DOME: recommendations for supervised machine learning validation in biology

Supervised machine learning is widely used in biology and deserves more scrutiny. We present a set of community-wide recommendations (DOME) aiming to help establish standards of supervised machine learning validation in biology. Formulated as questions, the DOME recommendations improve the assessment and reproducibility of papers when included as supplementary material.The work of the Machine Learning Focus Group was funded by ELIXIR, the research infrastructure for life-science data. IW was funded by the A*STAR Career Development Award (project no. C210112057) from the Agency for Science, Technology and Research (A*STAR), Singapore. D.F. was supported by Estonian Research Council grants (PRG1095, PSG59 and ERA-NET TRANSCAN-2 (BioEndoCar)); Project No 2014-2020.4.01.16-0271, ELIXIR and the European Regional Development Fund through EXCITE Center of Excellence. S.C.E.T. has received funding from the European Union’s Horizon 2020 research and innovation programme under Marie Skłodowska-Curie Grant agreements No. 778247 and No. 823886, and Italian Ministry of University and Research PRIN 2017 grant 2017483NH8.Peer Reviewed"Article signat per 8 autors més 28 autors/es de l' ELIXIR Machine Learning Focus Group: Emidio Capriotti, Rita Casadio, Salvador Capella-Gutierrez, Davide Cirillo, Alessio Del Conte, Alexandros C. Dimopoulos, Victoria Dominguez Del Angel, Joaquin Dopazo, Piero Fariselli, José Maria Fernández, Florian Huber, Anna Kreshuk, Tom Lenaerts, Pier Luigi Martelli, Arcadi Navarro, Pilib Ó Broin, Janet Piñero, Damiano Piovesan, Martin Reczko, Francesco Ronzano, Venkata Satagopam, Castrense Savojardo, Vojtech Spiwok, Marco Antonio Tangaro, Giacomo Tartari, David Salgado, Alfonso Valencia & Federico Zambelli"Postprint (author's final draft

E-learning as a tool for knowledge transfer through traditional and independent study at two UK higher educational institutes: a case study

Much has been made of the advances in computer aided learning activities. Websites, virtual campus, the increased use of Web CT and chat rooms and further advances in the use of WebCT are becoming more commonplace in UK universities. This paper looks for ways of changing higher education students’ perception of the usefulness of recommended internet web sites for learning purposes, with the intention of increasing the usage rate of recommended module web-sites. The change could represent an adaptation of the existing, well-known technology to change students’ perception regarding its potentially formative role. Subsequently, the outcomes from this preliminary research could be used in order to enhance the quality of the Internet use for teaching and learning purposes

'We don't learn democracy, we live it!' : consulting the pupil voice in Scottish schools

As the education for citizenship agenda continues to impact on schools, there is a need to begin the discussion around examining the kind of initiatives that can push it forward. In Scotland the proposals should, it is argued, permeate the curriculum throughout the school. Yet there is the fear that the responsibility of all can become the responsibility of none. This paper examines, through case study research carried out by the authors, initiatives in schools designed to take forward the citizenship agenda in the light of children's rights. The first two relate to firstly the impact of pupil councils in primary schools and secondly the impact of discussing controversial issues in the primary classroom. The third outlines the impact on values and dispositions of developing more participatory, democratic practice in the classroom. The paper concludes by calling for both more initiatives of this type and more evaluation of their worth

Children, play and computers in pre-school education

The paper reports a study designed to inform the development of an information and communication technology strategy for the pre-school years of education. The main methods of collecting evidence were observations at seven pre-school settings and interviews with at least two practitioners and a number of children at each site. Practitioners generally referred to children “playing with the computer”. We describe some of the problems to be found in the emphasis on free play in nurseries and play groups when this means children are using computers as complete novices. There were few examples of peer support; adults rarely intervened or offered guidance and the most common form of intervention was reactive supervision. Interaction with a computer was therefore a limited experience for most children, but we provide examples of guided interaction that suggest a way forward for professional development

“It’s just a theory”: trainee science teachers’ misunderstandings of key scientific terminology

Background: This article presents the findings from a survey of 189 pre-service science teachers who were asked to provide definitions of key scientific terms ('theory'; 'fact'; 'law'; 'hypothesis'). The survey was a scoping and mapping exercise to establish the range and variety of definitions. Methods: Graduates on a pre-service science teacher training course were asked to complete a short, free response survey and define key science terminology a >95% response rate was achieved and respondents definitions were categorised according to a best fit model. Results: In some cases, definitions contrary to accepted scientific meanings were given. In other cases, terminology was defined in a wholly non-scientific way, e.g., one-fifth of the respondents defined a ‘law’ in the context of rules that govern society rather than in a scientific context. Science graduates’ definitions and their understanding of key terminology is poor despite their study of science in formal university settings (with many respondents being recent science graduates). Conclusions: Key terminology in science, such as 'theory', 'law', 'fact', 'hypothesis', tends not to be taught and defined with consideration for the differences in meaning that different audiences/users give to them. This article calls for better instruction for pre-service science teachers’ in the importance of accurate and precise definitions of key science terminology in order to better differentiate between the scientific and colloquial usage of key terms

Challenging the 'New Professionalism': from managerialism to pedagogy?

In recent years there have been changes made to the conceptualisation of continuing professional development for teachers in both the Scottish and English systems of education. These changes have been instigated by successive UK governments (and more recently, by the Scottish Executive), together with the General teaching Council for Scotland (GTCS) and the General Teaching Council for England (GTCE). This paper argues that these changes have not provided a clear rationale for CPD, but instead have introduced tensions between the concept of teacher education and that of training. The need for a less confused understanding of CPD and its purposes is underlined, as is the need for school based approaches to continuing teacher education. Arguably, teacher education must move from technicist emphases to a model which integrates the social processes of change within society and schools with the individual development and empowerment of teachers

“I h 8 u”: Findings from a five-year study of text and e-mail bullying

Copyright @ 2010 British Educational Research Association. The final version of this article is available at the link below.This study charts reports of nasty or threatening text and e-mail messages received by students in academic years 7 and 8 (11-13 years of age) attending 13 secondary schools in the North of England between 2002-2006. Annual surveys were undertaken on behalf of the local education authority (LEA) to monitor bullying. Results indicated that, over five years, the number of pupils receiving one or more nasty or threatening text messages or e-mails increased significantly, particularly among girls. However, receipt of frequent nasty or threatening text and e-mail messages remained relatively stable. For boys, being a victim of direct-physical bullying was associated with receiving nasty or threatening text and e-mail messages; for girls it was being unpopular among peers. Boys received more hate-related messages and girls were primarily the victims of name-calling, Findings are discussed with respect to theoretical and policy developments, and recommendations for future research are offered

The state of professional practice and policy in the English further education system: a view from below

This paper addresses a recurring theme regarding the UK’s Vocational Education and Training (VET) policy in which Further Education (FE) and training are primarily driven by employer demand. It explores the tensions associated with this process on the everyday working practices of FE practitioners and institutions and its impact on FE’s contribution to the wider processes of social and economic inclusion. At a time when Ofsted and employer-led organisations have cast doubt on the contribution of FE, we explore pedagogies of practice that are often unacknowledged by the current audit demands of officialdom. We argue that such practice provides a more enlightened view of the sector and the challenges it faces in addressing wider issues of social justice, employability and civic regeneration. At the same time, the irony of introducing laissez-faire initiatives designed to remove statutory qualifications for FE teachers ignores the progress made over the past decade in raising the professional profile and status of teachers and trainers in the sector. In addressing such issues, the paper explores the limits and possibilities of constructing professional and vocational knowledge from networks and communities of practice, schools, universities, business, employers and local authorities, in which FE already operates

Well-being through learning: a systematic review of learning interventions in the workplace and their impact on well-being

The view that learning is central to well-being is widely held and the workplace is an important setting in which learning takes place. Evaluations of the effectiveness of well-being interventions in work settings are commonplace, but to date, there has been no systematic review of the effectiveness of learning interventions with regard to their impact on well-being. The review synthesizes evidence from 41 intervention studies, and although no studies report a negative impact on well-being, 14 show no effect on well-being, with 27 studies having a positive impact. We classify the studies according to the primary purpose of the learning intervention: to develop personal resources for well-being through learning; to develop professional capabilities through learning; to develop leadership skills through learning; and to improve organizational effectiveness through organizational-level learning. Although there is an abundance of workplace learning interventions, few are evaluated from a well-being perspective despite the commonly held assumption that learning yields positive emotional and psychological outcomes. The evidence indicates an important gap in our evaluation of and design of workplace learning interventions and their impact on well-being, beyond those focusing on personal resources. This raises important theoretical and practical challenges concerning the relationship between learning and well-being in the context of professional capability enhancement, leadership capability and organizational learning