Cancer cell biology: a student-centered instructional module exploring the use of multimedia to enrich interactive, constructivist learning of science

Abstract

Multimedia has the potential of providing bioscience education novel learning environments and pedagogy applications to foster student interest, involve students in the research process, advance critical thinking/problem-solving skills, and develop conceptual understanding of biological topics. Cancer Cell Biology, an interactive, multimedia, problem-based module, focuses on how mutations in protooncogenes and tumor suppressor genes can lead to uncontrolled cell proliferation by engaging students as research scientists/physicians with the task of diagnosing the molecular basis of tumor growth for a group of patients. The process of constructing the module, which was guided by scientist and student feedback/responses, is described. The completed module and insights gained from its development are presented as a potential "multimedia pedagogy" for the development of other multimedia science learning environments.

Figure 1

Screen shot of an introductory letter to the student, in the role of a doctor, received upon selecting a patient cancer case to investigate. The letter requests Dr. Smith's (student's last name) expertise in the identification and characterization of a mutated gene and its protein product and provides pertinent information for the investigation to begin. Left-hand margin buttons note the different assays available for investigating the patient case of Joe Garten and other elements for completing the case (see text).

Figure 2

Screen shots of the components of an experimental assay the “doctor” can use to gather data. (A) Shot of the gene transfer experiment. (B) Shot of the doctor's experiment transferring gene C and analyzing its effects on cell growth. (C) Shot of background information on the gene transfer experiment accessed via the question-mark button in the upper-right corner. All assays are designed the same way. (Figure continues on next page.)

Figure 2

Screen shots of the components of an experimental assay the “doctor” can use to gather data. (A) Shot of the gene transfer experiment. (B) Shot of the doctor's experiment transferring gene C and analyzing its effects on cell growth. (C) Shot of background information on the gene transfer experiment accessed via the question-mark button in the upper-right corner. All assays are designed the same way. (Figure continues on next page.)

Figure 2

Screen shots of the components of an experimental assay the “doctor” can use to gather data. (A) Shot of the gene transfer experiment. (B) Shot of the doctor's experiment transferring gene C and analyzing its effects on cell growth. (C) Shot of background information on the gene transfer experiment accessed via the question-mark button in the upper-right corner. All assays are designed the same way. (Figure continues on next page.)

Figure 3

Screen shots depicting the development of the review pages on protooncogenes and tumor suppressor genes. (A) Shot of the single-page background information provided in the prerevision module. (B) Shot of the revised version of the review covering general information and concepts. (C) Shot of one of the expanded review pages accessed from the topic buttons across the top of the review. (Figure continues on next page.)

Figure 3

Screen shots depicting the development of the review pages on protooncogenes and tumor suppressor genes. (A) Shot of the single-page background information provided in the prerevision module. (B) Shot of the revised version of the review covering general information and concepts. (C) Shot of one of the expanded review pages accessed from the topic buttons across the top of the review. (Figure continues on next page.)

Figure 3

Screen shots depicting the development of the review pages on protooncogenes and tumor suppressor genes. (A) Shot of the single-page background information provided in the prerevision module. (B) Shot of the revised version of the review covering general information and concepts. (C) Shot of one of the expanded review pages accessed from the topic buttons across the top of the review. (Figure continues on next page.)

Figure 4

Screen shots of the report from the revised module which consists of two question sets the doctor must complete successfully to diagnose the case. Completion of the first set (A) and second set (B) of questions results in a congratulatory message (C) that includes a description of the analysis process for the case. The revised version shown here also allows for the submission of a verification report (see text). (Figure continues on next page.)

Figure 4

Screen shots of the report from the revised module which consists of two question sets the doctor must complete successfully to diagnose the case. Completion of the first set (A) and second set (B) of questions results in a congratulatory message (C) that includes a description of the analysis process for the case. The revised version shown here also allows for the submission of a verification report (see text). (Figure continues on next page.)

Figure 4

Screen shots of the report from the revised module which consists of two question sets the doctor must complete successfully to diagnose the case. Completion of the first set (A) and second set (B) of questions results in a congratulatory message (C) that includes a description of the analysis process for the case. The revised version shown here also allows for the submission of a verification report (see text). (Figure continues on next page.)

Figure 5

Screen shots of the three-tiered feedback response used to guide students through the report questions. This series of feedback is for the first question in the report which requires students to correctly identify the mutated gene. (A) Shot of the first general feedback suggesting some assays to review. (B) Shot of the second feedback providing additional information, including interpreting results from particular assays. (C) Shot of the third feedback directing the doctor to an experiment(s) critical to making the diagnosis, as well as help with their analysis. (Figure continues on next page.)

Figure 5

Screen shots of the three-tiered feedback response used to guide students through the report questions. This series of feedback is for the first question in the report which requires students to correctly identify the mutated gene. (A) Shot of the first general feedback suggesting some assays to review. (B) Shot of the second feedback providing additional information, including interpreting results from particular assays. (C) Shot of the third feedback directing the doctor to an experiment(s) critical to making the diagnosis, as well as help with their analysis. (Figure continues on next page.)

Figure 5

Screen shots of the three-tiered feedback response used to guide students through the report questions. This series of feedback is for the first question in the report which requires students to correctly identify the mutated gene. (A) Shot of the first general feedback suggesting some assays to review. (B) Shot of the second feedback providing additional information, including interpreting results from particular assays. (C) Shot of the third feedback directing the doctor to an experiment(s) critical to making the diagnosis, as well as help with their analysis. (Figure continues on next page.)

Figure 6

Screen shot of the verification report that the student can send to the instructor. The report is sent to the e-mail address that the student inputs in the module's welcoming screen. Information provided includes the student's name, the patient analyzed, and tracking information on student performance and progress for each submission the student makes to confirm the diagnosis.