Difference between revisions of "DryadLab TAB Presentation Jan2011"

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(An example activity)
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Based on BioQUEST BIRDD Morphology material
 
Based on BioQUEST BIRDD Morphology material
* [[DryadLab_example.pdf]], an example of material for instructors
+
* [[DryadLab_example.pdf}|Sample material for instructors]],  
* Datasets in Dryad
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* Corresponding datasets in Dryad
 
** http://dx.doi.org/10.5061/dryad.150
 
** http://dx.doi.org/10.5061/dryad.150
** http://dx.doi.org/10.5061/dryad.152
+
** http://dx.doi.org/10.5061/dryad.152
 
** http://dx.doi.org/10.5061/dryad.154
 
** http://dx.doi.org/10.5061/dryad.154
** http://dx.doi.org/10.5061/dryad.156
+
** http://dx.doi.org/10.5061/dryad.156
  
 
==Website mockups==
 
==Website mockups==

Revision as of 06:34, 7 January 2011

Introduction to Dryad and DryadLab

An example activity

Based on BioQUEST BIRDD Morphology material

Website mockups

DryadLab Home Page

Option 1

Splash draft 1A.png

Comments:

Option 2

Splash draft 1C.png

Comments:

Search

Option 1

Search draft 1A.png

Comments:

Option 2

Search draft 1C.png

Comments:

Activity Page

Option 1

Activity draft 1A.png

Comments:

Option 2

Activity draft 1B.png

Comments:

Other Questions for the Board

  1. Ideas for leveraging existing curriculum/development resources?
  2. Ideas for how to select articles datasets that will be used -- what areas are in need or are easiest to sell? Any specific suggestions?
  3. How do teachers select lessons? How can we promote their use?
  4. Is there merit aligning these to the national standards (for college/grad level instruction)?
  5. What computer/software resources can we assume are available in a typical upper clas bio class?
  6. What level of comfort with data analysis should we expect among instructors?
  7. What’s a reasonable in-class/out-of-class duration for an activity?
  8. How do we best package the materials separately for teachers and students? Would it damage uptake to require if teachers to register? Is that even a necessary or effective way of preventing students from seeing answer keys? Should we simply avoid activities that have answer keys?
  9. How to steer students through external software (e.g. video tutorials?)
  10. How much to prepare the activity, versus letting instructors customize, or letting students craft the activity for themselves?
  11. How to separate teacher/student materials?
  12. How to have students interact with repository directly?
  13. What strategies should we employ to adjust the educational level? Is it realistic to see these being used in upper division classes?