. Investigators: Executive Summary

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1 . Investigators: Using Technology to Enhance Understanding in Gateway Science Courses Center for Biotechnology Education Advanced Academic Programs Final Report February 17 th, 2014 Patrick Cummings, ScD, Program Director, Senior Lecturer Thomas Koval, PhD, Senior Lecturer Robert Lessick, PhD, Associate Director and Senior Lecturer Kristina Obom, PhD, Program Director and Senior Lecturer Sherry Ogg, PhD, Senior Lecturer Executive Summary In this project we created three videos to support laboratory and lecture based science core courses, 14 short videos to support introductory bioinformatics classes, and studied the effectives of two discussion tools used in our online classes. Preliminary data suggests that students find the videos to be helpful, and recommend that we produce more videos. We expect that more instructors will be incorporating these videos into their classes. In our study of the threaded discussion tool, our data suggests that students prefer the student-led discussion even though it did not necessarily perform better on exams. Finally students reported that they found the wiki tool as a good way to learn and preferred the student-led wiki. The impact of this project will be more online resources available to our students so that they can better understand the concepts taught in core science and bioinformatics courses. Our faculty have evidence to support the use of student-led discussion, so that we expect to see a change in how our instructors facilitate their discussion forums in the online environment. Introduction E-learning is an essential component of student learning whether the class is fully online or onsite. Elements of this modality include the use of videos, webinars, narrated power point, YouTube and online discussions. In order to create new E-learning elements and study the use of the discussion forum online, we undertook three projects. 1) In our previous studies we have demonstrated the value of supplementing biology and biotechnology laboratory classes with pre-lab video material (Maldarelli, Hartmann et al, 2009). We extended our study of video supplements to classes by producing three laboratory videos (one video still in production) on techniques that are commonly used in research labs, research papers, and core science courses. 2) We have previously demonstrated the value of Youtube videos as supplements for bioinformatics ( ). In this project we produced five short videos interviewing experts in Bioinformatics, and eight Youtube videos that guide students through several bioinformatics tools (still in production). 3) We evaluated the effectiveness of student led versus faculty led discussions in the online environment using the online threaded discussion in one study and the wiki tool in the other study. Finally, we will provide training for faculty in problem based learning (scheduled for March 15 th ) so that they can use the learning materials in their classes and determine the impact of the materials and studies. 1. Lab videos Patrick Cummings and Kristina Obom The ability for students to understand the operation of complex instruments and methods used in biological research and in the biotechnology industry can be challenging because of instrument cost and availability, and the time associated with introducing students to these complex technologies. To help address this issue, we developed three videos that introduce students to current technologies used for DNA sequencing and bioprocessing & scale-up. We partnered with three biotechnology companies (Qiagen, ATR, & PBSbiotech) to produce and publish (Journal of Visualized Experiments; ) three videos that address the topics most challenging for students to understand and access in the science curriculum. We chose to make the videos

2 through JoVE because the procedures are peer-reviewed, JoVE videotapes and edits the procedure, adds animation, uses a professional voice actor for the explanation and provides closed captioning. The cost for each video using JoVE was more reasonable than if we contracted out the work to a videographer and the videos are universally available. This is a change from our original proposal in which we would hire a videographer to do the work. Pyrosequencing for Microbial Identification and Characterization: Hits: 2,467 since Aug Universities Operation of a Benchtop Bioreactor: Hits: 2,283 since Sept Universities Cultivation of Mammalian Cells using a Pneumatic (Air-Wheel) Bioreactor System (In Press) There were no major challenges associated with development of these instructional videos. The Operation of a Benchtop Bioreactor video was recently used in the course Bioprocessing and Scale-Up with positive student evaluations (see data). Students gave a positive assessment of the video in their ability to understand and assemble a bioreactor (see data). We surveyed the students for satisfaction and the results indicated that all the students watched the videos at least once (even though it was not required), found the videos helpful in performing experiments, and all recommended that other courses have such videos. Faculty will be encouraged to use the videos in several courses within the curriculum, such as, Biochemistry, Molecular Biology, Recombinant DNA Laboratory, Advanced Recombinant DNA Laboratory, Human Molecular Genetics, Cell Culture Techniques, and Bioprocessing and Scale-Up. With the two published videos, ~50 students have viewed the videos as part of their instruction. We have also used these videos in our online classes in order to explain laboratory techniques that are important to content. In all cases, the students found the videos helpful because they enhanced their learning experience. External viewing of these resources indicates an interest in these topics for training and educational purposes: Pyrosequencing for Microbial Identification and Characterization: Hits: 2,467 (220 different Universities) and Operation of a Benchtop Bioreactor: Hits: 2,283 (189 different Universities) Two videos have been published and one is In Press. Pyrosequencing for Microbial Identification and Characterization: Operation of a Benchtop Bioreactor:

3 Student Satisfaction Data for Bioreactor d

4 2. Bioinformatics Videos Robert Lessick Students learning basic concepts and tools in bioinformatics often need additional teaching tools to clarify the methods. In addition, hearing from bioinformatics experts can enhance the learning experience and also provide challenges in the online environment as our courses are asynchronous in delivery. To supplement our courses both online and onsite, we developed five short expert videos and nine bioinformatics tools videos. The experts are: Dr. Brandon Higgs, Genomics, Dr. Beatrice Kondo, Phylogenetics, Dr. Robert Lessick, general bioinformatics topics, Dr. Klaus Gottleib, personalized medicine and Dr. Jonathan Pevsner, Genomics. The nine bioinformatics tools in production using camtasia are: PubMed searching, Video tour of an NCBI sequence record, Pairwise alignment, PSI-BLAST, Secondary structure prediction, Video tour of PDB database, Prosite searches Bacterial gene prediction, Video tour of Ensembl database. In order to produce these videos, we worked with Kevin McRoberts of McBob TV Productions. A major challenge for this project has been the process whereby an outside contractor can be paid. Our production came to a grinding halt, while we waited for 4 months for all the approvals from purchasing. All videos are ready for final editing. We expect to have all the videos finalized by the end of March. The videos will be part of all of our introductory bioinformatics classes at which time we will survey our students for satisfaction and understanding. In addition, these videos will be part of a Coursera course we will be offering in late spring or early summer Once the course is over, all videos will be available in YouTube for open access distribution. 3a. Threaded Discussions Sherry Ogg In an effort to determine if instructor-led or student-led online discussions allow students to learn on a deeper level and retain more information during a course, we have compared these two types of discussion forums. During the first 7 weeks of a 14 week course, the discussions were instructor-led. These discussions allow the students to choose and answer a discussion question, comment on other students input, and learn material to answer the specific question. During the second half of the semester the discussions were student-led. These discussions allow the student to choose a topic, prepare instructional material for the class on that specific topic, formulate at least two questions for the class and facilitate the discussion. During this study, 160 students, in 10 Molecular Biology sections, were required to participate in the above discussion formats. Formative and summative quizzes and summative individual assignments were used to analyze the students ability to retain information from the class. A general survey was also used to assess how the students viewed the discussion format and which they thought was more beneficial to their learning experience. There was a 52% survey response rate. Based on the assessment results, the formative and summative quiz grades were slightly higher during the instructor-led discussion format compared to the student-led format. When comparing the individual assignment grades, the instructor-led discussions resulted in higher grades than the student-led discussion when a formative quiz was given. When a summative quiz was given, the student-led discussions led to higher grades in the individual assignments. Overall, these results suggest there is more value in instructor-led discussions and the students retain more information for assessment purposes, compared to student-led discussions. The survey results indicated that students did not perceive the student-led discussions as more beneficial when preparing for an assessment or learning the course material. However, the students did perceive the student-led discussions as superior because they could learn from others, research a specific topic in more detail, influence the course content, and bring new ideas to the course.

5 One challenge for this type of research is the varying content over the course of a semester. The content becomes increasingly more difficult as the semester progresses, and this could be a factor in the decrease in quiz grades during the student-led discussions. The first several weeks of the Molecular Biology course is likely review for many, and this could also skew the quiz scores in the beginning of the semester. Additionally, during the instructor-led discussions, the instructor may unknowingly lead the students in a specific direction and cover the specific aspects of a topic that will be on a quiz or an assignment. During the student-led discussions it is more difficult to be sure all the aspects of a topic are covered. The next steps to address these concerns are two-fold. The first is to require the students to participate in an entire semester of instructor-led discussions and record the summative quiz grades. These grades can then be compared to the summative quiz grades posted during the student-led discussions. Secondly, a more accurate assessment in the form of a concept inventory for molecular biology should be used for the analysis. A concept inventory would more accurately evaluate a students working knowledge of molecular biology. We will further analyze the data from this study as mentioned above, and plan to publish in an appropriate journal. Once the analysis is complete we will discuss with our faculty to address possible changes to current online courses. 3b. Wiki Project Thomas Koval Some type of tool for class discussion and interaction is generally considered to be an essential part of any online course. Most classes seem to employ a threaded discussion tool which allows students to make statements and comment on classmate statements. While this strategy is very good at permitting students to interact, it is less effective in encouraging students to produce substantive authoritative remarks supported by facts, e.g., references, figures, videos, etc. Therefore, this study examined the use of wikis instead of threaded discussions as a means of stimulating a substantively more robust venue for student interaction in gateway cell biology classes. Students participated in approximately 6-8 wikis per semester by creating a wiki page and producing substantive comments per the instructions which changed weekly, and then also supplementing a classmate s wiki page. One week per semester, a group of about 3 students was responsible for creating the wiki assignment, i.e., prompt, instructions, rubric, etc. Student learning and satisfaction with both aspects (participating in the wikis and creating a single wiki with a group) were ascertained using SurveyMonkey, an anonymous voluntary survey tool. Likert style statements were presented in the survey. Overwhelmingly favorable results of student satisfaction regarding two statements concerning wiki participation and two statements concerning wiki creation are presented in Figure 1. Eighty percent of 115 students who responded strongly agree or agree, that the wiki format provided a rich environment for learning and interacting with classmates. Eighty-one percent of 115 students who responded strongly agree or agree, that participating in wikis increased their understanding of cell biology processes. Seventy-three percent of 64 students who replied strongly agree or agree, that creating and moderating a wiki helped them to learn about the selected topics and eighty-three percent of the same 64 students replied strongly agree or agree, that scoring a wiki helped them to appreciate the importance of following a scoring rubric for an assignment.

6 Figure 1. Student survey results. Based on the very positive survey results, I will plan to continue to use wikis for student participation since students clearly feel that wikis represent a rich environment for learning and interacting with classmates, as well as increasing student understanding of cell biology. While most or all students understand that a rubric associated with an assignment is something they should consult in completing the assignment, they apparently do not comprehend the direct link between accounting for each rubric item to be successful with the assignment. Therefore, most students were more appreciative of and productive at performing rubric tasks after they had been in a position to issue scores using rubrics they created. While this was initially expected to be a supplemental investigation to accompany wiki satisfaction as a discussion tool, it may be the most valuable component of this study as far as the students are concerned in that it is a lesson that will carry over to all future courses. We plan to inform our faculty of these results and publish our findings. Faculty Development - Kristina Obom In order to disseminate our results and to teach our faculty how to use our resources in our courses, we have planned a faculty development workshop for March 15 th, Dr. Mark Serva from the University of Delaware will be facilitating a workshop on Problem-based Learning. Our resources will be very useful for faculty members who wish to incorporate PBL exercises or who want to flip a classroom. We expect to have 20 to 30 faculty members attend this workshop onsite and online. It is open to any JHU faculty member who wishes to attend. Next Steps In order to complete our projects for the GSI grant, we will complete our laboratory and bioinformatics videos determine the effectiveness of the learning resources we created through student satisfaction surveys and assessment data; further analyze the data from our studies of online interactive tools and train our faculty to use the new tools and collect data.