Problem-Based Learning in an On-Line Biotechnology Course: Student Perceptions of Multimedia Enhancements

1. Problem-Based Learning in anOn-Line Biotechnology Course:Student Perceptions of Multimedia Enhancements James Cheaney Department of Genetics, Development and Cell Biology David Fisher Department of English Iowa State University Ames, IA

2. Problem-Based Learning (PBL) • Use of a “real world” problem or situation as a context for learning • increase relevance to needs of professional community • increase development of critical thinking • increase problem-solving abilities of students • increase metacognition (students “learn to learn”) • Student-centered, constructivist • Typically conducted in cooperative groups • Often no “right” or “wrong” answer

3. Biotechnology in Agriculture, Food and Human Health • Survey course • Technology • Applications • ELSI issues • Offered exclusively on WWW • Audience • Design

4. The Problem • Huntington disease • progressive neurological disorder • genetic disease • dominant (if one of a person’s 2 genes is mutant  HD) • 100% fatal • no treatment; no cure

5. The Problem • Robert • 33-year-old pilot for a commuter airline • married with a 4-year-old daughter • mother died of HD at age 50 • mother’s symptoms began at age 34 • Robert has a 50% chance of having inherited mutant HD gene • Should Robert have a presymptomatic DNA test done to see if he has the mutant HD gene?

6. Learning Objectives • Understand the nature and mode of inheritance of genetic diseases • Gain an appreciation of the human cost of genetic diseases • Understand the principles and technologies used in genetic testing • Gain an appreciation of ethical, legal, and social issues associated with genetic testing • Develop problem-solving skills • Learn how to find and process information in Web-based databases

7. PBL Unit “As It Was” • Text based • Assignments • Defining the issues • Genetic diseases • Genetic testing • Solving the problem • Exams • Pre-unit exam • Post-unit exam

8. Assignment – Defining the Issues • Group brainstorming session • Identify issues • Identify stakeholders and identify what each stakeholder has at stake • What information is needed for Robert to make informed decision, and why is that information needed? • Submit list of stakeholders, and information needed to class discussion forum/student presentation site

9. Assignment – Genetic Diseases • Student groups pick from list of 13 well-researched single-gene genetic diseases • Cause of the disease • Name and location of the responsible gene mutation • How is mutation physiologically related to symptoms? • Inheritance pattern • Treatment options (cure, management of symptoms) • What is it like the have the disease?

10. Assignment – Genetic Testing • Students are presented with a fictional gene with a mutation associated with fictional genetic disease • Students devise biotechnological means to detect mutant forms of this gene • Describe principle of test and how it is performed • Show results obtained by a normal individual, an affected individual, and a heterozygous carrier • Specify sequences of all DNA used in test

11. Assignment – Solving the Problem • Student groups were assigned to role-play stakeholder • What are Robert’s possible choices, and what are the implications of each option for you? • As this stakeholder, what is your recommendation to Robert? Should he take the HD genetic test? • Justify your recommendation. What do the implications of this decision mean to you? • Post your recommendation and justification in the class discussion forum and discuss each recommendation with other stakeholders

12. Conclusions from Text-based PBL Format • Exam scores very similar between non-PBL format (lecture-based) and PBL format, indicating no significant difference in low-level knowledge acquisition. • Assignment scores consistent with higher-order processing of information. • Students enthusiastic about PBL format, with some reservations about its synchronous nature.

13. Perceived Shortcomings of Text-based PBL • Student connection with stakeholders was weak (non-optimal appreciation of human cost) • No treatment of genetic counseling • No treatment of practical aspects of genetic testing • Students need to be able to transfer their learning and understanding into other situations

14. Re-design to Create Immersive Environment • Re-designed with enhanced multimedia: Audio, video, graphics, text, & databases • To increase student involvement and empathy for situation • To increase student motivation • To integrate communication learning and content learning

15. Elements of Immersive Environment • Interviews with experts • Observations of experts at work • Collection of documents generated/used by stakeholders • “Interviews” with Robert and family • Family documents (including tax returns, bills, etc.)

16. Elements of Immersive Environment • Interviews with Characters • Robert, wife, daughter • Interviews with Experts • Genetic counselors • Testing lab technicians • Insurance expert

17. Elements of Immersive Environment • Various Physical Artifacts • Tax records • FAA regulations • Insurance documents • Legal information

18. “Robert’s World”

19. “Robert’s World” – Genetic Counselor’s Office

20. Features of “Robert’s World” • Students exposed to communication in disciplines/professions by acting in role of professionals • Understand the human and social dimensions of disciplinary knowledge as well as technical/factual information • Take responsibility for and recognize the legal and ethical aspects of a professional role

21. Features of “Robert’s World” • Rendering virtual space to enable type of learning activities desired (“wander”, “explore”) • Developing assignments that encourage students to “wander,” “explore,” and “use” • Developing assessment practices that provide incentive to engage in these activities

22. Space: Before

23. Space: After

24. Assessment: Before Consider Robert, the protagonist from our Huntington's Disease saga in Module 2. Suppose he decides to get the Huntington's Disease test, and he is found to be positive for the Huntington's allele. His employer, the airline (a private corporation), finds out that Robert is positive for the Huntington's allele, and transfers him to a desk job without his consent. Under federal law, are the airline's actions legal? Why or why not?

25. Assessment: After You are a genetic counselor at the University of Metropolis Medical Center. You have an upcoming appointment in a few hours with a new client named Lois Lane. In speaking with Ms. Lane's gynecologist, who referred Ms. Lane to you, you found out that Ms. Lane has a family history of early-onset breast cancer on her mother's side of the family. Her mother died of metastatic breast cancer at the age of 48, her grandmother at 52, and her mother's brother died of male breast cancer at 63. Ms. Lane, who is now 41, is concerned that she may carry a BRCA1 or BRCA2 mutation that is sometimes correlated with a higher risk of early-onset familial breast cancer. She wishes to have a genetic test done to determine if she is indeed carrying a BRCA1 or BRCA2 mutation, and her doctor concurs that the information would be useful. However, in talking to the doctor, you have also learned that Ms. Lane has an identical twin sister named Lucy Lane who is adamantly opposed to any genetic test being performed on religious grounds. Faced with the dilemma of two sisters who share the same genetic complement but wanting two quite different levels of knowledge about what genes they have, write a detailed plan for what you would tell and want to discuss with Lois Lane at the first counseling session.

26. New Assignment – Genetic Counseling • Individual assignment: Students role-play a genetic counselor about to meet a new client • High risk for a genetic predisposition for early-onset breast cancer (under 100% chance that she will get it) • Client has twin sister who is opposed to genetic testing • Identical genetic complement: privacy rights? • Nature of genetic counseling profession (non-advocacy) • Monitoring; non-testing options • Testing procedure, insurance concerns, etc.

27. New Assignment – Describing the Disease • Student groups role-play the part of Robert answering questions from his wife about HD • Challenge is to completely and accurately answer all of her HD questions in laypersons’ language

28. Preliminary Student Reactions to Re-designed PBL Unit • Students gain real understanding of complexity of the issue • Legal concerns • Medical concerns • Genetic concerns • Biotechnological concerns • Practical aspects of genetic testing – how genetic testing is done • Students are able to identify how their position may affect others

29. “I believe good employees are hard to find and since Robert has spent years at my company with no problems so far, I have an obligation to him and his family as well.” “Finding Robert another job within the company is the most ethical and economically beneficial choice available. I will be able to utilize his skills in another way and help his family.” Appreciation of How Airline’s Position Affects Robert

30. Preliminary Student Reactions to Re-designed PBL Unit • Students begin to care about Robert • “I felt a closer tie to the people involved. I’m dealing with a serious decision in one man’s life.” • “The more personal connection makes me think harder about what to do and what to write.” • “As an employer, it [the position] affects you personally. What are the things I want for the company and for him [Robert]?”

31. Fulfillment of Learning Objectives(Preliminary Conclusions) • Understand the nature and mode of inheritance of genetic diseases • Gain an appreciation of the human cost of genetic diseases • Understand the principles and technologies used in genetic testing • Gain an appreciation of ethical, legal, and social issues associated with genetic testing • Develop problem-solving skills • Learn how to find and process information in Web-based databases

32. Future Research • Quantify and analyze relative efficacy in increasing student understanding and achieving learning objectives between various PBL formats • Determine student attitudes with regards to various parts of PBL format • Assess overall effectiveness of PBL in an on-line science class, and explore how to use PBL to maximize student learning and understanding of course/unit objectives

33. Tom Ingebritsen David Russell Doug Bull Dianne Bartels Bonnie LeRoy Matt Bower Mark Doyle Jeff Kahn …and all the students in this Biotechnology course who gave their permission to be our guinea pigs Special Thanks