Learning Workshop Research Articles

An approachable, flexible and practical machine learning workshop for biologists.

SummaryThe increasing prevalence and importance of machine learning in biological research have created a need for machine learning training resources tailored towards biological researchers. However, existing resources are often inaccessible, infeasible or inappropriate for biologists because they require significant computational and mathematical knowledge, demand an unrealistic time-investment or teach skills primarily for computational researchers. We created the Machine Learning for Biologists (ML4Bio) workshop, a short, intensive workshop that empowers biological researchers to comprehend machine learning applications and pursue machine learning collaborations in their own research. The ML4Bio workshop focuses on classification and was designed around three principles: (i) emphasizing preparedness over fluency or expertise, (ii) necessitating minimal coding and mathematical background and (iii) requiring low time investment. It incorporates active learning methods and custom open-source software that allows participants to explore machine learning workflows. After multiple sessions to improve workshop design, we performed a study on three workshop sessions. Despite some confusion around identifying subtle methodological flaws in machine learning workflows, participants generally reported that the workshop met their goals, provided them with valuable skills and knowledge and greatly increased their beliefs that they could engage in research that uses machine learning. ML4Bio is an educational tool for biological researchers, and its creation and evaluation provide valuable insight into tailoring educational resources for active researchers in different domains.Availability and implementationWorkshop materials are available at https://github.com/carpentries-incubator/ml4bio-workshop and the ml4bio software is available at https://github.com/gitter-lab/ml4bio.Supplementary information Supplementary data are available at Bioinformatics online.

Designing behavioral interventions using the capability-opportunity-motivation-behavior model and the theoretical domains framework to optimize oxygen saturation maintenance by NICU providers.

ObjectiveDespite evidence-based guidelines, SpO2 maintenance-related practices of care providers remain inconsistent. Our aim was to evaluate the impact of interprofessional learning workshops, bedside coaching, and neonatal intensive care unit (NICU) level enablers on targeted behavioral change of NICU staff, focusing on SpO2 maintenance.MethodsNICU is a specialized area of the hospital with sophisticated monitors where multidisciplinary staff provide round-the-clock care for sick and preterm infants. As a subset of a quality improvement project to improve SpO2 maintenance and reduce desaturation events, three targeted evidence-based staff behaviors were deemed as important based on established capability-opportunity-motivation-behavior and theoretical domains framework models: setting SpO2 alarm limits, using SpO2 alarm management algorithms, and reporting daily summaries of SpO2 during rounds. We conducted interprofessional workshops, provided bedside coaching, and altered unit NICU processes (guidelines, automated SpO2 histogram printouts, defined staff standard work) and measured demonstrable changes in staff reaction, learning, and behaviors by direct observation of behaviors and survey questionnaires.ResultsTwo hundred and seventy-five (87%) and 210 (80%) of NICU staff attended workshops and received bedside coaching, respectively. The proportion of staff expressing satisfaction with workshop and bedside coaching was 85% and 82%, respectively. The proportion of staff reporting improvement in their knowledge and confidence related to SpO2 maintenance increased significantly following the workshop. Targeted behaviors related to SpO2 maintenance like setting appropriate alarm limits, adhering to SpO2 management algorithm, and reporting daily SpO2 summaries during rounds increased from 80% to 96%, 0% to 64%, and 20% to 70%, respectively.ConclusionFocused behavioral change interventions aimed at improving staff capability, opportunity, and motivation resulted in a demonstrable change in targeted staff behaviors related to SpO2 maintenance. Further research is needed to establish ways of optimizing intended staff behaviors while implementing care bundles in a given setting.

Digital Transformation of Education and Challenges of the 21st Century

The purpose of the article is to analyze the topical problems of the digital transformation of education as a process of changing its goals, meanings, content and technologies and to find ways to solve them. The authors emphasize the primacy of pedagogical innovations and the auxiliary role of information technologies providing the technological basis for the creation and application of new pedagogical practices. The analysis of changes in the educational process in the context of the expansion of the digital educational space and the possibilities of distance technologies leads to the conclusion that the use of the traditional one-way monologue transmission of knowledge on modern digital platforms is ineffective. The paper proposes the methodology based on the self-study underpinned by the mankind achievements, the creation of student’s own system of knowledge, when he gives his meaning to the world and changes him/herself, developing his/her creative abilities. This methodology has been proven to work and tested in practice. The article presents an experience of the Belarusian State University (hereinafter – BSU) in the development and implementation of the concept of creative education, the deployment of a large-scale program for the introduction of distance technologies. The practical steps for the implementation of this program are described, such as the development of a new educational and methodological literature, the creation of an interuniversity portal “Methodology, content, and practice of creative education”, the implementation of the full-time distance training program “Technologies of heuristic education in higher education: teaching methods through discovery” and the project “Online Learning Workshop”. The main quantitative indicators of the effectiveness of the digital transformation of the educational process at BSU are analyzed. The authors describe the information infrastructure of BSU, which ensures the implementation of innovative pedagogical technologies: telecommunications infrastructure and a “cloud” data center, an educational process management system integrated with corporate systems and services, its own video conferencing system, an integrated automated information system developed by the university.

Engaging Indigenous older adults with technology use to respond to health and well-being concerns and needs.

Increased access to technology can promote independent living, stimulate cognitive functioning, relieve caregiver stress, improve telehealth access, increase overall well-being, and be used to share cultural resources such as Indigenous language applications. Many Indigenous older adults would like to learn more about technology and recognize the value of technology in supporting healthy ageing; however, as Morning Star Lodge has previously determined, accessibility and readiness were key factors in the use of this technology. Utilizing the guiding principles of the Model of Engaging Communities Collaboratively and the Ethical Engagement Training Module, Morning Star Lodge partnered with the Star Blanket Cree Nation to support the healthy lifestyle of six Indigenous older adults by increasing their access to and engagement with culturally safe technology solutions individual to their specific health and lifestyle needs. These co-researchers were provided with tablets, MiFis (mobile internet access), and learning workshops and were interviewed pre- and post-workshops to assess their comfort level with the device and information received. Additionally, these interviews assessed how the technology helped to address the health needs of the co-researchers. The findings demonstrated that the technology met the health needs of the older adults, particularly with the emergence of the COVID-19 pandemic and the need to stay connected to loved ones. The information gained through this work will support public health workers in responding to the needs of older Indigenous adults using technology to meet their health and well-being. There is also a significant need for pandemic preparedness work to be done with Indigenous communities and this work could inform this in part.

‘It’s music and we came to play instruments’: teaching for engagement in classroom music

ABSTRACT This paper presents findings from ethnographic case study research that investigated teacher practices and student engagement in classroom music. The data collection was undertaken in a primary (elementary) and a secondary school in Australia and focussed on the classroom practice of two teachers and four classes of students aged 10 to 16 years. The two teachers invited to participate in the study had been identified as being influenced by the Musical Futures approach following their participation in a Musical Futures professional learning workshop. The findings draw on participant-observation of music lessons, interviews, and focus groups. From this research, a model of teaching for engagement in classroom is proposed. This paper discusses three over-arching themes that comprise the model, illustrated with classroom snapshots from secondary Year 10 and Year 7 music classes and primary Year 5/6 music classes.

The Relative Contribution of Psychological Flow and Resilience in Anticipating the Cognitive Failure of Elementary School Students

The present study aims to determine the relative contribution of psychological flow and resilience in anticipating the cognitive failure among elementary school students. The sample consisted of (114) male and female students aged between 13 and 15 years. The descriptive method was adopted. The study employed and designed the following tools: the psychological flow scale, the psychological resilience scale, and the cognitive failure scale. The psychometric properties of these tools were checked. The results showed that the level of psychological flow among the participants is high, the level of psychological resilience among the sample is high, and the level of cognitive failure among the participants is low. The results also concluded that the psychological flow is suitable for predicting cognitive failure, as the regression coefficient was −7.436, which is a statistically significant value at the level 0.001; and the psychological resilience can be used in predicting cognitive failure, as the regression coefficient was −5.824, and it is a statistically significant value at the level 0.001. The study has a number of recommendations: designing training programs to develop the psychological flow of learners at all learning stages, holding seminars and workshops aimed at educating learners about the importance of psychological resilience for their enjoyment of normal mental health, and raising the awareness among the officials at the Ministry of Education about the need to train students on cognitive strategies that help reduce the level of cognitive failure.

W.A.T.E.R. – a structured approach for training on advanced measurement and experimental research

Abstract. W.A.T.E.R. stands for Workshop on Advanced measurement Techniques and Experimental Research. It is an initiative started in 2016 in association with the Experimental Methods and Instrumentation (EMI) committee of the International Association for Hydro-Environment Engineering and Research (IAHR) aimed at advancing the use of experimental techniques in hydraulics and fluid mechanics research. It provides a structured approach for the learning and training workshop series to postgraduate students (aiming specifically at doctoral students), young researchers, and professionals with an experimental background in fluid mechanics. It offers an opportunity to learn about state-of-the-art instrumentation and measurement techniques and the latest developments in the field by partnering with manufacturers. W.A.T.E.R. brings together academics, instrumentation manufacturers and public sectors in a structured setting to share knowledge and to learn from good practices. It is about training people who already have a certain knowledge and skill level but who need to go deeper and/or wider in the field of measurement and experimental research.

Teaching Essay Writing: When Good Intentions Lead to Bad Outcomes

This warning narrative explores the tension in student‐centered learning between attempting to teach individual students the skills of scientific writing in good faith versus encouraging student responsibility. There are often protocols to facilitate student learning that systematically apportion tasks between different members of staff. These protocols are reliable and well‐established, but in the face of a failing student, plainly some aspect of the protocol has gone wrong. Has the student fallen through a gap in the system, has a busy instructor given insufficiently personalized teaching, or has the student failed to take responsibility for their student‐centered learning? We conclude that deviating from protocols, even with due caution and substantive teaching experience, can still lead to conflicts.In this narrative example, the author, a physiology educator, failed to follow protocol and ended up creating predictable problems for his colleagues. The author made this mistake despite the fact that he has also been awarded a National Teaching Fellowship (UK) and has also written a book “Writing for Biomedical Sciences Students” for Macmillan Study Skills. The tension between the student needing skills and the student needing to take responsibility highlights how learning in good faith (and teaching in good faith) is at the core of student‐centered learning. The case study looks at an anonymized group email trail among faculty to explore the sequelae of an optional “essay help session” for a group of students who have failed an essay assignment.As the author ran an active learning workshop session for 8 students, a latecomer interrupted the proceedings to complain about her original mark in the form of not understanding what was wrong with the original failed essay. In our system, remarking is neither encouraged nor allowed except in extraordinary circumstances. The author, falling into the situation of wanting to teach in good faith, skimmed the essay during the class and found it on first glance to have only a series of subtle problems. The promise “to look into it after class” resulted in a series of group emails that suggested that the author ‐‐ despite extensive efforts to avoid the obvious conflict between faculty ‐‐ had undermined the original tutor while being absorbed by a student's aims that may have been in bad faith from the beginning. The student definitely took responsibility for addressing their failure, but not necessarily by learning the skills being taught. Despite the instructor's explicit recognition of the potential conflicts and acknowledgment of the important roles of other instructors, the conflicts can still arise.

The importance of mentors and how to handle more than one mentor.

Working with multiple mentors is a critical way for students to expand their network, gain opportunities, and better prepare for future scholastic or professional ventures. However, students from underrepresented groups (UR) are less likely to be mentored or have access to mentors, particularly in science, technology, engineering, and mathematics (STEM) fields. We developed and implemented a workshop, to provide the necessary foundation for students to be better prepared for establishing future mentorships throughout graduate and professional school. Faculty well-versed in the area of effective mentorship from multiple universities developed and delivered a 1.5-hour workshop to address the roles of a mentor, especially when it comes to UR students, and how students may effectively work with multiple mentors. This workshop was delivered to a group of students from, the Historically Black College and University (HBCU), Winston-Salem State University, and a pre/post-10-point Likert scale-based survey was administered where 1 represented strongly disagree and 10 was strongly agree. The questions used in this seminar were newly designed by the authors as program evaluations. We analyzed the raw data with nonparametric tests for comparison within paired samples. Wilcoxon matched-pairs and signed-rank tests showed statistically significant growth in student self-ratings related to the workshop learning objectives. The 'How to Handle More than One Mentor to Achieve Excellence' workshop was well-received as a component of pregraduate and preprofessional training. Incorporating workshops like this may increase student preparedness around developing and cultivating healthy mentorship relationships throughout STEM training.

Learning Media of PPT-iSpring with Macroscopic, Submicroscopic and Symbolic Representations for Improvement of Chemistry Teacher Competency

Activities of Community service in scheme of Program Kemitrasaan Masyarakat (PKM) aim to improve the competence of high school and vocational high school chemistry teachers in Pariaman Regency in making PPT-iSpring learning media which have macroscopic, submicroscopic and symbolic level. PKM methods are lectures, demonstrations and workshops. The lecture method is used to convey ICT and internet terminology, three levels of chemistry representation and 21st century learning. The demonstration method is to download general chemistry e-books and chemistry learning videos and workshops for making PPT-iSpring learning media. This activity can improve the knowledge and skills of chemistry teachers using various learning resources from websites, teachers' knowledge of the three levels of representation and their interconnections, chemistry teachers' knowledge and skills in combining chemistry learning resources to be used in making PPT-iSpring learning media based on ICT with an emphasis on macroscopic, submicroscopic and symbolic level representation.

Expanding the Remote Experiment Set with the 3Axis Portal Physical Model

The problem of insufficient variety of experiments with physical models in laboratory workshops for distance learning in the design of control systems is posed. It is caused by the limited operations with the physical model when using the interface at the level of electromechanics control. The way of solving the problem is substantiated: the transition from electromechanics control of physical models of devices to control systems for the processes of using these devices. The proposed way to increase the number of types of experiments is illustrated with examples of systems for using popular physical models of an elevator, storage warehouse and production cell. However, the main focus is on expanding the functionality of the physical model 3-Axis Portal. These possibilities are realized by equipping the portal head of the base model with new sensors and actuators, improving the loads with which the portal works and using new types of active surfaces in the working field of the portal. Based on the aggregation of the proposed nodes with the basic portal model, sixteen types of systems for setting up remote experiments are described. The structures of these systems, elements of implementation and variants of experiments are described, which relate to the design of digital control systems, visualization of sorting algorithms, technical diagnostics of electronic assemblies, pattern recognition and other relevant topics for teaching students of engineering specialties.

Optimizing the role of al-Qur’an educational parks to improve children's achievements and character formation during the Covid-19 pandemic

In all aspects of life, including education, the Covid-19 pandemic has shifted from offline to online. Because of the limitations of internet facilities and their supporters, as well as human resources who are not ready for online learning, parents in Kacetan Village find online learning to be extremely burdensome. As a result of TPQ Nurul Iman's role, parents hope for an online learning workshop to help their children with their schoolwork. This activity aims to provide school learning assistance so that TPQ students can grasp learning material and realize their potential in academic and non-academic fields. The Contextual Teaching and Learning (CTL) method was chosen because it allows the teacher to encourage students to connect what they've learned and put it into practice in their daily lives. The implementation of this activity includes educational film showings, online learning workshops, social parenting, dowry preparation, infrastructure repair, student outbound, and soft skills development.

Design Thinking Innovation Within the Quadruple Helix Approach: a Proposed Framework to Enhance Student Engagement Through Active Learning in Digital Marketing Pedagogy

The purpose of this paper is to develop a framework for enhancing student engagement through active learning and design thinking workshops online. The COVID-19 pandemic has increased the need for digital engagement exponentially, yet the important experiences of collaborative and active learning (AL) have become more challenging to facilitate and support in circumstances of remote access during classes. As such, design thinking (DT) online presented a unique opportunity to explore this collaborative approach to engaging in user-centred design and design innovation. To explore a specific curriculum design dilemma and validate the methodology adopted, online DT workshops were conducted with two different cohorts of students toward co-creating more student-centred forms of learning in two digital marketing (DM) courses. The approach was guided by the POLARIS active learning framework to embed the framework’s seven perspectives (Purpose, Objectives, Learning landscape, Activities and assessment, Resources, Inter-relation with stakeholders, and Student engagement) which were considered to better enhance student engagement in an online learning environment. Using the framework proposed, which additionally integrates Quadruple Helix Model (QHM) actors, would facilitate further DT innovation towards co-creating new value in digital marketing pedagogy, curriculum design, and beyond.

Workshop Manajemen Pembelajaran Berbasis Digital bagi Guru SD di Kota Kulon Kabupaten Garut

Abstract Purpose: Digital-based learning management workshop is the existence of new knowledge that can be applied by teachers during the learning process with their students, especially making questions or quizzes using Google Classroom and Google Forms. The subjects of this workshop are the teachers of the State Elementary School 1 Kota Kulon, Garut Kota. Method: A digital-based learning workshop with 2 sessions, namely the presentation of material and the practice of using digital media. Results: Online learning workshops that have been organized by the Garut University Service Team provide new understanding and skills to SDN 1 Kulon City teachers in using various digital platforms that can support the learning process during the Covid 19 pandemic. The drawback of this activity is the limited facilities and infrastructure available owned by teachers to support digital-based learning, as there are still few teachers who have laptops or computers to support learning. Contribution: of this activity is to support schools to encourage the ability of educators to carry out digital-based learning, especially during the pandemic of COVID-19.

The Managerial Leadership of Principal in Improving the Teachers` Performances

The quality of education can increase because of teachers` optimal performance. However, teachers` performance and teachers` work discipline are currently still low. This study aims to analyze the principal's managerial leadership in improving teachers` performance. This study uses a qualitative approach with a descriptive method. Methods of data collection using observation, interviews, and documentation. The subjects in this study were principals, vice principals, teachers, and supervisors. Data analysis techniques by reducing, presenting, drawing conclusions and verifying data. The results of the study indicate that managerial competence has been implemented well. Principals have programs including school learning planning, teacher supervision, collaboration, work meetings, and workshops. Obstacles faced by principals are teacher discipline, lack of teacher participation in program activities, and many elderly teachers. To anticipate the obstacles that exist in the field, the principal has tried to carry out his duties optimally. The principal's managerial role is quite good, it's just that teachers need special training to improve teacher performance. So it can be concluded that the principal's managerial leadership in improving teacher performance. The implications of this research are expected to improve the managerial leadership of school principals so that teacher performance can increase and learning objectives can be achieved.

Professional development of STEM-H faculty: Implications of a cross-disciplinary workshop series for improving research on student learning

A growing number of science, technology, engineering, mathematics, and health sciences (STEM-H) faculty are interested and find value in learning how to conduct research in the education setting of their discipline. Recent funding initiatives have been announced that aim to expand education research efforts and capability with discipline faculty in order to properly evaluate and ultimately improve STEM-H education. This study explores the impact of an innovative professional learning workshop series for faculty in university STEM-H disciplines who are interested in learning how to study their teaching and its impacts more rigorously.STEM-H faculty came to the workshop series with a variety of motivations, including to better understand and evaluate their teaching practices, to acquire better methods of studying and sharing what they learn, and to improve their education research skills overall. Our interdisciplinary research team collected data through open-ended pre- and post-series surveys, and individual 6-month post-series interviews. We engaged in consensual qualitative analysis to extract themes. Findings indicated STEM-H faculty left the workshop series with (1) deepened perspectives of education research complexities, (2) stronger insights and awareness about key components of education research, and (3) identified actionable next steps to pursue their individual education research goals. We explore potential follow-up steps as we build and institutionalize education research support structures to sustain this interest.

THE PREPAREDNESS OF PRE-SERVICE TEACHERS ON THE REQUIRED PROGRAMS TO MEET STANDARDS

“A quality education begins with the best teachers”, Pyne, 2014. Capacitating the teaching force helps in the improvement of learners’ performance. Attracting the best educators in the profession, where respect, nobility, and prestige were sustained by exhibiting quality teaching to produce the best output or performance and an untiring motivation for student's learning will have a positive impact. As an educator let us live by this famous quote, “Teaching is the noblest profession” and uphold its meaning by being a model to our learners. This qualitative study which involved three participants tried to scrutinize the preparedness of the PSTs on the required teacher preparation programs to meet standards offered by the Department and use descriptive narrative to treat the gathered data. It also explored the practices of the TEIs in preparation for the challenges of the pre-service teachers when they are already in the school. The results of this study stated that there is already familiarity among the pre-service teachers on the existing programs offered by the department for the professional learning and development of in-service teachers. And the pre-service teachers planned to engage and participate in continuing education, school learning action cells, in-service training, seminars, and workshops for upskilling and reskilling and for professional development

The Dual-Use Education Gap: Awareness and Education of Life Science Researchers on Nonpathogen-Related Dual-Use Research.

With the rise of synthetic biology, dual-use research risks are not confined to pathogen-related research. However, existing measures to mitigate the risks of dual-use research, such as export control, are still designed to hinder access to pathogens and do not address the risks of nonpathogen-related dual-use research. The current self-regulatory approach requires scientists to be aware of their responsibility and know how to assess risks and establish countermeasures. The purpose of this study was to examine the state of knowledge about dual-use research among life science students and to test an alternative teaching approach on the importance of considering biosecurity risks for teams participating in the International Genetically Engineered Machine (iGEM) competition. We conducted an international survey from July 18 to September 13, 2018, which was completed by 192 respondents from 29 countries and 74 universities. Based on the results of the survey, we designed and tested a learning workshop on dual-use research within the iGEM community. Results from the workshop and the survey show that educational machinery so far have failed to integrate teaching about dual-use research issues.

Introducing the Remote Mentoring of Undergraduate Research Students (ReMentURS) Workshop Series: Initial Evaluation and Plans for Wider Implementation

The primary objective of the Remote Mentoring of Undergraduate Research Students (ReMentURS) workshop series is to design a remotely available professional development training that will provide rigorous research concept and skills introduction to incoming undergraduate research students. This pilot run eight-week remote learning workshop series includes digital presentations, informational videos, virtual demonstrations, and aligned comprehension checks to foster student mindsets towards becoming independent research scientists. Preliminary assessment of the of ReMentURS program reveals that participants self-report gaining a variety of skills through the series and are likely to use the content in their future course and research laboratories. ReMentURS material can be shared with any undergraduate student who is interested in joining a research group to familiarize them with basic research techniques. Student learning gains will continue to be evaluated throughout the series and this initial assessment will be used towards the betterment of the future workshops.

Blending Behaviourism and Constructivism: A Case Study in Support of a New Definition of Blended Learning

Definitions of blended learning that refer to a combination of face-to-face and computer-mediated instruction focus on the transmission of information rather than learning. It has been argued that a definition of blended learning should provide for a blend of learning theories methods and technologies. When blending learning theories, behaviourism and constructivism should not be viewed as mutually exclusive opposites. This article presents a case of a distance learning workshop with asynchronous and synchronous learning and technologies ranging from WhatsApp to YouTube. The workshop contained a blend of direct instruction (behaviourism), construction (constructivism), an integration of the two, and an immersive experience of serendipitous learning. Various modalities of learning occurred during the same learning event. Sometimes the two modalities occurred simultaneously, suggesting that behaviourist and constructivist learning can be blended.