Gamifying Critical Reading through a Genome Annotation Intercollegiate Competition

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dc.contributor.authorErill, Ivan
dc.contributor.authorCaruso, Steven
dc.contributor.authorHu, James C.
dc.date.accessioned2022-04-05T16:05:26Z
dc.date.available2022-04-05T16:05:26Z
dc.date.issued2018
dc.descriptionTested Studies for Laboratory Teaching Proceedings of the 39th Workshop Conference of the Association for Biology Laboratory Education June 13-16. 2017 University of Madison-Wisconsinen_US
dc.description.abstractThis 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.en_US
dc.description.sponsorshipThe authors wish to thank Suzanne Aleksander and previous members of the CACAO team for their excellent technical support and dedication to the project. The authors would also like to express their acknowledgement to the SEA-PHAGES Program for their support, and to Allison A. Johnson, from Virginia Commonwealth University, and other SEA-PHAGES CACAO participants for their support in implementing this initiative. The authors would also like to thank the GO Consortium for help in prioritizing student ontology term requests and the EBI for help with importing CACAO annotations to the GOA corpus, as well as the National Institutes of Health for past support for development of CACAO and GONUTS. Finally, the authors would like to thank the participants in the ABLE 2017 workshop for many insightful comments and feedback to improve both the unit and this manuscript.en_US
dc.description.urihttps://www.ableweb.org/biologylabs/wp-content/uploads/volumes/vol-39/Erill.pdfen_US
dc.format.extent18 pagesen_US
dc.genreconference papers and proceedingsen_US
dc.identifierdoi:10.13016/m2q4se-wkqt
dc.identifier.citationErill I, Caruso SM, Hu JC. 2018. 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). http://www.ableweb.org/volumes/vol-39/?art=6en_US
dc.identifier.urihttp://hdl.handle.net/11603/24526
dc.language.isoen_USen_US
dc.publisherABLEen_US
dc.relation.isAvailableAtThe University of Maryland, Baltimore County (UMBC)
dc.relation.ispartofUMBC Biological Sciences Department Collection
dc.relation.ispartofUMBC Faculty Collection
dc.rightsThis item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.en_US
dc.titleGamifying Critical Reading through a Genome Annotation Intercollegiate Competitionen_US
dc.typeTexten_US
dcterms.creatorhttps://orcid.org/0000-0002-7280-7191en_US
dcterms.creatorhttps://orcid.org/0000-0001-9166-9137en_US

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