Program

Schedule

Tuesday, Sept. 14 Wednesday, Sept. 15
morning
9 - 13.30 Welcome
Session 1
Session 2 (part)
9 - 11.30 Session 2 (part)
Session 4
Workshop Lunch workshop ends at noon
afternoon
15.30 - 19 Session 3
Session 2 (part)
Workshop Dinner

Detailed schedule

(subject to adjustments)

Tuesday morning

(9:00) Opening

  • Describe the workshop resources and documentation: web, wiki, pendrive. Give the pendrive (but not now, we don't want to loose your attention — yet)
  • Poll: experience with Jmol; interest in learning Jmol. Maybe make the small groups according to this.
  • Should we program a small session for learnng Jmol?

S1 ~ Defining learning outcomes

(9:30) What should students learn? (presentation and discussion; Herráez and Costa)
(10:00) How can molecular visualization help? (presentation; Herráez)
(10:30) Make small groups (4-5 persons each). Work on a list of learning topics. Maybe publish on the wiki, for easier collaboration and sharing.
(11:15) Coffee break
(11:45) Sharing time: joint review and discussion of learning topics.

S2-1 ~ How teaching can lead there: MolVis tools for teaching and assessment

(12:30) Presentation #1 (Martz / Reichsman / Prilusky)

(13:30) Lunch (if lunch must be delayed, we would bring here S2-2)

Tuesday afternoon

S2-2 ~ How teaching can lead there: MolVis tools for teaching and assessment

(15:15) Presentation #2 (Martz / Reichsman / Prilusky)

S3 ~ Designing the assessment

(16:15) Methods and practices in assessment (presentation; Costa). General discussion, examples of good assessment items…
(17:15) Coffee break
(17:45) Work in small groups on writing assessment pieces
(18:30) Sharing time: joint review and discussion of assessment items. A topic: Can MolVis tools be also used in assessment?
(19:15) End of session
(19:45) Catch the train

(21:00) Meet for dinner. Detect and classify biomolecules in the dishes. Write assessment items about the Andalusian cuisine ;-)

Wednesday morning

S2-3 ~ How teaching can lead there: MolVis tools for teaching and assessment

(9:00) Presentation #3 (Martz / Reichsman / Prilusky)

S4 ~ Conclusions

(10:00) Aligning the assessment with the syllabus (presentation; Costa)
_ Wrap-up discussion
(11:30) End of workshop and coffee
(12:00) Workshop must be ended, congress opening ceremony is at 12:30

Program

Despite the programming, development of the workshop should be dynamic and open to discussion and focus on topics that prove interesting to the attendants.

Session 1: Defining learning outcomes on protein structure

  • What should students learn? (joint presentation lead by Angel Herráez)
    • Define what we believe students should take out of courses in terms of content and abilities about protein structure
    • Preliminary list ot learning topics
  • How can molecular models help in that? (joint presentation lead by Angel Herráez)
    • A brief overview, without specific details
    • A comparison grid with the different software tools
  • Small group discussion: work on the preliminary list of items: discuss, expand, suggest, improve

Session 2: How teaching can lead there

  • Examples and tools (these talks will be distributed along the workshop)
  • Strategies for teaching macromolecular structure-function relationships with interactive 3D visualization and assessment tools (Eric Martz)
  • Proteopedia: Teaching the role of structures on biological functions (Jaime Prilusky)
  • Showing molecules with style: effective ways of presenting structure and assessing molecular visualizations: Tools in the Molecular Workbench (Frieda Reichsman)

Session 3: Designing the assessment

  • General talk: Methods and practices in assessment (Manuel Costa)
  • Some examples of good assessment items
  • Work in small groups: design assessment pieces for some of the learning outcomes
  • Discussion: detect and discuss difficulties found in assessing outcomes related to protein structure
  • A topic for discussion: Can the teaching/learning visualization tools be also used in assessment?

Session 4: Conclusions

  • Talk: Aligning the assessment with the syllabus on protein structure: knowledge, competences, consequences (joint presentation lead by Manuel Costa)
  • Keep the boost: plans to build a collaborative bank of assessment items (SEBBM website)

During the workshop, we could collect suggestions or requests from interested attendants and address them in a small session, maybe in parallel sub-sessions, or leave them open for post-workshop activity in the Wiki:

  • assessment approaches (e.g. how to evaluate abilities?)
  • technical issues regarding the software (e.g. how to set up a student assignment in Proteopedia? or how to display comparison between two structures?)