Difference between revisions of "DryadLab TAB Presentation Jan2011"

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=Understanding Evolution Teachers Advisory Board Meeting=
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=Understanding Evolution - Teachers Advisory Board Meeting=
 
1/7/2011
 
1/7/2011
  

Revision as of 08:39, 7 January 2011

Understanding Evolution - Teachers Advisory Board Meeting

1/7/2011

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. We welcome ideas for leveraging existing curriculum/development resources, and for deciding how to select articles/datasets for de novo activity development. What kinds of analyses would be most useful to illustrate for undergraduates? Do you have any specific suggestions for articles or datasets that would make good activities?
  2. How do teachers select lessons? How can we promote their use?
    • Ideas for cross-promotion so far include Merlot, NSDL (possibly in the Data Sheets section), and Understanding Evolution (of course!)
  3. Is there merit aligning activities to national standards (for college/grad level instruction)?
  4. What strategies should we employ to adjust the educational level? Is it realistic to see these being used in upper division classes? Is it even worth the effort to pitch similar activities to different instructional levels?
  5. What computer/software resources can we assume are available in a typical upper-level bio class?
  6. What level of comfort with data analysis should we expect among instructors? For example, should we steer students through the use of statistical or visualization software methods with text or video tutorials?
  7. What’s a reasonable in-class/out-of-class duration for an activity?
  8. Related to that, how much should we plan on circumscribing the activity in advance, versus letting instructors customize, or letting students shape the activity?
  9. How do we best package the materials separately for teachers and students? Would it damage uptake to require 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?
  10. How to integrate learning about data sharing and reuse naturally within the activities?