The Science of Stem Cells

9

Instructional Goals and Objectives

The general purpose of The Science of Stem Cells is to aid students and teachers in learning the

basics of stem cell biology and to educate them about the latest advances in stem cell research and

therapies. Below are the major instructional goals for the online educational product.

Terminal Outcome (Goal)

Using the gap identified in the Needs Assessment section, the designer identified four major

goals of the terminal outcome. Having finished this online product, the learner should:

1. Understand the difference between adult and embryonic stem cells.

2. Understand the diversity of adult stem cells and their functions in the body.

3. Understand how adult stem cells assist in homeostatic regulation in the body.

4. Understand how current research of adult stem cells translates to drug development

and cell-based therapies.

Learning Objectives

The designer then identified a subset of eight main learning objectives that act as smaller

objectives to help get the learner to the terminal goal. These objectives help establish relevance for

the learner and teacher by providing an overview of the materials, as well as provide guidance for the

learner and teacher to keep them focused on their ultimate terminal goal.

These objectives are:

1. The student will be able to demonstrate adult stem cells’ role in regeneration.

2. The student will be able to demonstrate where adult stem cells are located in the body

and realize that we may discover more types of stem cells in the future.

3. The student will be able to describe homeostasis.

The Science of Stem Cells

10

4. The student will be able to explain the role of adult stem cells in homeostatic

maintenance of the body.

5. The student will be able to differentiate between embryonic stem cells, adult stem

cells, and progenitor cells.

6. The student will be able to research how adult stem cells are currently being used to

treat disease and which are in clinical trials.

7. The student will be able to identify the steps of a clinical trial and why this process is

relevant to regenerative medicine.

8. The student will be able to distinguish between clinical-trial proven therapies and

those offered without scientific evidence.

Media Selection and Delivery

After taking the results of the Needs Assessment and Content Analysis into consideration

the designer decided to construct the educational product using standards-compliant html and css

editing software called Adobe Dreamweaver. This was appropriate because the educational product

was designed using the ARCS Model of Motivational Design by Keller, who believes that instruction

should use varied forms of expression and media to communicate ideas and Dreamweaver is the

most flexible tool in regards to the types of media available to include.

Richard E. Mayer makes the case that the potential benefits of multimedia is vast given that

humans possess both visual and auditory information-processing capabilities. Multimedia, he

explains, takes advantage of both capabilities at once. In addition, these two channels process

information quite differently, so the combination of multiple media is useful in calling on the

capabilities of both systems. Meaningful connections between text and graphics potentially allow for

deeper understanding and better mental models than from either alone (Mayer 2003).

The Science of Stem Cells

11

Within the ARCS-approach, multimedia elements can also enhance the degree of reality of a

learning environment, for example, by including video-sequences of real life situations or realistic

animations. The degree of reality enhances the familiarity of the learning contexts and therefore,

according to Keller, also influences environment control as another part of action control (Keller

1987). Therefore, the designer chose to address key module concepts using video, realistic science

animations and interactive animations that include audio narration to lead users to deeper learning

(Mayer 2003).

All pages are designed following standard Web usability guidelines (Nielsen, 2009), including

meaningful visuals, and text that is clear, concise, and easily scanned. Good instruction addresses

multiple learning styles, such as visual, auditory, and kinesthetic (Gardner, 1993). Therefore, the

modules include non–computer-based classroom materials designed to support, extend, and assess

online learning.

Below is a breakdown of the media types used, and the reasoning behind them.

Video

After an extensive online review of videos covering stem cell topics the designer determined

that there were numerous videos that provide engaging, accessible and visually stunning

introductions to the world of stem cell biology, therapies and research. Many of these videos are

made available for educational use under a creative commons license. Adhering to Kellers ARCS

Model of Motivational Design (Keller, 1987) it was determined that use of videos would be the most

effective means to arouse and sustain curiosity and interest in the learner. Videos were chosen based

on their success at satisfying Keller’s four essential strategy components for motivating instruction.

The qualities the chosen videos contain include beautiful use of cell photography, real-world

documentary interviews with doctors and scientists, and case studies that communicate how stem

The Science of Stem Cells

12

cell research is relevant to learner’s lives. Above all, the videos capture the fascination and

complexity of this cutting-edge area of science.

A screen grab of the UI for the video pages that includes a link to a text transcription of the audio.

Science Animation

Over the past few years molecular animation has become a new and rapidly growing field

that brings the power of cinema to biology. Building on decades of research and mountains of data,

scientists and animators have begun recreating in vivid detail the complex inner machinery of living

cells. These dynamic animations give biology educators a whole new way to reach students. For the

first time not only are they able to tell students about the inner workings of the building blocks of

the human body, but actually show them as well. Similar to videos, scientific animations capture the

The Science of Stem Cells

13

fascination and scope of stem cell biology, but in a never-before-seen molecular complexity that

only this new media can provide.

A screen grab of one of the many science animations that show cellular life at a molecular level.

Interactive Lecture Modules

The second of Keller’s four strategy components for motivation consists of relevant

strategies that link to learners' needs, interests, and motives (Keller, 1987). In 2006, the Howard

Hughes Medical Institute invited doctors whose work is on the cutting-edge of stem cell research to

give a series of lectures and discussion session with a group of high school students. The series

included lectures on: 1) Understanding Embryonic Stem Cells, 2) Adult Stem Cells and

Regeneration, 3) Stem Cells and the End of Aging, and a discussion session covering 4) Stem Cell

Research: Policies and Ethics.

The Science of Stem Cells

14

The material is made available via Flash (with closed-captions and chapter links), which the

designer configured and embedded into an iframe in Dreamweaver to enable a rich and seamless

interface for user interaction with the material. Providing meaningful access to these lectures by

adapting them into curricular modules shows a novel solution for resourcing external online

materials to supplement existing biology curriculum.

A screen grab of the interactive HHMI lecture module embedded into an iframe.

Interactive swf files

Certain key module concepts are addressed using interactive swf files, because they appeal to

the broadest range of learners and demand a higher-level of interaction than passively watching a

video or animation.

Sound effects and narration are important here because they add realism and authenticity to

the activity while allowing the user to concentrate on the material, which leads to deeper learning

(Mayer 2003).

The Science of Stem Cells

15

A screen grab of an interactive swf file. Each labeled body part is a hotlink to an animation.

The Science of Stem Cells

16

Section 3: Design and Development

Instructional Strategy, Sequencing & Activities

Planning instructional activities includes determining (a) what knowledge and skill students

will need to perform effectively, (b) what activities will equip students with the necessary knowledge

and skills, (c) how students will best learn that knowledge and skill, (d) what resources are necessary

to accomplish these goals, and (e) a coherent and effective overall unit design.

As stated in the previous section, the designer worked from Keller’s ARCS Model of

Motivational Design (Keller, 1987), which is a useful framework to increase the motivational appeal

of instruction. The ARCS Model is a well-known and widely applied model of instructional design

that is rooted in a number of different motivational theories and concepts (Keller, 1983), most

notably expectancy-value theory (Porter and Lawler, 1968).

In expectancy-value theory, effort is identified as the major measurable motivational

outcome. For effort to occur, two necessary prerequisites must be present: (1) the person must value

the task and (2) the person must believe he or she can succeed at the task. Therefore, in an

instructional situation, the learning task needs to be presented in a way that is engaging and

meaningful to the student, and in a way that promotes positive expectations for the successful

achievement of the learning objectives (Small, 1997).

The ARCS Model identifies four essential strategy components for motivating instruction:

1. Attention strategies for arousing and sustaining curiosity and interest;

2. Relevance strategies that link to learners' needs, interests, and motives;

3. Confidence strategies that help students develop a positive expectation for

successful achievement; and

The Science of Stem Cells

17

4. Satisfaction strategies that provide extrinsic and intrinsic reinforcement for effort

(Keller, 1983).

He then goes on to break each of the four ARCS components down into three strategy sub-

components. These strategy sub-components are shown below.

Attention

• Perceptual Arousal: provide novelty, surprise, incongruity or uncertainty.

• Inquiry Arousal: stimulate curiosity by posing questions or problems to solve.

• Variability: incorporate a range of methods and media to meet students' varying needs.

Relevance

• Goal Orientation: present the objectives and useful purpose of the instruction and

specific methods for successful achievement.

• Motive Matching: match objectives to student needs and motives.

• Familiarity: present content in ways that are understandable and that are related to the

learners' experience and values.

Confidence

• Learning Requirements: inform students about learning and performance requirements

and assessment criteria.

• Success Opportunities: provide challenging and meaningful opportunities for successful

learning.

• Personal Responsibility: link learning success to students' personal effort and ability

Satisfaction

• Intrinsic Reinforcement: encourage and support intrinsic enjoyment of the learning

experience.

The Science of Stem Cells

18

• Extrinsic Rewards: provide positive reinforcement and motivational feedback.

• Equity: maintain consistent standards and consequences for success.

Content Outline

This section outlines the sequencing of content and describes the theories that are employed

in the instructional unit.

The course is organized into four main learning modules: Stem cell basics, stem cell

therapies, stem cell research and the ethics of stem cells. Each module starts off with three

introductory videos, the first of which gives a clear and arousing overview of the module topic. The

next introductory video addresses a specific aspect of the module topic, such as the process by

which an embryonic stem cell line is generated, or a case study about a paralyzed man who might

one day walk again as the result of stem cell research. Each modules final introductory video covers

an aspect of the topic, which points to the potential applications of stem cell research and how the

student’s future might intersect with them.

Learner’s start out by taking a pre-assessment quiz: What do you know about stem cells?

This pre-assessment activity is designed for use as an introduction to each learning path module. It is

intended to: (1) stimulate student thinking about stem cells; (2) evaluate students' prior knowledge of

the topic; and (3) engage students in assessing community knowledge and perceptions. It will also

identify misconceptions about stem cells. By discovering what they already know about the subject

of stem cells, learners can more actively engage in questioning, formulating, thinking and theorizing

as they construct new knowledge.

A list of discussion questions and important concepts are available to learners to refer to

while they watch the introductory videos. This helps stimulate curiosity by posing questions or

problems to solve as they work through the material.

The Science of Stem Cells

19

During the research module, learners are given a list of 70+ diseases that stem cells could

help heal in the future to make the content relevant to the learner’s lives.

The sequence of learning activities culminates in students incorporating what they have

learned about stem cells by putting their knowledge to use in the creation of a cartoon, storyboard

or a pamphlet.

Two formal assessments were deemed sufficient to determine if students achieved the

desired level of understanding. The first assessment asks students to complete a multiple choice quiz

where they select correct answers to a series of questions directly addressing the learning objectives

identified earlier in this paper.

The second assessment gives students an opportunity to explain and interpret what they

have learned by writing brief (one- to two-page) essays about topics directly related to the terminal

outcomes identified earlier in this document.

In designing the materials, the designer recognizes that many teachers do not use a

curriculum supplement module in its entirety (Nisselle, 2009). They select materials that address the

science standards they are required to teach, are appropriate for their students’ level, and fit their

instructional designs (Nisselle, 2009). To address multiple grade levels and teachers’ differing use of

the curricula, each animation and classroom activity focuses on a single main learning objective,

making it easier for teachers to incorporate the materials into their lessons.

The Science of Stem Cells

20

The content of the teacher’s guide is outlined below:

I. Invitation

A. Choose a Learning Path

1. Pre-assessment - What do you know about stem cells?

2. Introductory videos and discussion questions

3. Student question sheet and teacher version

i. Appendix A: student questions [pdf] ii. Appendix A: teacher answer sheet[pdf]

II. Exploration

A. What is a stem cell?

1. Introductory videos and discussion questions

2. Discussion and location of adult stem cells in the body- with graphic organizer

3. Exploration of totipotent, pluripotent, multipotent cells and differentiation

4. Extension topics

5. Differences between adult stem cells and progenitor cells

B. Stem cell therapies

1. Introductory videos and discussion questions

2. Describing adult stem cell role in homeostasis

i. Appendix B: student questions [pdf] ii. Appendix B: teacher answers [pdf]

C. Stem cell research

1. Introductory videos and discussion questions

2. List of 70+ diseases that stem cells could help heal in the future

i. Appendix C: List of 70 diseases that stem cells could help heal in the future [pdf]

D. Stem cell ethics

1. Introductory videos and discussion questions

2. Discussion of ethics and ethical research

The Science of Stem Cells

21

i. Appendix D: student questions [pdf] ii. Appendix D: teacher answers [pdf]

III. Application

A. Creative expressions of understanding of stem cells

1. Essay

2. Cartoon/Storyboard

3. Pamphlet

IV. Assessment

B. Post-assessment quizzes

1. What do you know about stem cells? Quiz

2. What do you think about stem cell research? Quiz

B. Stem cell table

1. Appendix E: student version

2. Appendix E: teacher version

The Science of Stem Cells

22

The chart above shows the correlation of The Science of Stem Cells with the eight categories of the National Science Standards for grades 5 - 12 and grades 9 - 12.