Pear bloom data files students

Specify the quality score threshold for trimming the low quality part of a read. If the quality scores of two consecutive bases are strictly less than the specified threshold, the rest of the read will be trimmed.

Specify the maximal proportion of uncalled bases in a read. Setting this value to 0 will cause PEAR to discard all reads containing uncalled bases. The other extreme setting is 1 which causes PEAR to process all reads independent on the number of uncalled bases. Specify the type of statistical test.

Two options are available. Note that due to its discrete nature, this test usually yields a lower p-value for the assembled read than the cut-off specified by -p. For example, setting the cut-off to 0. Use the acceptance probability m. This test methods computes the same probability as test method 1. However, it assumes that the minimal overlap is the observed overlap with the highest OES, instead of the one specified by -v. Therefore, this is not a valid statistical test and the 'p-value' is in fact the maximal probability for accepting the assembly.

Nevertheless, we observed in practice that for the case the actual overlap sizes are relatively small, test 2 can correctly assemble more reads with only slightly higher false-positive rate. Specify the scoring method.

Assembly score AS. Specify the amount of memory to be used. The number may be followed by one of the letters K, M, or G denoting Kilobytes, Megabytes and Gigabytes, respectively. Bytes are assumed in case no letter is specified. A mailing list is set for handling bug reports, feature requests and user support. You may subscribe here. Found a bug, need something implemented in PEAR or need some help?

Let us know about it! However, do not contact us directly. Instead, use the mailing list such that we avoid duplicate inquiries. For testing and using PEAR on a commercial basis you need to purchase a commercial software license. If you wish to purchase such a license please contact: Prof. When integrating technology into your classroom, learning theories can serve as a guide for selecting and identifying the most appropriate digital tools and apps for the type of learning experience you want to create for your students.

In the following section, we will discuss popular learning theories and provide examples of digital tools and apps that you can use based on the learning theory you select for a given activity see Table 1 for an overview of the theories and tools. For example, when you touch a hot stove environmental stimulus you may quickly learn not to touch the stove again response.

Great job! Digital games, flashcards, and interactive quiz tools are well-suited for behaviorist learning experiences since they support stimulus-response learning through immediate feedback. When determining whether to use a behaviorist approach for a lesson or activity, consider whether the information the students need to learn is invariable, since behaviorism stems from the idea that knowledge is objective and there is one right answer Keramida, Behaviorism would be a useful approach to helping students memorize and recall terms and facts about the U.

Bill of Rights. However, a behaviorist approach would not be suitable for asking students to connect their knowledge of the U. Bill of Rights to real-life issues. As opposed to behaviorism, which focuses on modifying behavior through the use of external stimuli, cognitivism shifts the focus of learning to the internal mental processing of new information.

For example, say you want students to identify the purpose of the three branches of the U. You might ask students to create a mind map to help them organize the information so they can build their mental schema or you might ask students to come up with a mnemonic device to facilitate the encoding and recall of the information.

Constructivism refers to learning that occurs by creating meaning from experience. That is, learners are not blank slates that absorb information from the external world.

Nor are they simply processing objective information within their own minds. In educational settings, constructivist learning activities and environments allow students to build their own knowledge, understandings, and interpretations of information. Constructivist learning experiences are well-suited for advanced knowledge building, such as analyzing and interpreting ideas, rather than foundational knowledge acquisition e.

A constructivist approach would allow students to generate new knowledge related to their current political landscape, and thus, construct meaning from experience.

Constructionism describes how learning happens through playful building of an object, artifact, or idea that can be seen by and shared with others. Through hands-on, minds-on building, learning is an interactive process of creating knowledge structures. In classroom settings, constructionism fits well with advanced knowledge acquisition where students are asked to build or create something based on the foundational knowledge they developed. For example, you might ask students to create a 3D model to represent the Declaration of Independence see example lesson plan.

In order to create this model, students need to explore, analyze, and interpret information regarding the purpose of the Declaration of Independence and what it means in present day society. Then, we internalize these social experiences to reflect upon, develop, or modify our own knowledge.

In classroom settings, students learn behaviors by watching other students and adults. They discover new information by reading books and watching videos created by others. They acquire knowledge and skills by communicating with peers, engaging in group activities, and sharing their thoughts and getting feedback. They learn by listening to the teacher, other adults and experts, and their peers.

They build their understanding by trying out ideas or behaviors and modifying them based on the responses from their peers. Ultimately, learning and development are social processes that happen all the time, including during formal classroom instruction and informal play time during recess or an after school club.

When selecting digital tools and apps, look for ones that support multiple types of social learning beyond just reading text written by others. There are tools that allow students to collaborate in real-time with peers, engage in conversations with experts across the country or around the world, and share their ideas and get feedback from individuals within and beyond the classroom.

In a social studies classroom, students could engage in a debate about free speech using Flipgrid and then invite parents, guardians, and other students in the school to watch and reply to their videos. Kahoot , EdPuzzle , Nearpod , Peardeck. Multiple choice questions with immediate feedback, quick response, and memorization of facts. Learning occurs through meaning-making and the interpretation of information.

Scratch , Pencil Code , Tinkercad , Wix. Learning happens through observing, communicating, collaborating, and interacting with others. Twitter , Scratch , Flipgrid , Instagram. To discover and explore more digital tools, visit the Online Tools for Teaching and Learning blog created by Dr.

Torrey Trust and her students at the University of Massachusetts Amherst. For instance, a civics student might explain how a bill becomes a law. For example, learners could compare and contrast different types of legislation. For instance, students could write and present their own bill.

When designing learning activities, consider how you might select different tools and apps based on the type of knowledge you want students to develop. For example, flashcards might work best for factual knowledge, while a spreadsheet tool might be more useful for planning and creating strategies for metacognitive knowledge.

Teacher creates a flashcard deck on Quizlet for students to review, play games, and take a practice assessment about U. Explain key concepts and ideas including summarizing, comparing, and inferring information. Students use Google Drawing to create a visual summary of the expansion of voting rights in the U.

Demonstrate, model, solve, interpret, predict, or present information. Students use Google Trends to interpret present-day First Amendment issues i. Making connections or differentiating between ideas; deconstructing information. Invent a product, construct a new idea, or remix something created by others.

Persaud, For example, to effectively evaluate a new bill, students first have to remember what a bill is, understand the purpose of a bill, apply their knowledge of the bill creation process to the design of a new bill, and analyze the different types of bills in order to make an informed judgment.

Higher order thinking skills analyzing, evaluating, and creating require more cognitive processing compared to lower level skills e. Students must use higher order thinking skills HOTS to solve problems, make decisions, and design products Tankersley, These skills require a student to be a critical, creative, and innovative thinker.

Giving students the opportunity to engage in higher order thinking activities helps develop their capacity as citizens and professionals who can make informed decisions, create new knowledge and ideas, and justify their opinions. One additional framework to keep in mind when evaluating the learning experience of digital tools and apps is the International Society for Technology in Education ISTE Standards for Students.

These standards emphasize the use of technology to help students develop higher-order thinking skills and the capacity to succeed as learners, citizens, and professionals. There are seven standards, which we will detail in the following section. Students use technology for self-directed learning e. Students cultivate digitally enhanced personal learning networks and seek feedback to improve their knowledge and skills.

Additionally, they demonstrate a willingness to try out, learn how to use, and troubleshoot current and emerging technologies. That is, they refrain from cyberbullying, hacking, trolling, and using copyrighted material without permission. Students cultivate a digital reputation and online identity that will positively impact their academic and career goals. They demonstrate an ability to manage their personal data and examine how it is being used and tracked by others.

Students demonstrate an ability to conduct research, find and evaluate information, and curate information and resources. They create collections of materials e. They build their knowledge by exploring real-world issues and developing ideas for solutions. Students engage in a design thinking or an instructional design process to identify and solve problems with technology. They generate ideas, test out theories and prototypes, and create artifacts to solve real-world problems.

Students develop a capacity to deal with complex problems and engage in multiple iterations of trial and error. Students showcase an ability to think and solve problems like a computer. They break down complex problems into smaller tasks, analyze and identify patterns in data, draw connections to similar problems, and use algorithmic thinking to design technology-based solutions.

Students craft messages, express their knowledge and opinions, and communicate complex ideas using a variety of tools e. They tailor communication to different platforms and audiences. They legally and responsibly remix digital resources created by others into new creative products.

Students use technology to connect and learn with individuals from around the world who present unique insights and diverse perspectives. They collaboratively work with others using digital technologies and contribute to project teams in meaningful ways. They identify and investigate local and global issues and work with others to devise solutions. The ISTE Standards for Students can serve as a guide for evaluating digital tools and apps to determine whether, and how, tools might amplify and enrich the student learning experience and provide students with opportunity to develop their knowledge, skills, and capacity as learners.

Reflecting upon the ISTE Standards for Students, you realize that rather than creating a Wakelet of digital resources for your students, you could have them create their own personal wakes of current news articles and multimodal resources for each of the Articles in the Constitution. Shifting from a teacher-centered use of Wakelet to a student-driven learning activity allows students to become knowledge constructors and creative communicators.

Using the ISTE Standards for Students as a lens for evaluating and using digital tools allows you to identify which tools to use and ways to use tools and apps to create 21st century learning experiences that prepare students for the future. Select all that apply. Select one :. Throughout this chapter, we have described different lenses to evaluate digital tools and apps based on the learning experiences they might provide.

While the ISTE Standards for Students provide a framework for evaluating and using digital tools and apps to create technology-rich, 21st century learning experiences for students. As you design learning activities, lessons, and environments for students, consider how digital tools and apps can help students develop higher-order thinking skills, technology competencies, and different types of knowledge i.

Based on this chapter, how might you adjust your use of the tool in the future to create an innovative learning experience to help students meet their learning goals? About Hyperdocs. Anstey, L. A rubric for evaluating e-learning tools in higher education.