Developing Data Workshops

Transcription

1 Developing Data Workshops BDK Best practices for engaging audiences and using the BDK resources Jackie Wirz, PhD Oregon Health & Science University BD2K Open Educational Resources Oregon Health & Science University

2 Learning Objectives 1 Learn how to scope, target and deploy appropriate workshops using BD2K OER materials 2 Understand how to create a learning objective and assessment.

3 The Big Question

4 HOW DO I USE ALL OF THESE MODULES? Hello there!

5 Great workshops are created when you thoughtfully address and balance four components

6 Learning Objectives & Assessment Paths Audience Great workshops! Format

7 Audience Who are we working with, exactly?

8 Clearly identify your audience Consider the following: Who they are? Be specific! What do they already know? What do they not know? What is their purpose in taking the workshop? What will they learn? Insert a photo of your target audience

9 Clearly identify your audience

10 Example audiences Categories of Individuals Biomedical informatics graduate student Advanced undergraduate student Established biomedical, clinical, or translational researcher or senior trainee Librarian University/Medical Center administrator Public health professional Clinician leader Research organization (e.g., CTSA) data steward Computer scientist Educational Goals Pursuing a career in informatics, seeking introductory exposure to Big Data topics in preparation for advanced study Consider graduate study in informatics or a related area, hoping to gain basic knowledge to add to skill set and/or consider a career in Big Data Current biomedical, clinical, or translational researcher, aiming to add Big Data skills to their research skill set Acquire knowledge and skills to help Library provide data resources Understand why and how Big Data is important to institutions Expand ability to use new sources and types of data for public health functions Acquire knowledge and skills to use Big Data in improving quality, clinical research capability, and other aspects of care delivery Provide outreach to the research community to support better management and use of Big Data Acquire knowledge of biomedical issues that require Big Data solutions, understand ethical and regulatory needs, exposure to vocabularies and data landscape

11 Example of audience analysis Advanced Undergraduate Student Who they are? Be specific! - The advanced undergraduate student has an interest in bioinformatics, and has a background in either computation or biomedical sciences. The student has not done bioinformatics research before. What do they already know? - the student has either a computational background with some programming knowledge or a biomedical background with training in the fundamentals of genomics or biology. What do they not know? the student with computational knowledge may be lacking biological training; conversely, the student with biological training may have little to no computational training.

12 Example of audience analysis Advanced Undergraduate Student What is their purpose in taking this workshop? - The advanced undergraduate student has an interest in bioinformatics, and is taking the workshop to explore the field. They may be contemplating a graduate program or profession in informatics, but have not had formal training in big data. What will they learn? - The student will be exposed to the half of bioinformatics that they might be lacking in (computational students will learn more about biological considerations and vice versa). This will also introduce them to key concepts in team science and communication. They will come away with a fundamental understanding of the intersection and integration of biology and informatics. Specific tools and higher level research concepts will not be the focus of this workshop.

13 (An introduction to learning objectives) When identifying what the participants will learn, this is a good time to start thinking of what learning objectives you want to establish for the course. A learning objective is an outcome statement that captures specifically what knowledge, skills, or attitudes learners should be able to exhibit following instruction. Good learning objectives are student-centered and should be assessable (more on that later). Each BD2K module has associated learning objectives, which you should examine and modify to your audience. We will come back to the learning objectives in the last section of this module.

14 Format How will the content be delivered?

15 Define your format You need to identify a format that will meet the needs of your audience and content. Consider the following: Size of audience Method of delivery Timing of workshop Insert a photo of your institution

16 Define your format OHSU CLSB

17 Example of format analysis Advanced Undergraduate Student Size of audience - A previous seminar on big data and bioinformatics had robust attendance at my institution, with 50 students in attendance. We anticipate that the workshop would draw an equal number of students. Method of delivery - With 50 participants that come from potentially divergent backgrounds (computational vs. biological), it will be important to have in-person delivery that allows for crossinteraction between the students. We will also need instructors from both disciplines, and preferably a senior graduate student to assist. This means the delivery will be in person, using two teachers and two TAs.

18 Example of format analysis Advanced Undergraduate Student Timing of workshop - Since interaction between the students is a priority, it is necessary that the workshop provide ample time for mixing and mingling. As technical aspects of big data will not be covered, this frees up time to focus the curricula. Since classes are in session, we will aim to offer the workshops over one week of evenings. Each evening for days 1-4, two modules will be covered. Day 5 will be reserved for presentation of a group project. We will need to secure open, flexible space for the workshops (i.e. not a static lecture hall) that accommodates 54 participants.

19 Objectives & Assessment Knowledge is power. Measure it.

20 Create Learning Objectives & Assessment Learning Objectives Now is the time to formalize your learning objectives. Take the objectives provided in the modules and tailor them to your audience and format. Be specific, keep them student focused, and use active verbs! Assessment Good learning objectives are assessable make sure to include ways of measuring the student s progress. In addition to traditional quizzes, you can assess in more active and engaging ways. Consider projects that incorporate critical evaluation of the learning objective or creation of relevant supplemental materials.

21 Bloom s Taxonomy

22 Bloom s Taxonomy and Assessment LEVEL KNOLWEDGE LEVEL ATTRIBUTES Rote memorization, recognition, or recall of facts. KEYWORDS EXAMPLE OBJECTIVE EXAMPLE ACTIVITY EXAMPLE ASSESSMENT list, recite, define, name, match, quote, recall, identify, label, recognize By the end of this course, the student will be able to recite Newton s three laws of motion. Have students group up and perform simple experiments to the class showing how one of the laws of motion works. Use the following question on an exam or homework. Recite Newton s three laws of motion. COMPREHEN. Understanding what the facts mean. describe, explain, paraphrase, restate, give original examples of, summarize, interpret, discuss By the end of this course, the student will be able to explain Newton s three laws of motion in his/her own words. Group students into pairs and have each pair think of words that describe motion. After a few minutes, ask pairs to volunteer some of their descriptions and write these descriptions on the board. Assign the students to write a simple essay that explains what Newton s laws of motion mean in his/her own words. APPLICATION Correct use of the facts, rules, or ideas. calculate, predict, apply, solve, illustrate, use, demonstrate, determine, model By the end of this course, the student will be able to calculate the kinetic energy of a projectile. After presenting the kinetic energy equation in class, have the students pair off for just a few minutes and practice using it so that they feel comfortable with it before being assessed. On a test, define a projectile and ask the students to Calculate the kinetic energy of the projectile.

23 Bloom s Taxonomy and Assessment LEVEL ANALYSIS SYNTHESIS EVALUATION LEVEL ATTRIBUTES Breaking down information into component parts. Combining parts to make a new whole. Judging the value or worth of information or ideas. KEYWORDS EXAMPLE OBJECTIVE EXAMPLE ACTIVITY classify, outline, break down, categorize, analyze, diagram, illustrate design, formulate, build, invent, create, compose, generate, derive, modify, develop choose, support, relate, determine, defend, judge, grade, compare, contrast, argue, justify, support, convince, select, evaluate By the end of this course, the student will be able to differentiate between potential and kinetic energy. By the end of this section of the course, the student will be able to design an original homework problem dealing with the principle of conservation of energy. By the end of the course, the student will be able to determine whether using conservation of energy or conservation of momentum would be more better for a dynamics problem. Present the students with different situations involving energy and ask the students to categorize the energy as either kinetic or potential then have them explain in detail why they categorized it the way they did, thus breaking down what exactly makes up kinetic and potential energy. Tie each lecture or discussion to the previous lectures or discussions before it, thus helping the students assemble all the discreet classroom sessions into a unified topic or theory. Have different groups of students solve the same problem using different methods, then have each group present the pros and cons of the method they chose. EXAMPLE ASSESSMENT Give the students an assignment that asks them outline the basic principles of kinetic and potential energy. Ask them to point out the differences between the two as well as how they are related. Give the students a project in which they must design an original homework problem dealing with the principle of conservation of energy. On a test, describe a dynamic system and ask the students which method they would use to solve the problem and w

24 Example of a learning objective & assessment Advanced Undergraduate Student Learning Objective: At the end of the workshop, students will be able to effectively communicate and collaborate with others to define and present a bioinformatics research question. Learning Assessment: Students will present a 3 minute pitch on their research question to the class, and will be assessed by both peer and faculty review. A rubric developed by the faculty will determine level of competency achieved. Additionally, the collaboration between students will be measured by peer-review within the working group.

25 A word on assessment

26 Paths Assemble OERs. Mix, remix and tailor.

27 Identify the OERs that work best for you Stay focused! Identifying the OERs that will help create the full workshop can be easy too easy! Remember to keep them focused to your identified audience, format and objectives. Over-reaching is a common mistake many encounter. It is best to create a focused, well-executed workshop with fewer objectives than creating an overly broad, rushed workshop.

28 Example of identification of relevant OERs Advanced Undergraduate Student BDK01 - Biomedical, Clinical, and Translational Research data life cycle BDK02 - Introduction to Big Data in Biology and Medicine BDK09 Team Science BDK04 - Terminology of Biomedical, Clinical, and Translational Research BDK15 - Data and tools landscape BDK22 - Translating the Question BDK24 - Data tells a story

29 Mix, remix and tailor Remember, these modules don t need to be used straight out of the box you can mix, remix and tailor the content to your audience, format and learning objectives! Be creative add content that makes your workshop unique and relevant to your audience. Iterate Once you have an outline of your workshop, go back and re-examine if your audience and format still align. Periodically check that your tailored learning objectives are satisfied by your modified modules. Continually examine all aspects of the workshop to iteratively refine the deliverable.

30 Mix, remix and tailor Advanced Undergraduate Student After introduction of the research data cycle (BDK 01) and big data in biology and medicine (BDK 02), the group project will be introduced. Students will paired according to their backgrounds computational students will be matched with biology students. They will be tasked with learning more about each others educational trajectories, and what they hope to learn from the other discipline. After the team science discussion (BDK 09), the matched pairs will be asked to develop a plausible big data research question to be presented at the end of the workshop. They will need to identify a good question, potential data sources, and a preliminary plan for how to approach the problem. The groups will present on the last day of the workshop.

31 Learning Objectives & Assessment Paths Audience Great workshops! Format

32 HOW DO I USE ALL OF THESE MODULES? Hello there!

33 Identify Your audience Focus The format Define Objectives and Assessment Create Make your custom workshop a reality!

34 Resources

35 Learning Objectives ves.html

36 Learning Assessment

37 Developing Data Workshops BDK Best practices for engaging audiences and using the BDK resources Jackie Wirz, PhD Oregon Health & Science University BD2K Open Educational Resources Oregon Health & Science University

38 Your Turn! Force16 Workshop, April 17, 2016 BD2K Open Educational Resources Oregon Health & Science University

39 Learning Objectives & Assessment Paths Audience Great workshops! Format