scholarly journals Active Learning Strategies for Phenotypic Profiling of High-Content Screens

2014 ◽  
Vol 19 (5) ◽  
pp. 685-695 ◽  
Author(s):  
Kevin Smith ◽  
Peter Horvath
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Large Scale ◽  
Classification Performance ◽  
New Drugs ◽  
Supervised Machine Learning ◽  
Biological Research ◽  
Time Investment ◽  
Active Learning Strategies ◽  
The Impact

High-content screening is a powerful method to discover new drugs and carry out basic biological research. Increasingly, high-content screens have come to rely on supervised machine learning (SML) to perform automatic phenotypic classification as an essential step of the analysis. However, this comes at a cost, namely, the labeled examples required to train the predictive model. Classification performance increases with the number of labeled examples, and because labeling examples demands time from an expert, the training process represents a significant time investment. Active learning strategies attempt to overcome this bottleneck by presenting the most relevant examples to the annotator, thereby achieving high accuracy while minimizing the cost of obtaining labeled data. In this article, we investigate the impact of active learning on single-cell–based phenotype recognition, using data from three large-scale RNA interference high-content screens representing diverse phenotypic profiling problems. We consider several combinations of active learning strategies and popular SML methods. Our results show that active learning significantly reduces the time cost and can be used to reveal the same phenotypic targets identified using SML. We also identify combinations of active learning strategies and SML methods which perform better than others on the phenotypic profiling problems we studied.

scholarly journals The impact of the use of some active learning strategies in the teaching of literary knowledge on the literary taste of high school students in the UAE

2019 ◽  
Vol 1 (5) ◽  
Author(s):  
Mohammed Abdul Rahman Al - Jagoub
Keyword(s):  
Active Learning ◽  
Secondary School ◽  
Learning Strategies ◽  
Group Performance ◽  
Control Group ◽  
Significance Level ◽  
Secondary Stage ◽  
Active Learning Strategies ◽  
The Impact ◽  
Experimental Group

The objective of this study was to develop an achievement test to measure the skills of literary tasting. It consists of (30) multiple choice types, which were applied to a sample of the stability test According to the KR 20 equation, the study used semi-experimental research methodology. The sample consisted of (120) male and female students of the 10th grade at Gulf Arab Secondary School for Boys and Al-Hira Secondary School for Girls in Sharjah. The people were chosen deliberately, (60) students, experimental subjects studied the material using active learning strategies, and the control group studied the same material in the normal way. After analyzing the data, the results of the study indicated that the students in the experimental group achieved a higher level of control group students Statistical analysis showed differences in the level of literary taste at the statistical significance level (α = 0.05); due to the active learning strategies, the total mathematical mean of the experimental group performance was on the post taste test (26.60) For the control group (20.90). The value of P (58.05), the value of the significance level (0.00), that is less than (0.05), which indicates that there are significant differences between the experimental group and the control group for the benefit of the experimental group, and the value of (P) Between the sex and the group was (1.00), which is not statistically significant value, where its significance (0.32), and does not indicate the existence of an effect of interaction between the teaching method and sex. The study concluded with recommendations calling on teachers to use active learning strategies in the teaching of literary knowledge. And focus on those strategies when writing Arabic language books for the secondary stage.

scholarly journals Fostering Equitable Outcomes in Introductory Biology Courses through Use of a Dual Domain Pedagogy

2020 ◽  
Vol 19 (1) ◽  
pp. ar4 ◽  
Author(s):  
Angela C. Bauer ◽  
Vernon M. Coffield ◽  
Dinene Crater ◽  
Todd Lyda ◽  
Verónica A. Segarra ◽  
...  
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Cognitive Domain ◽  
Black And White ◽  
Active Learning Strategies ◽  
Biology Courses ◽  
Affective Components ◽  
Equitable Outcomes ◽  
Dual Domain ◽  
The Impact

Recent studies demonstrate that significant learning gains can be achieved when instructors take intentional steps to address the affective components of learning. While such efforts enhance the outcomes of all students, they are particularly beneficial for students from underrepresented groups and can reduce performance gaps. In the present study, we examined whether intentional efforts to address the affective domain of learning (through growth mindset messaging) can synergize with best practices for addressing the cognitive domain (via active-learning strategies) to enhance academic outcomes in biology courses. We compared the impact of this two-pronged approach (known as dual domain pedagogy, or DDP) with that of two other pedagogies (lecture only or active learning only). Our results demonstrate that DDP is a powerful tool for narrowing performance gaps. DDP, but not active learning, eliminated the performance gap observed between Black and white students in response to lecture. While a significant gap between white and Latin@ students was observed in response to active learning (but not lecture), this gap was reduced by DDP. These findings demonstrate that DDP is an effective approach for promoting a more equitable classroom and can foster learning outcomes that supersede those conferred by active learning alone.

The Effectiveness of Active Learning Strategies in Gatekeeper Training on Behavioral Outcomes

Crisis ◽  
2020 ◽  
pp. 1-9
Author(s):  
Lucas Godoy Garraza ◽  
Nora Kuiper ◽  
Wendi F. Cross ◽  
Brandee Hicks ◽  
Christine Walrath
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Role Play ◽  
Behavioral Outcomes ◽  
Actual Behavior ◽  
Short Term ◽  
Resource Limitations ◽  
Active Learning Strategies ◽  
The Impact

Abstract. Background: Studies of suicide prevention gatekeeper trainings (GKT) show temporary enhancements in short-term behavioral outcomes and limited enhancements in intermediate behavioral outcomes. Aims: We aimed to examine the impact of two training enhancements (role-play and booster) on intermediate GKT outcomes. Method: The study used a factorial randomized controlled design to assign participants to one of four groups. Three indicators of gatekeeper behavior at 6-month follow-up were the primary outcomes of interest. We used propensity score-based techniques to address observed imbalances. Results: At 6 months, among participants assigned to role-play, a significantly larger proportion of those assigned to booster performed identifications and referrals followed by a notification to the referral source, and followed by escorting the youth to the resource. Limitations: While observed imbalances were addressed, unobserved differences may persist. The validity of self-reported indicators to measure actual behavior remains unknown. Conclusion: Results suggest that active learning strategies can, in combination, enhance the effectiveness of trainings. The strategies seem to increase the comprehensiveness of gatekeeper behaviors.

scholarly journals The Impact of Applying Two Active Learning Strategies on Fifth Grade Students’ Achievement In History: أثر استخدام استراتيجيتين للتعلم النشط على التحصيل الدراسي لطالبات الصف الخامس الأساسي في مادة التاريخ في الأردن

2020 ◽  
Vol 4 (29) ◽  
Author(s):  
Thekarayat Mohmmad Al-katatneh
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Traditional Method ◽  
Male Students ◽  
Fifth Grade ◽  
History Teachers ◽  
Fifth Grade Students ◽  
Active Learning Strategies ◽  
Pilot Sample ◽  
The Impact

This study aimed at investigating the impact of applying two active learning strategies on the achievement of the Fifth grade students in the history course in Jordan. The researcher experimental method the sample of study consisted of (109)the fifth grade students developed an achievement test and applying them on a pilot sample and calculating their reliability using Their reliability values were (0.85). Using ANCOVA revealed a better achievement and level of Fifth grade male students who were taught history by using active discussion than who were taught the same subject using either modified lecture or traditional method. The results also showed a better achievement of Fifth grade male students who were taught history by using modified lecture than who were taught the same subject by using the traditional method. The study presented many recommendations among them: Conducting training courses for history teachers to use active learning strategies in their lesson plans.

Implementation of Student Presentation-Based Active Learning (SPAL) Approach in Undergraduate Engineering Curriculum

2017 ◽  
Author(s):  
Jiajun Xu
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Learning Approaches ◽  
Time Duration ◽  
Student Activities ◽  
Active Teaching ◽  
Time Investment ◽  
Incomplete Coverage ◽  
Active Learning Strategies ◽  
Class Period

Active learning approaches require a lot of time investment in student activities and engagement during the class period, which often leads to incomplete coverage of the course syllabus. Furthermore, it requires significant amount of time for the instructor to design and implement active learning strategies. All these shortcomings are often cited as the common hindrance in adopting student active learning. To address these widely recognized inhibiting factors, we recently implemented a new student active learning approach. This approach is based on the students’ presentation and hence termed as student presentation-based active learning (SPAL). Under this approach, students are given a reading assignment to prepare a PowerPoint presentation on well-defined conceptual topics, questions, or chapter modules. Reading assignments on a topic are administered 1–2 weeks before covering them in the class. This allows reasonable time for the self-comprehension of the suggested material for presentation preparation. Students were expected to rehearse the presentation and be prepared to complete it in the suggested time duration. During each lecture, one group of student would present the assigned topic to the class, and their presentations were graded according to the rubric focusing on the coverage of suggested topics, quality of presentation, and after presentation discussions. Peers and instructor provided feedback about the students’ presentation and unclear concepts. To understand the efficacy of this approach, this approach was implemented in Mechanical Engineering Senior Capstone Project I course in Fall 2016. Here the responses and insights garnered from this practice were presented, and discussion on the advantages and challenges associated with the adaptation of this approach in teaching engineering courses as compared to lecture based classroom education system. This paper can provide useful insights for instructors considering this approach or similar student active teaching approach in their courses.

scholarly journals From students to scientists: The impact of interactive engagement in lectures

2018 ◽  
Author(s):  
Craig McMillan ◽  
Daphne Loads ◽  
Heather A McQueen
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
University Education ◽  
Generic Skills ◽  
Graduate Attributes ◽  
Interactive Engagement ◽  
Active Learning Strategies ◽  
Continued Use ◽  
The Impact

“Graduate attributes” are widely believed to be important in developing the scientific skill-set, with generic skills being viewed as more important than discipline-specific qualities. Importantly, students need opportunities to think and practice in ways akin to experts. The continued use of didactic lectures in university education often leads to the accumulation of superficial knowledge, and does not adequately train students to acquire the skills and attributes required of an effective scientist: critical thinking, an inquiring mind and creativity. We analysed active learning lecture strategies in a second year genetics course to determine their effectiveness in developing the scientific skill-set. These were found to be more beneficial than standard lecturing. Investigation of one of these strategies, the “quecture” (an adaptation of the flipped classroom), found that students did not view this method as being the most useful, despite being the most interactive. Our evidence suggests this student resistance to result from the requirement for prior preparation, perceived as an increased workload. We advocate the incorporation of active learning strategies in lectures to support the development of students’ scientific skill–set and specifically advise the introduction of novel formats such as the quecture early in university level science education. Keywords: Active learning, interactive engagement, quecture, scientific skill-set, graduate attributes

scholarly journals An international, interprofessional investigation of the self-reported podcast listening habits of emergency clinicians: A METRIQ Study

CJEM ◽  
2019 ◽  
Vol 22 (1) ◽  
pp. 112-117 ◽  
Author(s):  
Brent Thoma ◽  
Scott Goerzen ◽  
Timothy Horeczko ◽  
Damian Roland ◽  
Andrew Tagg ◽  
...  
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Physician Assistants ◽  
Core Material ◽  
Usage Patterns ◽  
Normal Speed ◽  
Active Learning Strategies ◽  
Listening Habits ◽  
New Literature ◽  
The Impact

ABSTRACTObjectivesPodcasts are increasingly being used for medical education. A deeper understanding of usage patterns would inform both producers and researchers of medical podcasts. We aimed to determine how and why podcasts are used by emergency medicine and critical care clinicians.MethodsAn international interprofessional sample (medical students, residents, physicians, nurses, physician assistants, and paramedics) was recruited through direct contact and a multimodal social media (Twitter and Facebook) campaign. Each participant completed a survey outlining how and why they utilize medical podcasts. Recruitment materials included an infographic and study website.Results390 participants from 33 countries and 4 professions (medicine, nursing, paramedicine, physician assistant) completed the survey. Participants most frequently listened to medical podcasts to review new literature (75.8%), learn core material (75.1%), and refresh memory (71.8%). The majority (62.6%) were aware of the ability to listen at increased speeds, but most (76.9%) listened at 1.0 x (normal) speed. All but 25 (6.4%) participants concurrently performed other tasks while listening. Driving (72.3%), exercising (39.7%), and completing chores (39.2%) were the most common. A minority of participants used active learning techniques such as pausing, rewinding, and replaying segments of the podcast. Very few listened to podcasts multiple times.ConclusionsAn international cohort of emergency clinicians use medical podcasts predominantly for learning. Their listening habits (rarely employing active learning strategies and frequently performing concurrent tasks) may not support this goal. Further exploration of the impact of these activities on learning from podcasts is warranted.

scholarly journals Evaluating the potential of iPads to actively engage paramedicine students in an authentic learning experience

2018 ◽  
Vol 15 (1) ◽  
Author(s):  
Georgia Clarkson
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Learning Experience ◽  
Authentic Learning ◽  
Audiovisual Material ◽  
Professional Educators ◽  
Qualitative Feedback ◽  
Clinical Scenarios ◽  
Active Learning Strategies ◽  
The Impact

IntroductionParamedicine students are required to develop the skills of assessing and managing clinical presentations to prepare them for practice. Active learning strategies that are student centred, facilitate collaboration and mirror workplace practices can assist the development of requisite skills. iPads provide a portable means of integrating audiovisual material into these clinical scenarios. Use of such material has the potential to add a degree of authenticity to this environment and require students to play a more active part in their learning.MethodsThis study introduced the ‘iPad-SFS’, a system for using iPads as a platform for introducing audiovisual material into practical classes, as a means of promoting active learning. Students completed a Likert scale survey inviting quantitative and qualitative feedback to evaluate the impact of this intervention on their learning experience.ResultsThe data indicated using iPads promoted engagement, enhanced realism, promoted a more collaborative and authentic learning experience and improved critical thinking.ConclusionOverall, the iPad based system impacted positively on student learning experience. Health professional educators in paramedicine should consider the use of system similar to iPad-SFS in practical classes.

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