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The Bioconductor training committee is a collaborative effort to
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consolidate Bioconductor-focused training material and establish
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a community of Bioconductor trainers. We define a curriculum and
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implement online lessons for beginner and more advanced R users
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who want to learn to analyse their data with Bioconductor packages.
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The Bioconductor Training Committee is a collaborative effort to consolidate Bioconductor-focused training material and build a global community of instructors. We define curricula and develop lessons for both beginner and more advanced R users who want to analyse their data with Bioconductor packages.
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The Bioconductor training committee reports to the Bioconductor
It is currently chaired by Charlotte Soneson and Laurent Gatto.
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There’s no formal joining process or minimum commitment required — simply attend one of the monthly meetings (announced on the Google group, see below) or engage in our discussions to become a part of our community.
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The committee reports to the Bioconductor
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[Community Advisory Board](https://bioconductor.org/about/community-advisory-board/) and is currently chaired by [Charlotte Soneson](https://csoneson.github.io/) and [Laurent Gatto](https://lgatto.codeberg.page/).
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This meta-repository is used for general discussions. The respective
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lessons are developed as modules in their own repositories.
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There's no formal joining process and no minimum commitment required - simply attend one of our monthly meetings (announced on the Google group below) or join the conversation to become part of the community.
**Analysis and interpretation of single-cell RNA sequencing data with
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Bioconductor** shows how to use Bioconductor packages for essential single-cell
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analysis steps including quality control, cell type annotation, multi-sample
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analysis, working with large data, and integration with public data.
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Pre-requisites include familiarity with R and Bioconductor. Familiarity with
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bulk RNA-seq data analysis is beneficial, but not strictly required.
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Single-cell RNA-seq analysis with Bioconductor, covering QC, cell type annotation, multi-sample workflows, large datasets, and integration with public data.
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Requires R/Bioconductor familiarity; bulk RNA-seq experience helpful but optional.
- The `education-and-training` channel on the [Bioconductor community
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chat](https://chat.bioconductor.org/).
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- The [Google group](https://groups.google.com/g/bioconductor-teaching/) (low-traffic, mainly used to send a reminder for the monthly meeting).
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- Community discussions: education-and-training channel on [Bioconductor Chat](https://chat.bioconductor.org/).
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-[Google group](https://groups.google.com/g/bioconductor-teaching/): low-traffic, used for monthly meeting reminders
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## Events
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Explore upcoming opportunities and past Bioconductor workshops and training sessions on our [events page](https://www.bioconductor.org/help/events/). Interested in sharing your own Bioconductor training event with the community? Learn how to add your event directly through this page.
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Explore upcoming and past Bioconductor workshops on our [workshops](https://training.bioconductor.org/workshops/index.html) and [events](https://www.bioconductor.org/help/events/) pages.
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## Contact
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If you are interested in this project and want to get in touch or
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participate, please contact the group via the Google group or
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individual members on [Bioconductor Chat](https://chat.bioconductor.org) or by email.
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If you’re interested in joining, contributing, or simply learning more, please contact us via:
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- The `#education-and-training` channel, or committee co-chairs on [Bioconductor Chat](https://chat.bioconductor.org) or by email
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- Or drop into one of our monthly meetings
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We look forward to welcoming you into the Bioconductor training community!
This page provides guidance for contributors, instructors, and maintainers involved in developing and sustaining Bioconductor training materials. It consolidates expectations, best practices, and processes across all Bioconductor training modules.
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Our goal is to ensure that lessons remain high‑quality, accessible, consistent, and easy for the community to maintain.
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## Lesson design
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- Use RStudio for teaching.
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- If possible, finish lessons with a *Next steps* section to highlight
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other relevant Bioconductor lessons. Similarly, in the Summary and
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Setup section, refer to other Bioconductor lessons that cover the
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pre-requisites.
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- Whenever relevant, use Bioconductor recommended/maintained classes.
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- Package installation: favour `BiocManager::install()` for all
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packages.
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- The bioc-intro lesson, which is based on the Ecology lesson, focuses
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on the tidyverse.
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## Maintenance
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**Maintenance team** Each Bioconductor lesson has at least one
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maintainer, and more generally a team of instructors that built and
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adviser on the maintenance of the lesson collaboratively. The
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maintainer is the person that takes responsibility for merging the PRs
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and fixing build issues if/when they happen. The Carpentries
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Curriculum Advisory Committee Consultation Rubric provides a template
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as to how to address changes to the lessons.
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**Contributing and handling minor changes** For minor changes such as
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typos or simple rephrasing can be submitted directly through a Github
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pull request. The lesson maintainer can assess the PR, ask for
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clarifications or amendments and eventually merge the pull request.
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**Contributing and handling big changes** For more substantial changes,
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we advise to first open an issue to discuss these changes with the
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maintainer, the team that created the lesson, and other instructors
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that have experience teaching the episode. A pull request for such a
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more substantial change (and here, we deliberately don’t define them
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explicitly and leave it to the lesson maintainer to assess the
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importance), would be discussed in (1) the Github pull request and/or
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(2) on the bioconductor-teaching google group and/or, if necessary (3)
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during a Bioconductor teaching monthly meeting. For the latter, it
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would be recommended that at least 2 to 3 people that were part in the
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design of the lesson and/or that have teaching experience would be
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present in addition to the lesson maintainer. The PR submitter is also
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