DryadLab TAB Presentation Jan2011

From Dryad wiki
Revision as of 09:08, 10 January 2011 by Elenafeinstein (talk | contribs) (Introduction to Dryad and DryadLab)

Jump to: navigation, search

Understanding Evolution - Teachers Advisory Board Meeting, 7-Jan-2011

Participants: Todd Vision (Dryad), Elena Feinstein (Dryad), Kristin Jenkins (NESCent, UE-TAB), Jean DeSaix (UNC, UE-TAB), Kirsten Swinstrom (Santa Rosa Junior College, UE-TAB), Lisa Urry (Mills College, UE-TAB), Sheri Potter (American Institute of Biological Sciences), Judy Scotchmoor (Understanding Evolution)

Introduction to Dryad and DryadLab

Comments/Questions/Discussion:

  • TAB: [Since Dryad accepts all kinds of files and has a steady volume of submissions,] how many data curators are required to keep up with that?
  • D: Dryad curation is pretty thin, focused mostly on metadata description and not digging into the data files themselves beyond confirming that they are appropriate for the repository, plus format migration in the future. Norms for data sharing best practices will spread over time, and researchers will have a better sense of what to submit. DryadLab content will get more curatorial attention.

An example activity

Based on BioQUEST BIRDD Morphology material

Comments/Questions/Discussion:

  • [I have notes for these but ran out of time. Will post ASAP. --Elenafeinstein 16:35, 7 January 2011 (EST)]

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

Comments from the meeting have been added below, but many questions were not discussed due to time constraints. Discussion will be continued via email.

  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!)
    • TAB: Biology instructor listservs (like AP teachers list), presentation at NABT, Biology Teacher journal, BioLab newsletter article
    • TAB: Teachers don't use many sites like NSDL, Merlot, etc. because they aren't user-friendly
    • TAB: There will be enthusiasm among teachers once they know all this data is available, and they will submit their own lessons
    • D: Can pitch to researchers that creating an activity for DryadLab to go along with their data submission to Dryad can be listed as a "broader impact" for funding
    • D: Possible collaboration (workshop?) between researchers with data and instructors that could help design lessons using the data
  3. Is there merit aligning activities to national standards (for college/grad level instruction)?
    • TAB: not needed for post-secondary and AP teachers should be able to figure out how it aligns (besides, standards change). Well written learning outcomes will take care of this need.
  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?
    • TAB: A similar website uses teacher logins to protect actual answer keys, but all other content is public and the materials are still very useful to instructors without access to answer key.
    • TAB: It may be that most content in DryadLab won't have answer keys, but there will be some teachers who want to see suggested answers even to open-ended questions.
    • TAB: May need something key-ish to confirm that stats have been run correctly, and it wouldn't be so bad if students found this.
    • D: Could provide answer key to methods tutorials, but leave main activity open-ended? TAB: That could work.
  10. How to integrate learning about data sharing and reuse naturally within the activities?