The Delivery of Human Genetics through
Instructional Technology
Adam Wasilko
Michaela Noakes
Amnah Albuloushi
Bio101: An Introduction to Human Genetics
• Target Group: Freshman Level Biology 101 Class
• Time: 3 Hours
• Technological tools: Wimba Classroom, Wiki,
PowerPoint Presentation, Virtual
• Flashcards
Why Genetics?
• Despite the importance of introductory core
science, many courses offered do not utilize
numerous principles of instructional technology.
• These courses are of vital importance because they
often lay the groundwork for many of the upperlevel courses that build upon the concepts
presented early on in a student’s career.
• For purposes of this class, everyone can relate to it!
Course Set Up
• A comprehensive lesson was designed with three components: a
PowerPoint lesson in the Wimba classroom, a group Wiki
assignment, and a supplementary set of flashcards.
• It is our belief that these three components offer a full introduction
to the topic of human genetics.
• Each component works together to synthesize a full lesson utilizing
many principles of instructional technology while employing the
principles of multimedia usage.
• By utilizing these principles, students will become engaged in the
lesson, cognitive overload will be reduced, critical thinking and
problem-solving skills will be enhanced, and the deep learning
retention of the instructional content will be increased.
The PowerPoint
• Multimedia Principle states that “learning gains result from combining text
and relevant graphics in e-lessons”.
• In designing this lesson plan, both transformational and interpretive
graphics were included in the PowerPoint presentation to illustrate
changes over time and to make intangible phenomenon (DNA replication)
a concrete event.
• Ensuring extraneous materials are not included in the lesson design
requires compliance with the
Coherence Principle.
The Wiki
• The wiki was used to give a real world application to the material so
students understand that they are not just learning these facts in a
vacuum, and also to give them the chance to explore a topic of their
own choice and present it in their own way.
• A list of genetic disorders was provided and students were given
instructions on what to include in their wiki.
• The lecture introduces the ideas of dominant and recessive traits
and the wiki takes that a step further and lets the students apply
that to their given topic.
• This was purposely chosen to reduce the ‘clutter’ of extraneous
material in the lesson and ultimately reduce cognitive overload.
Flashcards
• A set of virtual flashcards was provided for the students to use at their
leisure to gain better understanding of the material.
• This also serves to keep the lecture succinct and on topic for the hour of
class time provided.
• This set of flashcards is believed to be a beneficial tool as a study aid with
the goal of improving active recall to increase understanding and retention
of the material.
• When the students become familiar with the terms and ideas in the
flashcards it will make the language of genetics second nature to them.
• http://www.flashcardexchange.com/flashcards/view/1555508
Conclusion
• a student-centered learning approach was delivered through the
science of instructional technology.
• A hybrid class was offered, featuring synchronous and
asynchronous class time.
• The synchronous class time was delivered in the Wimba class room;
while the asynchronous time was used to create a group wiki on a
genetic disease of the group’s choice.
• Creative ideas and an engaging lecture were delivered by
positioning the multimedia principle while judiciously using
graphical representations of the material to deepen learning.
Conclusion
• It is our belief that formative cognitive processing was
the end result of the synthesis of these materials.
• A topic that may seem complex, like human genetics,
was delivered in a manner which insured the material
became relatable for the learners.
• The reduction of extraneous material and cognitive
processing allowed for a deeper understanding of the
instructional content that will provide students with a
firm foundation for further studies in the biological
sciences.
References
• Ebner, M., Kickmeier-Rust, M., & Holzinger, A. (2008). Utilizing
Wiki-Systems in higher education classes: a chance for
universal access. Universal Access in the Information Society,
7(4), 199-207. doi: 10.1007/s10209-008-0115-2
• Clark, R. C., & Mayer, R. E. (2008). E-learning and the science
of instruction: Proven guidelines for consumers and designers
of multimedia learning (2nd ed.). San Francisco, CA: Pfeiffer.
• Moreno, R., & Mayer, R. E. (2000). A coherence effect in
multidimensional learning: The case for minimizing irrelevant
sounds in the design of multimedia instructional messages.
Journal of Educational Psychology, 92, 117-125.