The BD2K Concept Network: open sharing of active-learning and tools online

描述（由申请人提供）：拟议项目将为教师和学生创建在线服务、教材共享和培训，以1)扩展和定制生物信息学、医学信息学和生物医学应用领域的新受众的大数据知识（BD2K）学习；2)使用主动学习，大大提高概念理解和解决现实问题的能力；3)直接测量学习效果；4)提高成功完成BD2K课程的学生人数。为BD2K的成功量身定制核心概念，以教授不同的生物医学受众是至关重要的，因为这些跨学科概念是进入的关键障碍，因为它们对现实世界中解决BD2K问题的能力至关重要。加州大学洛杉矶分校/加州大学圣地亚哥分校项目团队将：1)提供一个开放的在线存储库，世界各地的BD2K教师可以在其中找到、编写和分享同行评审的主动学习练习，如概念测试（已经超过600个），并立即在课堂上使用（学生用智能手机或笔记本电脑回答）；2)通过开放式响应概念测试和在线数据收集的加速方法，促进候选BD2K概念清单的开发、使用和验证，以严格衡量学习收益；3)为BD2K教师提供一个协作的、同行评审的共享和混合平台，用于主动学习材料，如算法项目、动手数据挖掘项目（通过方便的“云项目”）、练习和问题，以及“courselet”录制工具，该工具可以在教师授课时在笔记本电脑上自动录制视频和音频；4)在任何地方为学生提供免费的在线课程，每个人都有一个关键的BD2K概念，包括与概念测试和上述所有主动学习练习紧密结合的简短视频，并设计成一个由概念统一的在线持续学习社区，学生从社区的综合错误模型（特定BD2K概念的常见错误）中学习，有效的补救措施和每个错误模型的反例。对这种教学方法进行了3年的测试，通过减少人员流失，同时提高概念理解（平均考试分数），加州大学洛杉矶分校BD2K方法课程的成功学生完成率翻了一番。该方法还将通过以下方式传播：1)与加州大学洛杉矶分校和合作机构的BD2K讲师进行试点项目，并进行详细的评估研究，以确定关键的成功因素；2)培训教师如何在其BD2K课程中有效地使用这些工具进行教学的研讨会（在线和现场）；3 .在线服务和课程。

DESCRIPTION (provided by applicant): The proposed project will create online services, teaching materials sharing, and training for instructors and students to 1) expand and tailor Big Data To Knowedge (BD2K) learning for new audiences in bioinformatics, medical informatics and biomedical applications; 2) use active- learning to greatly increase conceptual understanding and real-world problem-solving ability; 3) directly measure learning effectiveness; and 4) boost the number of students that successfully complete BD2K courses. Tailoring the core concepts for BD2K success to teach diverse biomedical audiences is crucial both because these interdisciplinary concepts are a key barrier to entry, and because they are vital for real-world BD2K problem-solving ability. The UCLA/UCSD project team will: 1) provide an open, online repository where BD2K instructors worldwide can find, author, and share peer-reviewed active-learning exercises such as concept tests (already over 600), and immediately use them in class (with students answering with their smartphones or laptops); 2) catalyze the development, usage and validation of candidate BD2K concept inventories for rigorously measuring learning gains, via an accelerated approach of open- response concept testing and online data collection; 3) provide BD2K instructors a collaborative, peer-reviewed sharing and remixing platform for active-learning materials such as algorithm projects, hands-on data mining projects (via convenient "cloud projects"), exercises and problems, as well as "courselet" recording tools that automatically record video and audio on the instructor's laptop while they teach; 4) provide students anywhere free online courselets each about one key BD2K concept, consisting of brief videos tightly integrated with concept tests and all the active- learning exercises described above, and designed as an online persistent-learning community unified by concepts, in which students learn from the community's consolidated error models (common errors for a specific BD2K concept), effective remediations and counter-examples for each error model. Testing of this instructional approach for 3 years has doubled successful student completions of a BD2K methods course at UCLA, by reducing attrition, while simultaneously increasing conceptual understanding (mean exam scores). This approach will also be disseminated by: 1) pilot projects with BD2K instructors at UCLA and partner institutions, with detailed evaluation studies to identify critical success factors; 2) workshops (both online and onsite) for training instructors how to teach effectively with these tools in their BD2K courses; 3 online services and courselets.