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Stand-alone life science training events and e-learning solutions are among the most sought-after modes of training because they address both point-of-need learning and the limited timeframes available for “upskilling.” Yet, finding relevant life sciences training courses and materials is challenging because such resources are not marked up for internet searches in a consistent way. This absence of markup standards to facilitate discovery, re-use, and aggregation of training resources limits their usefulness and knowledge translation potential. Through a joint effort between the Global Organisation for Bioinformatics Learning, Education and Training (GOBLET), the Bioschemas Training community, and the ELIXIR FAIR Training Focus Group, a set of Bioschemas Training profiles has been developed, published, and implemented for life sciences training courses and materials. Here, we describe our development approach and methods, which were based on the Bioschemas model, and present the results for the 3 Bioschemas Training profiles: TrainingMaterial , Course , and CourseInstance . Several implementation challenges were encountered, which we discuss alongside potential solutions. Over time, continued implementation of these Bioschemas Training profiles by training providers will obviate the barriers to skill development, facilitating both the discovery of relevant training events to meet individuals’ learning needs, and the discovery and re-use of training and instructional materials.

A wealth of excellent training and educational materials for the computational life sciences are scattered around the Internet, but they can be hard to find. Many materials reside in public Git repositories that are hosted on platforms such as GitHub and GitLab. Glittr.org is a manually curated database of Git repositories, which enables users to find educational materials that would otherwise be hard to identify. With the application, users can search and compare educational materials based on topic and author, but also on engagement metrics such as stargazers (bookmarks) and recency (days since last commit). Glittr.org currently contains 664 entries, which are assigned to six different categories within the domain of computational life sciences. By analysing the database, we reveal insights in the availability of materials per topic, collaboration patterns of developers, and licensing practices. This knowledge helps to understand in which areas open educational materials are scant, the importance of Git for collaboration on educational materials and how licensing can be improved to enhance sharing and reuse. Taken together, we show that Glittr.org contains a wealth of connected and openly available metadata. Therefore, it enhances adherence to the FAIR (Findable, Accessible, Interoperable, Reusable) principles, which benefits learners, teachers and trainers in the entire life sciences community and beyond.

With the increase of technical and scientific topics, in 2013, PLOS Computational Biology tried a new experience with a similar format—we introduced “Quick Tips” (QT) articles—with the attempt to make a clear distinction between the more specific and focused scientific activities and skills presented with resources, databases, and other tools in Quick Tips versus the broader themes presented in a Ten Simple Rules article. [...]it is not a Quick Tips but a Ten Simple Rules article. Give tips, not rules Quick Tips are for guiding readers on developing scientific and technical skills on using databases, resources, computational or data analysis methods and tools. [...]we recommend Quick Tips authors incorporate a figure summarizing and illustrating their tips (Fig 1).

With the increasing need for bioinformatics expertise in the life sciences, a coordinated effort is needed to proactively and critically reflect on the challenges of educating and training life scientists with the necessary skills and competencies.

  [...]of these changes in medical record keeping, Altman discussed the need for clinical professionals to gain an appreciation of and level of comfort in working with various scales of \"big data.\" Since big biological data is also predicted to become big business [29], direct-to-consumer genomics services (e.g., 23andMe) are spending enormous resources on communicating complex scientific data to their web-savvy clients [30].

Background: Biocuration involves a variety of teams and individuals across the globe. However, they may not self-identify as biocurators, as they may be unaware of biocuration as a career path or because biocuration is only part of their role. The lack of a clear, up-to-date profile of biocuration creates challenges for organisations like ELIXIR, the ISB and GOBLET to systematically support biocurators and for biocurators themselves to develop their own careers. Therefore, the ELIXIR Training Platform launched an Implementation Study in order to i) identify communities of biocurators, ii) map the type of curation work being done, iii) assess biocuration training, and iv) draw a picture of biocuration career development. Methods: To achieve the goals of the study, we carried out a global survey on the nature of biocuration work, the tools and resources that are used, training that has been received and additional training needs. To examine these topics in more detail we ran workshop-based discussions at ISB Biocuration Conference 2019 and the ELIXIR All Hands Meeting 2019. We also had guided conversations with selected people from the EMBL-European Bioinformatics Institute. Results: The study illustrates that biocurators have diverse job titles, are highly skilled, perform a variety of activities and use a wide range of tools and resources. The study emphasises the need for training in programming and coding skills, but also highlights the difficulties curators face in terms of career development and community building. Conclusion: Biocurators themselves, as well as organisations like ELIXIR, GOBLET and ISB must work together towards structural change to overcome these difficulties. In this article we discuss recommendations to ensure that biocuration as a role is visible and valued, thereby helping biocurators to proceed with their career.

Science, technology, engineering, mathematics, and medicine (STEMM) fields change rapidly and are increasingly interdisciplinary. Commonly, STEMM practitioners use short-format training (SFT) such as workshops and short courses for upskilling and reskilling, but unaddressed challenges limit SFT’s effectiveness and inclusiveness. Education researchers, students in SFT courses, and organizations have called for research and strategies that can strengthen SFT in terms of effectiveness, inclusiveness, and accessibility across multiple dimensions. This paper describes the project that resulted in a consensus set of 14 actionable recommendations to systematically strengthen SFT. A diverse international group of 30 experts in education, accessibility, and life sciences came together from 10 countries to develop recommendations that can help strengthen SFT globally. Participants, including representation from some of the largest life science training programs globally, assembled findings in the educational sciences and encompassed the experiences of several of the largest life science SFT programs. The 14 recommendations were derived through a Delphi method, where consensus was achieved in real time as the group completed a series of meetings and tasks designed to elicit specific recommendations. Recommendations cover the breadth of SFT contexts and stakeholder groups and include actions for instructors (e.g., make equity and inclusion an ethical obligation), programs (e.g., centralize infrastructure for assessment and evaluation), as well as organizations and funders (e.g., professionalize training SFT instructors; deploy SFT to counter inequity). Recommendations are aligned with a purpose-built framework—“The Bicycle Principles”—that prioritizes evidenced-based teaching, inclusiveness, and equity, as well as the ability to scale, share, and sustain SFT. We also describe how the Bicycle Principles and recommendations are consistent with educational change theories and can overcome systemic barriers to delivering consistently effective, inclusive, and career-spanning SFT.

Everything we do today is becoming more and more reliant on the use of computers. The field of biology is no exception; but most biologists receive little or no formal preparation for the increasingly computational aspects of their discipline. In consequence, informal training courses are often needed to plug the gaps; and the demand for such training is growing worldwide. To meet this demand, some training programs are being expanded, and new ones are being developed. Key to both scenarios is the creation of new course materials. Rather than starting from scratch, however, it's sometimes possible to repurpose materials that already exist. Yet finding suitable materials online can be difficult: They're often widely scattered across the internet or hidden in their home institutions, with no systematic way to find them. This is a common problem for all digital objects. The scientific community has attempted to address this issue by developing a set of rules (which have been called the Findable, Accessible, Interoperable and Reusable [FAIR] principles) to make such objects more findable and reusable. Here, we show how to apply these rules to help make training materials easier to find, (re)use, and adapt, for the benefit of all.

[This corrects the article DOI: 10.1371/journal.pone.0293879.].