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. 2022 Nov 15;8(11):e11596.
doi: 10.1016/j.heliyon.2022.e11596. eCollection 2022 Nov.

Cloud-controlled microscopy enables remote project-based biology education in underserved Latinx communities

Pierre V Baudin  1   2   3 , Raina E Sacksteder  4 , Atesh K Worthington  5   6 , Kateryna Voitiuk  2   3   7 , Victoria T Ly  1   2   3 , Ryan N Hoffman  2   3   5 , Matthew A T Elliott  2   3   7 , David F Parks  2   3   7 , Rebecca Ward  8 , Sebastian Torres-Montoya  2   3   7 , Finn Amend  1   3   2 , Natalia Montellano Duran  9 , Paola A Vargas  9 , Guadalupe Martinez  2 , Sandra M Ramirez  2 , Lucia Elena Alvarado-Arnez  10 , Drew Ehrlich  2   3   11 , Yohei M Rosen  2   3   5 , Arnar Breevoort  12 , Tallulah Schouten  2   3   5 , Sri Kurniawan  3   11 , David Haussler  2   3   7   13 , Mircea Teodorescu  1   2   3 , Mohammed A Mostajo-Radji  2   3
Affiliations

Cloud-controlled microscopy enables remote project-based biology education in underserved Latinx communities

Pierre V Baudin et al. Heliyon. .

Abstract

Project-based learning (PBL) has long been recognized as an effective way to teach complex biology concepts. However, not all institutions have the resources to facilitate effective project-based coursework for students. We have developed a framework for facilitating PBL using remote-controlled internet-connected microscopes. Through this approach, one lab facility can host an experiment for many students around the world simultaneously. Experiments on this platform can be run on long timescales and with materials that are typically unavailable to high school classrooms. This allows students to perform novel research projects rather than just repeating standard classroom experiments. To investigate the impact of this program, we designed and ran six user studies with students worldwide. All experiments were hosted in Santa Cruz and San Francisco, California, with observations and decisions made remotely by the students using their personal computers and cellphones. In surveys gathered after the experiments, students reported increased excitement for science and a greater desire to pursue a career in STEM. This framework represents a novel, scalable, and effective PBL approach that has the potential to democratize biology and STEM education around the world.

Keywords: Biology education; Cloud laboratories; Hispanics; Latinx; Remote education; STEM education; Undeserved communities.

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Conflict of interest statement

The authors declare the following conflict of interests: P.V.B., K.V., V.T.L., Y.M.R., D.H. and M.T. have submitted patent applications related to Internet-of-Things-enabled microscopy. M.A.M.-R. is a cofounder of Paika, a company for remote people-to-people interactions. The authors declare no other conflicts of interests.

Figures

Figure 1
Figure 1
Comparison of remote imaging devices 2 different remote imaging platforms were used, the Picroscope collects z-stack image data inside an incubator while the Streamscope livestreams a view of a sample on a lab bench.
Figure 2
Figure 2
Program Roadmap: We developed a program structure with five phases for remote project based supplemental learning.
Figure 3
Figure 3
Remote experiment workflow. Data is recorded in the remote lab using the Pircoscope or Streamscope, viewed from personal devices, and analyzed by the students.
Figure 4
Figure 4
Context-informed PBL using whole organisms. Students tracked the effects of chemicals, such as ammonium nitrate, in the development of zebrafish embryos. Representative images over a 141 hours show that ammonium nitrate affects fin development. A) Example of zebrafish embryos at the beginning of the experiment. B) Example of zebrafish embryos after 141 hours shows a delay in fin development in low and high concentrations of ammonium nitrate.
Figure 5
Figure 5
Studying neuroblastoma cells in the classroom. The students used IoT-enabled microscopy to understand the effects of drugs, such as retinoic acid, in neuroblastoma cells. Representative images show the tracking of individual cells and cell clusters over 20 hours. A) Example control cells at 0, 10 and 20 hours. B) Cells treated with retinoic acid at 0, 10 and 20 hours.
Figure 6
Figure 6
IoT-enabled PBL positively affects STEM identity in different Latinx cohorts. (A) Diagrams used in the STEM-PIO-1 instrument to assess STEM identity. Students are asked to select the picture that best describes their overlap with a STEM professional. (B) Level of agreement with the question “Select the picture that best describes the current overlap of yourself with a STEM professional”, referring to the image in A. (C) Impact of the remote instruction project on the answer to the question in B. (D) Overall level of agreement with 26 questions to assess STEM identity in the RIS-STEM instrument. (E) Overall impact of the remote instruction project on the level of agreement with statements in D. Cohort sizes: California n = 21, Bolivia n = 18. Mann Whitney test. **** = p <0.0001; n.s. = not significant.
Figure 7
Figure 7
Different Latinx student groups have distinct STEM identities. (A-L) Students' answers to the questions in the RIS-STEM instrument. (A-F): Statistically significant answers between student cohorts in California and Bolivia: A) I want to learn as much as possible about STEM, B) When I grow up, I want to work on a team with STEM professionals, C) When I grow up, I want to work in STEM, D) Others think that I would be a good a STEM person, E) I like to design solutions to problems during STEM design challenges, F) After a really interesting STEM activity is over, I can't stop thinking about it. (G-L): Sample statistically not significant answers between Californian and Bolivian students: G) I enjoy learning about STEM, H) Doing STEM is fun, I) I feel satisfied when completing STEM activities, J) My teacher sees me as a STEM person, K) My best friends see me as a STEM person, L) My family sees me as a STEM person. Additional answers in Supplemental Figure 4. Cohort sizes: California n = 21, Bolivia n = 18. Mann Whitney test. *** = p <0.001; ** = p <0.01; * = p <0.05; n.s. = not significant.
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