Instructor Trainng at AbacusBio

March 2, 2020

Guiding Material - We're loosley following the training material available here

Slides

Jump to Day 2
Jump to Day 3

Instructor

• Jonah Duckles - AbacusBio Consultant
• Mik Black - Associate Professor at the University of Otago

Learners

• Megan McCall
• Sharl Liebergreen
• Jonathon Kennett
• Simon Glennie
• Kat Stachowicz
• Bruno Santos
• Cherokee Walters
• Gertje Petersen
• Pete W
• Liam Donald
• name

Welcome - please respond to the following prompt in the HackPad.

• Megan - RMPP Facilitator training - use it everyday for work, good to have structure when starting, it was interactive and clear on what we were doing.
• Bruno -Peter Bijma's class at Armidale Summer Course, really clear and simple communication style for complicated concepts.
• Jonathon - RMPP facilitator training - Interative, practice as you go, good follow up.
• Simon - Questioning listening and feedback course PGG Wrightson- Still use the material, well delivered
• Sharl - Unsure, but probably anything in the USA. Tend to be excellent at delivery and explaining the big piture well.
• Kat - Advanced animal breeding class in Denmark. Prof. D. Sorensen had this great skill of instantly knowing when someone in the audiance was loosing track.
• Cherokee - Coaching workshop. Felt collaborative and brought in different experience from a range of coaches
• Gertje - Osteosynthesis course in vet school. Hands on experience, great teaching materials, lots of time to experiment. Physics!
• Pete W - Get Dotted, Amy Scott, what is your 1st and 2nd dot colour, excellent to understand myself and everyone else in the office better
• Liam - Agile workship - Double0 2017 - Lots of interaction.

Building Skill with Practice

Objectives

• Explain why practice and feedback are important for learning.
• Use formative assessments to guide your teaching.

Mental Models

• Gertje - Pathogen/host interactions. Need to understand the pathogen (viruses vs. bacteria, replication systems), treatment options (antibiotics do nothing for viral infections), host (different structure of their immune systems, MHC etc.). Interactions on a cell level (infection/invasion, replication, immune evasion). Immune response (cellular vs. humoral vs. social vs. artificial). Interactions on a host/host level (R0, Pexp, (im)possibility of isolation), transmission pathways (blood borne, aerial, etc.).
• Bruno - Breeding objectives/economics of selection. There's need to understand basic concepts of the production system, key economic aspects must be deeper understood. Its also necessary to understand the basic principles of selection around that topic, aspects of multiplication and how genetic merit is represented. Then figure out how to add value to the target audience and how that value can be implemented and realized by the larger community.
• Jonathon - NZ pasture systems. Climate, land/topography, animals/species, management implemented/people, revenue/costs, future risks.
• Pete W - database design, need to visualise how to distribute large datasets for efficient storage and avoid bottlenecks for fast searching. need to understand the relationships in the data model. I like to use relatable analogies and concrete examples to explain databases.
• Simon- Basic feed budget - is there enough feed to meet the needs of the animals present? Layers of complication come from the utilisation and quality of feed available and how it can be measured. Further complications of the climate leading to less certain outcomes or need to have reserves or contingencies built in.
• Kat - genetic evaluation systems. From the best possible solution scientificaly to one applicable in practice taking into account data issues, computing issues, politital issues.
• Cherokee - Water polo coaching: planning a training session. Understanding the strengths and weaknesses in your team (game play, rules, physical, skills, team dynamics) then targeting areas to strengthen and encourage what they are good at (e.g. communication and team work), revising how they recently have used that skill well (e.g. recent game) then focusing on what they need to improve (e.g. skills, defending) and following a similar structure, but helping them review that space to improve. Ending with a recap of what they did in training.
• Megan - Event organising, connecting people and working wihtin a team to ensure all members are happy with the workshop and will get benefit from the days. Being able to ensure everything is in place for the day.Facilitating those sessions, ensuring everyone has a voice and is heard and leave with more information than when they arrived. Creating and sustaining those relationships with participants and guest speakers.
• Liam - Software development and application architecture - Understanding where all aspects of the stack sit and what relationships they have. A full blown online app cannot exist without someone in the team knowing how all the levels of the platform are built and interact.
• Sharl - Commercialisation, taking a product to market. Trying to get all the pieces of a product pipleine or supply chain to work togeather, colaboratively rather than competititevly. Making sure that the end game, the user or consumer, remains the focus. Ensuring that the user/consumer gets value/benefit and that this is demonstrated by the commercialiser as an ROI.

Multiple Choice Questions

• Gertje -32. 20+10 = 30, 7+5 = 12, forgot to carry the 1 from the 12, ended up with 32.
• Bruno - 32, its easy to miss the scale when suming up the two last digits to get quicker to the right option.
• Pete W - 42, the learner is assuming 27 and 15 are base 10. what if they are hexadecimal then 0x27 + 0x15 = 0x3C
• Simon - 33 Added 1 then 5 to 27 to get 33
• Liam - 312. The learner has added both the first numbers and both the second numbers, then added them together. 2 + 1 = 3. 7 + 5 = 12.

  Answer 312

  .
• name -
• Cherokee - 312. the learner added the numbers together separately (2+1; 7+5)
• Megan - 32 - added the 5 and forgot to add extra 10 to get 42
• Jonathon - 312.
• Sharl - they went too fast and multiplied rather than added (then the answer would be 405 - Kat ;)

Key Points

• Our goal when teaching novices is to help them construct useful mental models.
• This requires practice and feedback.
• Formative assessments provide practice for learners and feedback to learners and instructors.

What Is An Expert?

Bruno + Pete - to us, an expert is someone who can accurately estimate how much work a task requires and how long it will take.
from a lot or prior knowledge and experience, with a mental model that can connect all the different dots together, e.g. house painter can relate your house walls to paint required to weather forecast to quote you the time and cost to paint your house.
Also owns up to mistakes and learns from them.

Expertise and Teaching

Fluid Representations

• Kat - linear and matrix notation
• Simon- Dressing out percentage vrs Carcass yield get interchanged but they are different
• Bruno - Some economic terms, e.g. bottomline, profitability, EBTIDA switching between them…
• Pete W - estimating work using story points and converting that to hours and days
• Sharl - Switching between Number of Lambs born eBV and the Dual Purpose Reproduction Subindex for NZ Maternal worth standard Index
• Liam - Programming example - lambda expression vs local function.
• Cherokee - treading water and swimming.
• Megan - eBV's vs raw data vs indexes.
• Jonathon - Yield and tonnes of dry matter per hectare?
• Mik - "gene expression" and "transcription"
• Gertje - infection and transmission, which are both the same and different
• Jonah - Memory != Storage

Memory Test

We'll do this on pen/paper
8
7
10
8
7
5
9
8
7
9

Concept Maps

Concept maps - examples

• Array Math: https://carpentries.github.io/instructor-training/fig/array-math.png
• Conditionals: https://carpentries.github.io/instructor-training/fig/conditionals.png
• Creating and Destroying Files: https://carpentries.github.io/instructor-training/fig/create-destroy.png
• Sets and Dictionaries in Python: https://carpentries.github.io/instructor-training/fig/dict-set.png
  Input and Output: https://carpentries.github.io/instructor-training/fig/io.png
  Lists and Loops: https://carpentries.github.io/instructor-training/fig/lists-loops.png
  Git Version Control: https://carpentries.github.io/instructor-training/fig/git_concept_map.png
  Library Carpentry Foundations: https://carpentries.github.io/instructor-training/fig/lc-foundations.png

Day 2

Welcome to Day 2

Welcome

Morning prompt

Of the places you have lived or spent significant time, which one had the most pleasing view out the front door/main window/etc for you and why?

• PeteW - student flat, across the road from my uni CS dept, because I could sleep in my clothes, put my shoes + backpack next to my bed, sleep until 5 mins before lecture and still get there in time.
• Kat - Samnaun, Switzerland, mountain
• Jonathon - My house where I grew up. You can see for miles.
• Megan - Home, over looking a valley and can see for miles.
• Bruno - Previous house (Turner St, Halfway Bush) had an amazing view of Dunedin harbour and ocean
• Liam - St David st Dunedin. Great distance from tech. Good view.
• Cherokee - Godmother's house where you could see the beach from her succlent garden
• name - response
• name - response
• name - response

Most useful things to teach

Motivation / Demotivation

record discussion here

PeteW - Motivation: immediate real world applications, Demotivation: too much theory, can't see how to ever apply this in life

Motivation Exercise

Pick three of the points on the screen and briefly describe how you can apply these strategies in your workshops.

PeteW + Jono -

1. Provide authentic real world tasks.
2. Provide early success opportunities.
3. Give learners an opportunity to reflect.

Kat + Liam -

1. Create assignments the provide an appropriate level of challenge.
2. Provide early success opportunities.
3. Connect the material to learners interests.

Exercise - Think pair share

Jonathon + PeteW

1. Provide authentic real world tasks - simple feed calculator, read a text file
2. Provide early success opportunities - calculates feed for you, just type in animal weight, or read in weights from file
3. Give learners an opportunity to reflect - I wrote my first feed calculator! what else can I do? e.g. read birth dates

Day 3

Preparing to teach

Sticky Notes

Learner profiles

https://software-carpentry.org/audience/

UbD Understanding by Design

https://en.wikipedia.org/wiki/Understanding_by_Design

https://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf

http://www.ascd.org/Publications/Books/Overview/Understanding-by-Design-Expanded-2nd-Edition.aspx

DataOne

Tutorials on Data Management

https://docs.google.com/viewer?url=https%3A%2F%2Fwww.dataone.org%2Fsites%2Fall%2Fdocuments%2Feducation-modules%2Fpptx%2FL01_DataManagement.pptx