Association of Medical Illustrators presentation

What follows is my personal history with Medical Illustration.  I was very proud to present my work on Immune Attack and Immune Defense at the 2012 conference of the Association of Medical Illustrators.

Click here for my slides: Association of Medical Illustrators presentation, July 28, 2012

I am proud to carry on the tradition of communicating biology to a wide audience with my game Immune Defense.  So.  Science Video Games.  Where in the world did they come from?  Well, let’s look a little bit into the past.  Have you heard of Medical Illustration?  Have you ever wondered maybe bout how medical students learn about body parts, without the body?  Or perhaps you’ve wondered how a surgeon gets an idea of how a surgery should proceed, without actually doing the surgery?  Medical Illustration is the assembly of facts and information about procedures and about body parts into an image, a video or an interactive software that explains the parts, their relationship and the purpose of the procedure to the viewer.  A medical illustrator is part scientist, part artist.  Presenting science requires understanding which aspects of it are key to the understanding of it, that is which are the core concepts?  In a drawing of a surgery the question is what is the key moment, what does it look like when the procedure is halfway finished in the correct manner?

Medical Illustration is a long tradition that has changed a lot as new science and new technology have become available.  Check out the information and drawings at the Association of Medical Illustrators website, www.AMI.org, presentation and techniques. These days, medical illustration often involves gathering information about proteins and cells and presenting this gathered information in an image/video/interactive software.  The information that needs to be gathered comes from many sources.  Biochemists spend a lot of time studying one protein, and publish their results generally on their one protein.    Cell Biologists spend a lot of time looking at one kind of cell.  But there is a vast amount of knowledge to be gained from looking at how many proteins interact, how many cell types interact, how one protein moves, how many proteins associate with each other on a vesicle…  Who has the skills to put all this data into a comprehensive format?  Yep, Medical Illustrators.

Sounds like I am fond of medical illustrators, doesn’t it?  I am.  As a biochemist, I spent 7 years studying one protein, a motor protein–or at least a protein that has a similar amino acid sequence to other proteins that had motor activity.  My protein did not have any activity.  It just sat there in my test tube, silent.  I had read the papers, I knew all the assays that were supposed to reveal the activity of my motor-like protein.  I knew there was ATP that was broken, a microtubule to be released, a new microtubule to be grabbed, a new ATP to be grabbed  …  I knew lots of words about my protein, my brain was filled with data and numbers and methods.

However, Ron Vale the motor protein biochemist asked Graham Johnson the medical illustrator to make a movie of Ron’s protein Kinesin walking along a microtubule.  Using the data from many biochemical experiments in test tubes, Graham created a movie of what Kinesin must look like.

Now I had a story, a comprehensive idea, a foundation of thought about my possible motor protein that I could build on.  All those biochemical experiments had been summed up into a video.  A story is a compact way for our brain to store a lot of information!  Space in my brain was now available for building up some new words about my protein.  I imagined a new role for my possible motor protein, building on the story of the original motor protein.  I did a whole bunch more biochemical assays, and well, no one has made a movie of my data yet, but you could read the papers if you wanted to

Another video, requested by Harvard’s Biovisions group, showed Kinesin (at 1:16) walking gloriously along a microtubule, carrying its huge vesicle …  it was a very clear image and showed both aspects of Kinesin’s activities:  Kinesin walks on microtubules but only does so when its other end is bound to a vesicle.  This video, and still images from it, made it possible for me to quickly and completely explain to my colleagues what my thoughts about my own protein were.

Communication of ideas is very important to a scientist.  Mostly, it is important to explain what you are thinking so that your colleagues can attack your idea.  Without attack you will never advance your ideas and if no one understands your idea they can’t attack it properly!

So, there is my personal history with Medical Illustration.  I am proud to carry on the tradition of communicating biology to a wide audience with my game Immune Defense.  I was very proud to present my work on Immune Attack and Immune Defense at the 2012 conference of the Association of Medical Illustrators.

Click here for my slides: Association of Medical Illustrators presentation, July 28, 2012

STEM Video Game Challenge and Teaching Youngsters to Program

Hi.  Do you have a kid at home who is 8?  Or are you a kid who is 8?  Perhaps you are a kid who is 14, or 34.   What would you like to do when you grow up?  Would you like to help the environment, work for major league baseball, or discover something about the human body that helps everyone live longer and happier?  Well, what could you learn to do that would help you with any of those goals?

Programming.

Programming computers is necessary for everything, from the giant scoreboard at the ballpark to discovering which mutated gene a group of cancer patients have in common.  Computer programmers help make weather stations function more effectively, help us analyze data more completely, and they can also program video games!

So, why doesn’t everyone program?  For the same reasons that not everyone plays the guitar:  Not everyone has a computer, or a guide to programming (book or person) and not everyone will look at moving pixels on a computer screen and think, “I want to learn how to move those pixels!”  Personally, I took an informatics class in my German high school, in 1988.  I took the class because all my friends were taking it: yes, I hung out with, and really enjoyed the company of a crowd of geeky boys.  But the class was boring, I didn’t like the projects we did and so I did not try to understand how to program.  We were making a receipt.  So that a store clerk could use a computer to type in the prices, and the receipt software would calculate a total, tax and put it all into a printable format.  OMG is was so boring!

When you are 17 (and when you are any age) it is very easy to get discouraged and think, “I don’t need to understand this, I will never use it.”  Learning anything always takes some effort.  Making an effort is always risky, because you may not triumph!  You may find out that you can’t figure out whatever it is, and 90% of the time you will be sitting next to someone who looks at you funny because you aren’t figuring it out!

The magic happens when your interest and curiosity wins out over your fear of failure.  So we all need interesting songs to play on our guitar, and we all need cool things to program!  Cool is defined by the user, so there is really no telling what will inspire each person to program or learn guitar…  we can just listen to as many songs as possible and check out as many computer programs as possible!

So what can you do to get your 8 year old to learn how to program?  What can you do as a 14 year old who would like to become a valuable crew member on a marine life observation station in the Pacific Ocean?  How can you learn to program?  You do the same as if you wanted to learn guitar.  Find a guitar you like, find a book or a mentor you like (or both) and practice.  Some mentors will be smart but not polite, some mentors will be nice but not smart, and your best mentors will be the mean kids who brag about how great they are and act like you don’t know anything.  Listen to what everyone tells you and then make your own decisions.  Let everyone talk, don’t waste time arguing with them about whether you are smart.

And then practice.  Make things.  Join a Game Jam, join a computer programming class or club, talk to your local biology lab and see what kinds of programs they need.Ask your teacher if she needs a spreadsheet that can calculate grades.  Make Things!

The STEM Video Game Challenge was started by a bunch of nice folks who wanted to give you all something to make. Next year in February there will be another chance to compete for prizes with kids all over the country (USA).  There are also likely competitions you can enter in your own country, or local city or state.  Enter all kinds of competitions!  Even if your thing is awful.  Enter!

The http://www.stemchallenge.org/

And then come back and tell me how you did it!  Did you use GameMakerSmall BasicScratch?  These are all good ways to start programming, with GameMaker being the most advanced.

You could also write your game designs on paper, and collaborate with your friends (or enemies) who know how to program.  They may show you a few programming details to get you started.  The STEM Video Game Challenge has a Design Category, too.  Not all winners have playable games, yet!  There are programs (Commercial = not free): Gamestar Mechanic, Little Big Planet, etc. for making games without programming.  Maybe you all know of some others?

OK.  Get busy!  And show me what you make!  Send me your links!  Share your triumphs.  Let me see how you made programming your thing.  Let me see what FUN you had!

 

Stop reading this post

And go get this free download.

www.videogamesandkids.com

Parents no longer have an excuse not to know what is up with video games these days.  Parents and teachers can also see what GOOD things video games can do!

Seriously, stop reading this and go get the download.  Stop back to discuss it if you’d like, though!

 

 

 

 

Upcoming Event: What Can a Video Game Teach?

Melanie Stegman, yours truly, will be presenting her research on Immune Attack, development of the sequal and all about using game to teach and learn.  April 23, 6PM.  At the FabLab on North Capitol at P.  If you have made a game, bring it with you!  Please Register Here.

Video Games can teach science by presenting and requiring your interaction with complex 3D models of things you otherwise need to imagine because they are too small, to rare, or too far away to see.

Video games can also teach science to you if you decide to MAKE your own video game.  If you design it on paper you are doing systems thinking, planning, designing, and considering human computer interactions.  If you program a game you are learning to convert a designer’s instructions accurately, how to creatively solve programming problems, and how to optimize your system.

Video Games can also be made about science, as well.  If you make a game about science, then you are learning the science yourself and everyone who plays your game may learn, to.

Have you made a video game?  Would you like to show it off?  Have you ever submitted it to a contest, like the STEM Video Game Challenge?  Have you almost created a game and want to get some feedback?  Are you just curious about what anyone could actually be learning from a video game?
Then come out and meet game developer and many other types of design and maker people at Fab Lab DC.

Melanie will talk about Immune Attack and what students are learning.  There will be time before and after the presentation to try out some other great science games:

History of Biology
Minesweeper
Fold It
Cellcraft
You Make Me Sick
EtRNA
You Make Me Sick

Please Register here!

+_+_+_+_+_+_+_+_+_+_+_+_+_+_+_
This event is an official part of the month long USA Science and Engineering Festival.  The Finale Expo will be April 29-30 in the DC Convention Center April 27-29th.  Come out and meet Melanie at the FAS booth, talk with scientists in the “Encounter’s with Scientists” booth (FAS hour is 11AM Sunday the 29th) and meet the Fab Lab people in their booth #3050!

Please Register here!

 

 

 

Please register here:http://learnfromgamesstegman.eventbrite.com/  

This event is an official part of the month long USA Science and Engineering Festival.  The Finale Expo will be April 29-30 in the DC Convention Center April 27-29th.  Come out and meet Melanie at the FAS booth, talk with scientists in the “Encouter’s with Scientists” booth (FAS hour is 11AM Sunday the 29th) and meet the Fab Lab DC people at their booth (#3050)!

NSTA Science Rocks Pictures

What does a scientist look like?  See above.

The National Science Teacher Association (NSTA) had a big Science Rocks event at their annual meeting last week.  A few of us lucky scientist types were invited to represent how cool being a scientist can be!

Cindy Hasselbring (Albert Einstein Distinguished Educator Fellow & Math Teacher) and  Science Rockstars: Leland Melvin, Anousheh Ansari, Corey Powell, Ken Ono, enjoying the show before they spoke. Not shown: Simona de Silvestro, Grand Hanks and Melanie Stegman.

You can meet Anousheh Ansari in person at the Science and Engineering Festival Expo April 28-29.

What does a chemistry experiment look like?  See below.

In the World’s Largest Chemistry lesson, we shook a highly absorbent polymer to see if it felt cooler after evaporation….  See what happens!  Turn down your volume!  Grand Hanks is the chemist who is teaching the lesson on the microphone and his partner is the DJ who is laying down an excellent polymer shaking beat.

NSTA Science Rocks March 2012 from Melanie Stegman on Vimeo.

 

Me betwen two astronauts!!

Here I am, Melanie Stegman, being a panelist at Science Rocks. I am sitting between two Astronauts! Anousheh Ansari and Leland Melvin.

Teaching Science Through Video Game Design

Project Based Learning works.  A project that your students are excited about works better.  A project that allows the students to build levels of abstract and complex concepts upon a stable scaffold is even better.  And a project with a robust scaffold that can address the true complexities of a scientific system is something that many scientists would discuss with your students… and something that would generate untold number of questions from your students.

Sounds too good to be true, I realize.  But I have worked with five classes of high school students who created materials related to video game design:  paper and pen design documents, three-dimensional and two dimensional computer generated models and two dimensional video games.  The production of any of these provides a scaffold for a project that holds the student’s interests and motivates them to add to it.  Their design document or video game plan tethers a world of abstract concepts and esoteric facts to a story that they wrote.  So the concepts and facts are automatically related to their frame of view and level of understanding.

I am collaborating with professors at George Mason University.  Professors Kevin Clack and Kim Sheridan run a computer programming class.  They are interested in helping high school students feel competent in STEM fields.  They asked me to be their high school programming student’s “Client.”  I asked the students to create a Neurological Immune Attack game for me.  The game should focus on one of four molecular pathways that are core to Neurology.

Here is a link to our work on NSF page.

Here is our reference:

Students Designing Video Games about Immunology: Insights for Science Learning
Neda Khalili, Kimberly Sheridan, Asia Williams, Kevin Clark, Melanie Stegman
Computers in the Schools
Volume 28, Issue 3 pp. 228-240 | DOI: 10.1080/07380569.2011.594988

Find GameMaker Windows/Mac/Linux here!  http://www.yoyogames.com/gamemaker

Find a scientist:  www.nationallabnetwork.org  The National Lab Network is a place where you can find an expert to come to your classroom.

Teacher made an Immune Attack Demonstration video!

Check out this great Immune Attack demonstration video!!

If you would like to see what Immune Attack is exactly like, watch video of himself playing Immune Attack!

Spoiler alert!  This video is better if you are a teacher, and less interesting if you are a PLAYER!  If you are a student and you are curious, then just download the game (free) and play for yourself!

 

December 2011 Newsletter

Hi Everyone!

The The December Learning Technologies Newsletter is HERE!

I forgot to mention that the annual STEM Video Game Challenge is ON!  Middle school and High School kids can program or design on paper their own video games, about STEM or about anything at all.  Go check it out and get your kids involved!  I was one of the judges last year.  The games were fun, really innovative.  I suggest making a video game in place of a science fair project.  Go to National Lab Network and ask a scientist to come to talk to your class about their chosen video game topics while they are under development!  Deadline is in March!

Finally, most embarrassingly, the unsubscribe link in the December newsletter malfunctioned.  If you want to unsubscribe from all of my email lists, Click HERE.  *Sorry*

Immersive Learning as the Educational Methodology for the 21st Century

Tell me and I forget.  Teach me and I remember. Involve me and I learn. 

Benjamin Franklin found this statement true for himself, in his time.  Given the evolution of learning and how we process information in today’s day and age, what Ben Franklin said in the 1700’s is a profound message for how we learn and how we can teach in the 21st Century.   And we are fortunate that today we have a broader spectrum of tools which are accessible to a larger audience.

Immersive learning is the future.  It has always been the way human beings have learned best.  It happens that the evolution of education in the United States has distanced immersion from the educational process.  Even as small children, we learn spatial relations by reaching out to touch everything (and then chewing on it).  We learn language by listening and starting to make sounds ourselves.  We learn the names of colors by identifying a sound of a word with visual input.  We learn because a contextual world surrounds us and involves us, literally, in every step we take.

Today most K-12 based learning (indeed most learning of any kind) takes place out of context, in a rather passive manner.  People read, report, present, but rarely are they in the environment in which the content they need to comprehend is active, usable and demanding their response.  Video games change this.

To learn biology, students may finally get a chance to dissect a frog, but until that point they were looking at text books, movies, illustrations, reading and discussing.  When it comes to molecules and their functions, these topics are “abstract,” difficult to introduce, and even more difficult to testThe video game Immune Attack lets players activate individual proteins and see what effect they have on the body.  Immune Attack is listed as the #1 game at MygameIQ.com because it is popular with players.  As a further example, the video game, Discover Babylon (available for free at fas.org/babylon), shows players real artifacts from library collections displayed not on sterile shelves, but in use by real families in ancient times.  Also a highly popular game, MygameIQ.com rates it at #3.

It is this interaction which makes teaching tools such as video games so vital to education.  They provide immersion within the context of what is being learned.  Students become the activity about which they are learning.  They are the cell which experiences the energy boost when the right protein locks in; they feel the tense desperation of being a white blood cell fighting the uncontrollable growth of an infection.  In short, through games they are involved in the content they are studying.

We’ve been conducting play tests with middle and high school students of our Immune Attack I (AI-I) and while statistics are still being compiled, I can say that watching how the students interact with the game and then seeing the analytics recording the knowledge they have gained has been fascinating.  It continues to reinforce my conviction that video games, gamiifcation of content (which means adding game-oriented elements such as health meters and leaderboards) and other forms of interactive learning will become the norm of how we choose to educate people of all ages in the near future.