CREATING AN EPISTEMIC GAME
Dr. Farah Bennani (Microbiology Faculty)
Dr. Anjali Vaidya (Microbiology Faculty)
Kae Novak (Instructional Designer)
Front Range Community College
Rapid changes in the last 2 decades in the field
Scientific exploration and innovation
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.
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
The National Science Teachers
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
Science constitutes an ideal context where
skills such as:
can be infused in the teaching to promote the
use of science practices.
Need to embed technology.
Use the world wide web to support
Help students appreciate the technological
environment where they live.
Provide a global perspective.
The Survival skills for
Careers, College and
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)
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
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
Without them, we wouldn't be able to
Decompose our waste.
Used in Bioremediation (clean up).
Help plants to obtain nutrients from the soil.
Used in fermentation (cheese, bread and
Produce hormones (Genetic engineering)
Only a few of them make us ill or even kill us
and other living beings.
Ludic Fallacy and
Global Health Issues 2012 Trends
Rocky Mountain Chapter Annual Virtual
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
Dr. Svi Ovesola tours a hospital in Nigeria.
IMPORTANCE OF A
Grades Distribution (2012-13)
Increased students retention and success
Students gain exposure to real life situations.
Students learned the steps required to
complete an accurate diagnosis during health
By using real life scenarios to create a
simulation of contagious disease
outbreak, we helped students understand
the epidemiological aspects of clinical
The difference in comprehension between
students who were taught by using this
methodology and those who were taught
without this methodology was significant.
“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”.
“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”.
“ 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”.
“ 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 multitasking 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”.