Authors: Author Name2, Another Author3.
Last modified:
14 May, 2018.
Along with the topic of your workshop, include how students can expect to spend their time. For the description may also include information about what type of workshop it is (e.g. instructor-led live demo, lab, lecture + lab, etc.). Instructors are strongly recommended to provide completely worked examples for lab sessions, and a set of stand-alone notes that can be read and understood outside of the workshop.
List any workshop prerequisites, for example:
List relevant background reading for the workshop, including any theoretical background you expect students to have.
An example for a 45-minute workshop:
| Activity | Time |
|---|---|
| Packages | 15m |
| Package Development | 15m |
| Contributing to Bioconductor | 5m |
| Best Practices | 10m |
List “big picture” student-centered workshop goals and learning objectives. Learning goals and objectives are related, but not the same thing. These goals and objectives will help some people to decide whether to attend the conference for training purposes, so please make these as precise and accurate as possible.
Learning goals are high-level descriptions of what participants will learn and be able to do after the workshop is over. Learning objectives, on the other hand, describe in very specific and measurable terms specific skills or knowledge attained. The Bloom’s Taxonomy may be a useful framework for defining and describing your goals and objectives, although there are others.