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Glossary
Glossary of less known terms used in the course.
Glossary of terms and abbreviations used this course
| Term | Definition |
|---|---|
| AMR | Antimicrobial resistance |
| Andragogy | The theory, methods and practice of teaching adults, adult education |
| Competency | An observable ability of any professional, integrating multiple components such as knowledge, skills, values and attitudes |
| Competency framework | A competency framework (or profile) defines the competencies required to fulfil a particular role or activity |
| Constructivism | Learning theory stating that learning is an active, contextualised process of constructing knowledge |
| CGPS | Centre for Genomic Pathogen Surveillance |
| Curriculum | The inventory of tasks involving the design, organisation & planning of an education or training enterprise, including specification of learning outcomes, content, materials & assessments, & arrangements for training teachers & trainers |
| EMBL-EBI | The European Bioinformatics Institute, part of European Molecular Biology Laboratory |
| Ensembl Genomes genome browser | http://www.ensemblgenomes.org Ensembl is a genome browser for vertebrate genomes that supports research in comparative genomics, evolution, sequence variation and transcriptional regulation. Ensembl annotate genes, computes multiple alignments, predicts regulatory function and collects disease data. Ensembl tools include BLAST, BLAT, BioMart and the Variant Effect Predictor (VEP) for all supported species. |
| Ensembl Variant Effect Predictor | https://www.ensembl.org/info/docs/tools/vep/index.html A tool available for predicting the molecular consequences of genomic variants. The Variant Effect Predictor is a tool that can be used with any species, including bacteria, and is really useful for scientists who have performed their own sequencing and have their own variation datasets. |
| Flipped class | A learner-centred approach in which students are introduced to new topics prior to class; class time is then used to explore those topics in greater depth via interactive activities |
| Formative assessment | Formal or informal assessments (or feedback) made during learning so that instruction or practice can be better targeted for learners to be able to fully achieve target LOs |
| GHRU | Global Health Research Unit, a series of projects funded by the National Institute for Health Research |
| Group work | A learner-centred approach in which students are organised into groups (& perhaps assigned specific roles) & are given tasks to perform collaboratively |
| Kaggle | An online platform for Data Science experiments |
| KSA | Knowledge Skills Attitudes |
| Learning Experience (LE) | Any setting or interaction in or via which learning takes place: e.g., a lecture, game, exercise, role-play, etc |
| Learning Objectives | Descriptions of how the course aims are going to be fulfilled, brief course content description |
| Learning Outcomes (LOs) | The KSAs that learners should be able to demonstrate after instruction, the tangible evidence that the teaching goals have been achieved; LOs are learner-centric |
| Lecture | A didactic approach in which oral presentation is used to describe & explain concepts & to impart facts |
| LMIC | Low- and middle income countries |
| ML | Machine Learning – a branch of artificial intelligence based on the idea that systems can learn from data, identify patterns and make decisions with minimal human intervention |
| MOOC | Massive Open Online Course |
| NIHR | National Institute for Health Research, UK |
| Pedagogy | The theory, methods and practice of teaching |
| Stakeholder | Any person or group who has an interest in the strategy, initiative or program being evaluated or in the results of the evaluation, including the evaluator |
| Training | Instruction delivered via short courses designed to expand or build knowledge & practical skills in a given field, often conducted in the workplace or training centre to ‘up-skill’ members of a workforce |
| Summative assessment | Assessments made after a period of instruction in order to monitor whether LOs have been achieved |
| TtT | Train-the-trainer |
| Webinar | A lecture delivered online |
| ZPD | Zone of Proximal Development: the distance between the actual development level as determined by independent problem solving, and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers (Vigotsky 1978) |
Acknowledgments:
Some terms definitions were taken form the Guidelines for developing and updating short courses and course programmes using the ISCB competency framework, group of authors.
and
Technical report, Course design: Considerations for trainers – a Professional Guide https://f1000research.com/documents/9-1377.
© Wellcome Sanger Institute
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