Slides Mic. Notes PC app. On-line SWs • Status from [closed++] to [open ++] PCs are tools integrated into the activity Projector is used only by teacher Used only by teacher On-line SWs For bio-inf task Individual notes Slides present Cases and Examples, [open --] [closed ++] [open +-] [open +-] [closed ++] [closed ++] • Availability

  39. Artifacts and Materials Bio-Informatics: Sequences class 07/10 • Objectsin use Projector Slides Mic. Notes PC app. On-line SWs • Status [open --] [closed ++] [open +-] [open +-] [closed ++] [closed ++] • Availability More than 35 PCs Connected in a LAN one projector availble Slides on line www.unisi.it/dida/ one mic availble Sources and SW applications on line (www.expasy.org) Individual tool

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

  41. Evidences collection Bio-Informatics: Propedeutic class 28/09, Sequence class 07/10 ERT production of educational formats

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