Daily lesson at intensive PhD course (1 week long course)
Description:
A design to apply the STREAM model in an intensive one-week-long PhD course in bioinformatics (in this case single cell data analysis, but the scheme is reusable in general for bioinformatics and computational applications). The design refers to a day of the course, where a lecture and a group exercise is involved. We create two layers of JiTT: one in real-time with quizzes and polls during the lecture, and one during in-class exercise, useful to adjust the lecture of the day after.
The lectures are organized in an interactive way with python notebooks and the tool RISE to make live-code slides directly from the python notebook.
Intended Learning Outcomes:
- Understand an analysis pipeline and recognize pros and cons of the approach used
- Build your own preprocessing pipeline after reflecting on which features of the data must be filtered out
- Perform advanced analysis and critically discuss the meaning of the results
- Use statistical methods to investigate flaws in the analysis and eventually correct your approach
- Acquire the background ability and critical sense necessary to expand the knowledge of the topic with more advanced courses
| Resources | Tasks | Supports | |||
|---|---|---|---|---|---|
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Interactive Lecture |
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-The students' own curiosity |
Eventual questions that are answered on the presentation (parameter changes, ...) ↓ |
← |
-Teacher feedback and comments while showing the live results on the presentation |
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-Lectured material and |
Quiz related to group exercise (10 min). Students can discuss together and ask to the teacher. ↓ |
← |
-Teacher feedback |
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-Lectured material and |
Poll related to group exercise (15 min). Multiple answers can be correct, so this time no discussion between students. ↓ |
← |
-Teacher goes around and talks with students to give them hints and feedback |
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|
-Lectured material |
Group exercise at the end of the lecture |
← |
-Hints given through the quizzes and polls |
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Additional information
One can also decide to do only quizzes or polls, and to do more of them. It depends on the complexity of the topic and the attention rate of students. I think max 4 of those tasks is enough in for example 3 hours lecture that include also a 30 min break in between. I think polls are better with students working alone, so potential multiple correct answers can be discussed.