Project Outbreak
Upcoming SlideShare
Loading in...5
×
 

Project Outbreak

on

  • 284 views

STEMx Global Education Conference

STEMx Global Education Conference
September 2014 Presentation

Statistics

Views

Total Views
284
Views on SlideShare
268
Embed Views
16

Actions

Likes
0
Downloads
0
Comments
0

1 Embed 16

http://www.weebly.com 16

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

CC Attribution-ShareAlike LicenseCC Attribution-ShareAlike License

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Project Outbreak Project Outbreak Presentation Transcript

  • Project Outbreak CREATING AN EPISTEMIC GAME FOR MICROBIOLOGY
  • Presenters Dr. Farah Bennani (Microbiology Faculty) farah.bennani@frontrange.edu Dr. Anjali Vaidya (Microbiology Faculty) anjali.vaidya@frontrange.edu Kae Novak (Instructional Designer) karen.novak@frontrange.edu Front Range Community College Colorado, 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 GAME EPISTEMIC FRAME
  • Epistemic Frame
  • Epistemic Frame
  • AR Augmented Reality blends virtual content over a real world environment via computergenerated sensory input through a GPS enabled application
  • TAGWHAT
  • Ludic Fallacy and Quantitative Reasoning MEDTAG ALGORITHM
  • 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.
  • Epistemic Frame IMPORTANCE OF A GLOBAL COMPETENCE
  • 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) 40% 35% 30% Game Based 25% Conventional 20% 15% 10% 5% 0% A B C D F W
  • 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 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”.
  • Thank you Q&A