Training Infrastructure as a Service

Author:

Rasche Helena12ORCID,Hyde Cameron34ORCID,Davis John5ORCID,Gladman Simon6ORCID,Coraor Nate7ORCID,Bretaudeau Anthony89ORCID,Cuccuru Gianmauro10ORCID,Bacon Wendi7ORCID,Serrano-Solano Beatriz1112ORCID,Hillman-Jackson Jennifer11ORCID,Hiltemann Saskia1ORCID,Zhou Miaomiao2ORCID,Grüning Björn10ORCID,Stubbs Andrew1ORCID

Affiliation:

1. Department of Pathology and Clinical Bioinformatics, Erasmus Medical Center , Dr. Molewaterplein 40, 3015 GD , Rotterdam, the Netherlands

2. School of Life Sciences and Technology, Avans University of Applied Sciences , Lovensdijkstraat 63, 4818 AJ Breda, the Netherlands

3. Queensland Cyber Infrastructure Foundation Ltd., The University of Queensland , St. Lucia, QLD 4072 , Australia

4. University of the Sunshine Coast , Maroochydore, QLD 4558 , Australia

5. Department of Biology, Johns Hopkins University , Baltimore, MD 21218 , USA

6. Melbourne Bioinformatics, The University of Melbourne , Melbourne, VIC 3051 , Australia

7. School of Life, Health & Chemical Sciences, The Open University , Milton Keynes MK7 6AA , UK

8. IGEPP, INRAE, Institut Agro, University of Rennes , 35000 Rennes , France

9. GenOuest Core Facility, University of Rennes, Inria , CNRS, IRISA, 35000 Rennes , France

10. Bioinformatics Grou, Department of Computer Science, University of Freiburg , 79110 Freiburg im Breisgau , Germany

11. Euro-Bioimaging ERIC Bio-Hub, EMBL , 69117 Heidelberg , Germany

12. Department of Biochemistry and Molecular Biology, Eberly College of Science, The Pennsylvania State University , State College, PA 16802 , USA

Abstract

Abstract Background Hands-on training, whether in bioinformatics or other domains, often requires significant technical resources and knowledge to set up and run. Instructors must have access to powerful compute infrastructure that can support resource-intensive jobs running efficiently. Often this is achieved using a private server where there is no contention for the queue. However, this places a significant prerequisite knowledge or labor barrier for instructors, who must spend time coordinating deployment and management of compute resources. Furthermore, with the increase of virtual and hybrid teaching, where learners are located in separate physical locations, it is difficult to track student progress as efficiently as during in-person courses. Findings Originally developed by Galaxy Europe and the Gallantries project, together with the Galaxy community, we have created Training Infrastructure-as-a-Service (TIaaS), aimed at providing user-friendly training infrastructure to the global training community. TIaaS provides dedicated training resources for Galaxy-based courses and events. Event organizers register their course, after which trainees are transparently placed in a private queue on the compute infrastructure, which ensures jobs complete quickly, even when the main queue is experiencing high wait times. A built-in dashboard allows instructors to monitor student progress. Conclusions TIaaS provides a significant improvement for instructors and learners, as well as infrastructure administrators. The instructor dashboard makes remote events not only possible but also easy. Students experience continuity of learning, as all training happens on Galaxy, which they can continue to use after the event. In the past 60 months, 504 training events with over 24,000 learners have used this infrastructure for Galaxy training.

Funder

Deutsche Forschungsgemeinschaft

BMBF

National Institutes of Health

National Human Genome Research Institute

Publisher

Oxford University Press (OUP)

Subject

Computer Science Applications,Health Informatics

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