Gamifying Critical Reading through a Genome Annotation Intercollegiate Competition

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Erill.pdf (617.62 KB)
 supplement (1).pdf (3.43 MB)

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https://www.ableweb.org/biologylabs/wp-content/uploads/volumes/vol-39/Erill.pdf

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http://hdl.handle.net/11603/24526

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UMBC Biological Sciences Department
UMBC Faculty Collection

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Author/Creator ORCID

https://orcid.org/0000-0002-7280-7191
 https://orcid.org/0000-0001-9166-9137

Date

2018

Type of Work

conference papers and proceedings
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Citation of Original Publication

Erill I, Caruso SM, Hu JC. "Gamifying Critical Reading through a Genome Annotation Intercollegiate Competition. Article 6 In: McMahon K, editor. Tested studies for laboratory teaching." Volume 39. Proceedings of the 39th Conference of the Association for Biology Laboratory Education (ABLE). 2018. http://www.ableweb.org/volumes/vol-39/?art=6

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Abstract

This workshop explores the use of a web-based inter-collegiate competition to perform Gene Ontology annotation of gene products in sequenced genomes as a tool to motivate and focus students’ reading and critical assessment of primary scientific literature while performing a useful task for the scientific community. Students work in teams to generate and peer review gene annotations. The combination of team-based peer competition with a highly structured and publicly-accountable annotation process enhances student involvement and discussion, provides well-defined guidelines for critical reading of primary literature, and engages students in thinking about evidence and source identification in scientific statements.