Drexel CoAS talks mp3 podcast

A Beginner’s Guide to Open Science(not for beginners but by beginners) A talk by Cameron Neylon STFC Rutherford Appleton Laboratory and School of Chemistry, University of Southampton Audio (mp3) Flash Screencast Google Video Powerpoint Update: transcript is now available Presentation at 2:00 Friday November 2, 2007 Disque 109, Drexel University The modern biochemistry or molecular biology laboratory generates large quantities of data that are generally stored across multiple computers attached to multiple instruments. Much of this data is never published and the majority languishes on old computers and is ultimately lost. At a local level this is a frustration for investigators who will often struggle to obtain specific pieces of data produced in their own laboratory. On a larger scale this is becoming a much more serious issue with the obligation of researchers to funding bodies to both preserve research data and make it available to other users increasingly becoming a formal a condition of publicly funded grants. Systems are required that can capture and preserve data along with sufficient information and metadata to make it possible for others to use this data. In parallel with this a movement is growing within the research community that advocates greater openness in providing both the raw data from published studies as well as making available the large quantities of data that are never published. The logical extreme of this approach is Open Notebook Science [1], pioneered at Drexel University [2], where the researcher’s laboratory notebook is made available on the internet as it is recorded. Achieving the aims of Open Notebook Science also requires systems which can capture data and provide it in a useful format. In addition these systems must make the data visible to relevant online searches. We are developing and using an electronic laboratory notebook based on a Blog format to capture experimental data in a biochemistry laboratory [3,4]. Within the system each sample is recorded in a single post. Analysis and manipulations of the sample are recorded in separate posts with links back to the input sample and forward to any products. All the information is made immediately available on the Web as it is recorded. The Blog engine has been specially built in house and has a number of features designed to enable and encourage the effective capture of data and metadata in the environment of a biochemistry laboratory. I will describe the Blog system and our evolving approach to capturing metadata as well as the process of integrating this with other web services to provide an open environment for recording work in the laboratory, laboratory materials, and validated procedures. The challenges and problems encountered in reconciling the twin aims of capturing data and making it available and readable will also be discussed along with the similarities and differences emerging between different approaches to Open Notebook Science [2,5,6]. [1] http://drexel-coas-elearning.blogspot.com/2006/09/open-notebook-science.html [2] http://usefulchem.wikispaces.com/ [3] http://chemtools.chem.soton.ac.uk/projects/blog/blogs.php/blog_id/10 [4] http://chemtools.chem.soton.ac.uk/projects/blog/blogs.php/blog_id/13 [5] http://www.jeremiahfaith.com/open_notebook_science/ [6] http://www.michaelbarton.me.uk/

On November 27, 2007 I presented our work on Open Notebook Science. I had a little more time to explain most aspects of our work to a scientific, but not necessarily a chemistry audience. Near the end I did discuss some of our very recent results relating to our CombiUgi project and the synthesis of some compounds about to to be tested for the inhibition of the malarial parasite's enzyme Falcipain-2. Here is the audio (mp3) Here is the Flash screencast. Here is the Powerpoint.

Bill Erb's thesis defense on June 12, 2007 at the Drexel University Chemistry Department. Exploration of the Fundamentals of Matrix Assisted Laser Desorption/Ionization Time-of-Flight Mass Spectrometry This thesis focuses on the study of different tools that can be used for preparing samples for matrix assisted laser desorption/ionization time-of-flight mass spectrometry (MALDI TOFMS) and utilizing these tools to study different ionization processes that are operating in the MALDI experiment. audio (mp3) Flash Screencast m4v playable on video ipod

This is my April 19, 2007 presentation at the British Columbia Library Association Conference on Open Access. There was only time to do a brief introduction about trends in openness in education and research and how that might affect the needs of scientists in publishing and finding information. I also showed a few screenshots of UsefulChem near the end. Thanks to Heather Morrison for the invitation! audio (mp3) Flash Screencast Powerpoint

This is my presentation on April 17, 2007 at the Chemical Heritage Foundation in Philadelphia, PA. I describe Open Notebook Science in the context of education and argue that trends in open education, open science and automation will change the educational landscape in the near future. audio (mp3) Flash screencast Powerpoint

Here is my talk "Open Notebook Science using Blogs and Wikis" at the American Chemical Society meeting in Chicago on March 27, 2007 at the Communicating Chemistry Symposium. The first half is basically a condensed summary of how we are using UsefulChem to do Open Science. I then demonstrate for the first time Dave's Excel code to compute kinetics from JCAMP NMR reaction profiles and the building in Second Life where Beth and Eloise have help me to set up a poster room with NMR spectra, molecules and an organic chemistry quiz. audio (mp3) streaming Flash screencast Powerpoint

This is my first talk at the American Chemical Society conference in Chicago on March 25, 2007. I describe the evolution of my teaching practices using technology over the past few years, involving blogs, wikis, podcasting, vodcasting, games and class workshops. audio podcast (mp3) streaming Flash screencast Powerpoint

Don't Make Me Think - I'm Here to Learn Mike Zarro, Drexel University transcript Philadelphia Area Educational Technology Conference Feb 23, 2007 3.2 million people took at least one class online in the fall of 2005. As a student in Drexel University's online Master of Library Science program and a webmaster for 8+ years, I'll share my experiences and observations of eLearning success and areas of improvement. Online education more than just Blackboard - it includes video, podcasts, and online collaborative workspaces. audio (mp3) screencast (Flash)

iTunes U Implementation Brian Gall and Russ Pritchard, Philadelphia University transcript Philadelphia Area Educational Technology Conference Feb 23, 2007 Philadelphia University has implemented a new hosting solution for its educational audio and video content. Learn how we implemented the iTunes University Podcasting solution to create a collaborative learning and information space for the administration, faculty, students and learning community. audio (mp3) Powerpoint

Where is technology most effective: inside or outside of the classroom? Dan King, Drexel University transcript Philadelphia Area Educational Technology Conference Feb 23, 2007 At Drexel University, environmental chemistry is taught to a diverse group of students in a single class. The student population includes both upper level undergraduates and beginning graduate students from a variety of majors. The preparation level of these populations is quite variable, as many of the graduate students have not had a chemistry course in several years. Consequently, a significant amount of time must be spent reviewing fundamental chemical concepts. These general concepts are either incorporated into the lecture material or reviewed in group activities. Two forms of technology were used to improve student learning. In class, personal response systems (or “clickers”) were used to reinforce the lecture material. Outside of class, students use an online discussion board to post questions related to homework problems. The Student Assessment of Learning Gains (SALG) survey was used to help identify which components of the course helped the students learn the material. These results will be compared to end-of-term evaluations and measures of student performance during the term. audio (mp3) screencast (Flash)