An Online Bioinformatics Curriculum 英文参考文献.docVIP

Perspective AnOnlineBioinformaticsCurriculum DavidB.Searls* IndependentConsultant,Philadelphia,Pennsylvania,UnitedStatesofAmerica tooktheinitiativetopostcoursematerials, including video, in widely varying for- mats. Some adopted the use of ‘‘Khan- thosedescribedabove(http://www.saylor. org). Abstract: Online learning initia- tives over the past decade have become increasingly comprehen- In the fall of 2011, a highly publicized online course, ‘‘Introduction to Artificial sive in their selection of courses and sophisticated in their presen- tation, culminating in the recent announcement of a number of consortium and startup activities that promise to make a university education on the internet, free of charge, a real possibility. At this pivotalmomentitisappropriateto explorethepotentialforobtaining comprehensive bioinformatics trainingwithcurrentlyexistingfree video resources. This article pre- sents such a bioinformatics curric- ulumintheformofavirtualcourse catalog, together with editorial commentary, and an assessment ofstrengths,weaknesses,andlikely future directions for open online learninginthisfield. stylevideos’’ortablet-basedscreencastsof the sort popularized by the Kahn Acad- emy with its vast library of instructional videos, which started as a viral You- Tube sensation and has now become its ownwell-funded institution (http://www. ). Intelligence’’ (AI), was conducted by StanfordUniversityProf.SebastianThrun and Google’s Director of Research, Peter Norvig,basedontheStanfordAIcourse. Itran ‘‘live’’inthesense thatnewvideos werereleasedandhomeworkassignments collected on a weekly basis, and quizzes and exams were given at set times, while discussionlogsallowedforsomedegreeof interaction. The course attracted 160,000 students from 190 countries, 22,000 of YouTube indeed became the destina- tion of many academic videos, which are now YouTube aggregated by institution under EDU (http://www.youtube. com/education). Apple has also put its whom finished su