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首页> 外文期刊>CBE Life Sciences Education >Applying Instructional Design Theories to Bioinformatics Education in Microarray Analysis and Primer Design Workshops
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Applying Instructional Design Theories to Bioinformatics Education in Microarray Analysis and Primer Design Workshops

机译：将教学设计理论应用于微阵列分析和入门设计研讨会中的生物信息学教育

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The need to support bioinformatics training has been widely recognized by scientists, industry, and government institutions. However, the discussion of instructional methods for teaching bioinformatics is only beginning. Here we report on a systematic attempt to design two bioinformatics workshops for graduate biology students on the basis of Gagne's Conditions of Learning instructional design theory. This theory, although first published in the early 1970s, is still fundamental in instructional design and instructional technology. First, top-level as well as prerequisite learning objectives for a microarray analysis workshop and a primer design workshop were defined. Then a hierarchy of objectives for each workshop was created. Hands-on tutorials were designed to meet these objectives. Finally, events of learning proposed by Gagne's theory were incorporated into the hands-on tutorials. The resultant manuals were tested on a small number of trainees, revised, and applied in 1-day bioinformatics workshops. Based on this experience and on observations made during the workshops, we conclude that Gagne's Conditions of Learning instructional design theory provides a useful framework for developing bioinformatics training, but may not be optimal as a method for teaching it.
机译：支持生物信息学培训的需求已得到科学家，行业和政府机构的广泛认可。但是，关于生物信息学教学方法的讨论才刚刚开始。在这里，我们报告了根据加涅的《学习条件》教学设计理论为研究生生物学专业学生设计两个生物信息学研讨会的系统性尝试。该理论尽管在1970年代初首次发表，但在教学设计和教学技术中仍然是基础。首先，定义了微阵列分析研讨会和引物设计研讨会的顶级以及前提学习目标。然后，为每个研讨会建立了目标层次。实际操作教程旨在满足这些目标。最后，加涅理论提出的学习事件被并入了动手教程。结果手册在少数学员中进行了测试，修订，并应用于为期1天的生物信息学研讨会。基于这些经验和研讨会上的观察，我们得出结论，加涅的学习条件教学设计理论为开发生物信息学培训提供了有用的框架，但可能不是最佳的教学方法。

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