Date post: | 11-May-2015 |
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Technology |
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CREATING AN EPISTEMIC GAME FOR MICROBIOLOGY
Project Outbreak
Presenters
Dr. Farah Bennani (Microbiology Faculty)[email protected]
Dr. Anjali Vaidya (Microbiology Faculty)[email protected]
Kae Novak (Instructional Designer) [email protected]
Front Range Community CollegeColorado, USA
Introduction
Rapid changes in the last 2 decades in the field of:
Technological advancement Scientific exploration and innovation Increased globalization
Problem Trying to Solve
Develop competency in microbiology, cell biology and genetics.
Adopt the role of professionals in the field.
Conduct virtual investigations of possible microbial outbreak scenarios.
Purpose
Create a flipped classroom using augmented reality tools .
Access and collect information and clues using a mobile phone and web sites to serve as evidence in solving an epidemiological mystery.
The National Science Teachers Association (NSTA)
The (NSTA) acknowledges the importance of the integration of 21st-century skills within the context of science education and advocates for the science education community to support these skills consistent with best practices across a preK–16 science education system.
Source: http://www.nsta.org/about/positions/21stcentury.aspx
Science
Science constitutes an ideal context where skills such as: critical thinking problem solving information literacy can be infused in the teaching to promote the use of science practices.
Science curricula
Need to embed technology. Use the world wide web to support
interactive learning. Help students appreciate the
technological environment where they live.
Provide a global perspective.
The Survival skills for Careers, College and Citizenship
Critical Thinking and Problem-Solving Collaboration Across Networks Effective Oral and Written
communication Accessing and analyzing Information
From The Global Achievement Gap: Why Even our Best Schools Don’t Teach The New Survival Skills Our Children Need- and What We Can Do about It, by Tony Wagner (Basic Books, 2008)
Driving pedagogical rationale Provide an epistemic game experience to
microbiology students as they learn and apply course concepts
Adopt the role of professionals. Use of the vocabulary and terminology
outside the classroom. Develop the students’ science and
technology literacies Use technology- based motivational activities
to engage and motivate students in their academic work.
Microbiology with Lab
Examines microorganisms with an emphasis on their structure, development, physiology, classification, and identification.
The laboratory experience includes culturing, identifying, and controlling microorganisms with an emphasis on their role in infectious disease.
* Microorganisms
Ubiquitous (everywhere). Without them, we wouldn't be able
to survive! Decompose our waste. Used in Bioremediation (clean up). Help plants to obtain nutrients from
the soil.
* Microorganisms
Used in fermentation (cheese, bread and wine)
Produce vitamins. Produce hormones (Genetic
engineering) Only a few of them make us ill or
even kill us and other living beings.
EPISTEMIC FRAME
EPISTEMIC GAME
Epistemic Frame
Epistemic Frame
AR Augmented Reality blends
virtual content over a real world
environment via computer-generated sensory input through a GPS enabled application
TAGWHAT
MEDTAG ALGORITHM
Ludic Fallacy and Quantitative Reasoning
Global Health Issues 2012 Trends Rocky Mountain Chapter Annual Virtual Conference
3 recorded sessions chosen by the Advisory Board in the Rocky Mountain region.
Brian Goldman: Doctors Make Mistakes Bill Davenhall: Your health depends on
where you live Dr. Svi Ovesola tours a hospital in
Nigeria.
IMPORTANCE OF AGLOBAL COMPETENCE
Epistemic Frame
Countries
* Canada * Jamaica
* Germany * India
* Slovenia * Mexico
* Kenya * C0ngo
Microbiolial species
Clostridium botulinum Plasmodium falciparum Bortedella pertussisis Mycobacterium tuberculosis
Microbiolial species
Trypanosoma brucei Rhabdovirus Hepatitis C virus
Pictures:
Grades Distribution (2012-13)
A B C D F W0%
5%
10%
15%
20%
25%
30%
35%
40%
Game Based
Conventional
Results/Closing
Increased students retention and success rate.
Students gain exposure to real life situations.
Students learned the steps required to complete an accurate diagnosis during health outbreak situation.
* Results/Closing
By using real life scenarios to create a simulation of contagious disease outbreak, we helped students understand the epidemiological aspects of clinical microbiology.
The difference in comprehension between students who were taught by using this methodology and those who were taught without this methodology was significant.
Student’s Feedback
“The scenario made me think about what kinds of things can influence someone to become sick, like their environment, what kind of bacteria or viruses they could have been exposed to”.
Student’s Feedback
“Not having everything "spoon fed" to us when we got into the scenario had a major impact on the way I could look at the situation. It was no longer about the basic pieces of information that we commonly deal with, but about the synthesis of many pieces. It came down to interpretation a lot more than I would have expected, and that makes it difficult to really assess a situation”.
Student’s Feedback
“ It forced you to think more outside the box, in terms of how a person could come into contact with microbes during their normal life. It was very different than working with aseptic procedures in the lab”.
Student’s Feedback
“ Field conditions are much more difficult because the communication is often on a verbal level and only mentioned once. One has to have good hearing and note taking skills, as well as multi-tasking and being able to concentrate with distractions all around them. The cases in the field are also not sterile, quiet, and controlled as they are in the lab. This means a field agent must be very careful when arriving to a scene to take extra precautions to ensure things do not get any more contaminated or continue to spread”.
Thank you
Q & A