Team:Grenoble/HumanPractice/developing

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Ne laissez pas le carré trop longtemps si vous n'éditez pas, chaque fois reprenez ce qui est sur internet plutôt que ce que vous avez sur votre PC
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ps: dans Geany selectionner une ou plusieurs lignes et appuyer sur "Ctrl + E" pour commenter ou décommenter
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<p> For this purpose we prepared two educational flyers: </p>
<p> For this purpose we prepared two educational flyers: </p>
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<li>Flyer "<a href="http://igemgrenoble-files.perso.sfr.fr/ModelFlyer.png">Modeling for Biologists</a>" which was realized by the biologists of our team under the supervision of the modelers, in order to explain the essentials of mathematical modelling approaches to other biologists. </li>  
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<li>Flyer "<a href="https://static.igem.org/mediawiki/2011/9/91/M_for_B.png">Modelling for biologist</a>" which was realized by the biologists of our team under the supervision of the modelers, in order to explain the essentials of mathematical modelling approaches to other biologists. </li>  
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<li> Flyer "<a href="http://igemgrenoble-files.perso.sfr.fr/BioFlyer.png">Biology for Modelers</a>" performed by the members of our team involved in computer modelling, under the supervision of the biologists and aimed at explaining the basics of genetics to other fellow modelers. </li>
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<li> Flyer "<a href="https://static.igem.org/mediawiki/2011/5/54/B_for_M.png">Synthetic Biology for modellers</a>" performed by the members of our team involved in computer modelling, under the supervision of the biologists and aimed at explaining the basics of genetics to other fellow modelers. </li>
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<p> Swapping the roles of the team members during the realization of the flyers allowed us to include the point of view of “non-experts” and to focus on essential points which often appear trivial and therefore unimportant to the experts.
<p> Swapping the roles of the team members during the realization of the flyers allowed us to include the point of view of “non-experts” and to focus on essential points which often appear trivial and therefore unimportant to the experts.
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<a href="https://2011.igem.org/wiki/index.php?title=Team:Grenoble/HumanPractice/developing#compo">1. Content of the flyers</a>
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<a href="https://2011.igem.org/wiki/index.php?title=Team:Grenoble/HumanPractice/developing#evalu">2. Flyers evaluation</a>
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<a href="https://2011.igem.org/wiki/index.php?title=Team:Grenoble/HumanPractice/developing#conclu">3. Conclusion</a>
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<h2>Interest for the iGEM community</h2>
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Interest for iGEM community ?! Sure !! Since the strength of iGEM teams often reposes on bringing together a critical mass of expertise in different disciplines, we developed flyers that can foster the communication between experts and thus enhance their work efficiency. Especially during the initial phases of the project, the flyers could boost interdisciplinary work within mixed teams. It therefore makes sense to integrate them in the iGEM KIT so as to make them available to the iGem community right from the start.
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As an educational tool, universities or high schools can also use the flyers. They help explaining the basics of synthetic biology and pinpoint the complementarity between experimental and theoretical approaches in engineering.
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<h2>Content of the Flyers</h2>
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Interest for iGEM community ?! Sure !! Since the strength of iGEM teams often reposes on bringing together a critical mass of expertise in different disciplines, we developed flyers that can foster the communication between experts and thus enhance their work efficiency. Especially during the initial phases of the project, the flyers could boost interdisciplinary work within mixed teams. It therefore makes sense to integrate them in the iGEM KIT so as to make them available to the iGem community right from the start.
 
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As an educational tool, universities or high schools can also use the flyers. They help explaining the basics of synthetic biology and pinpoint the complementarity between experimental and theoretical approaches in engineering.
 
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<h5> 1. Modeling for biologists </h5>
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<h5>1. Modelling for biologists </h5>
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To elaborate this flyer, we tried to answer the following question : « What does a biologist need to know about modeling basics in order to efficiently collaborate with modelers?”.
To elaborate this flyer, we tried to answer the following question : « What does a biologist need to know about modeling basics in order to efficiently collaborate with modelers?”.
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<li>Highlighting modeler intervention: finally, we underline the role of the modeler by identifying the critical steps during its interaction with a biologist.</li>
<li>Highlighting modeler intervention: finally, we underline the role of the modeler by identifying the critical steps during its interaction with a biologist.</li>
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<h2> Flyers evaluation </h2>
<h2> Flyers evaluation </h2>
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<p> To estimate the educational impact of our flyers, we organized a meeting with 46 students (mostly Undergraduate, Graduate and PhD) from various backgrounds (Life Sciences, Physics and Electronic Engineering and Computer Sciences).  
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An understanding and consideration of the public perception of our Human Practice work is essential to ensure that we have achieved our objective.
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None of them was involved in our project and synthetic biology was for most of them unheard of. Three <a href="https://static.igem.org/mediawiki/igem.org/6/6d/Test_Human_Practice_%283%29.pdf">quiz</a> sessions were held on August 20th/October 25th in Grenoble and on September 20th in Paris.  
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The session in Paris involved the <a href="https://2011.igem.org/Team:Grenoble/HumanPractice/collaboration">collaboration</a> with <a href="https://2011.igem.org/Team:Paris_Bettencourt"> iGEM Paris Bettencourt 2011</a> team and they recruited students from the Master Interdisciplinary Approach of the Living (AIV: Approche Interdisciplinaire du Vivant) from the Center of Interdisciplinary Research (CIR) at Paris Descartes University.</p>
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<p>We prepared a <a href="https://static.igem.org/mediawiki/igem.org/6/6d/Test_Human_Practice_%283%29.pdf">quiz</a> to evaluate the content and the efficiency of our flyers in promoting interdisciplinary communication skills.</p>
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To estimate the educational impact of our flyers, we organized a meeting with 14 students (Graduate and PhD) from various backgrounds (life, engineer and computer science). All of them were completely external to our project and studying in fields non related to synthetic biology.
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We prepared a quiz to be given to all participants to evaluate their interdisciplinary knowledge. Three major axes were then focused on:  
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<li>Experimental and theorical aspects of a synthetic biology project (we took our system as a study case).</li>
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Brainstorming with the participants
Brainstorming with the participants
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Concerning the answers about the mechanism of the genetic system, we found that students from group A (Test with flyers) give more precise answers, which is in concordance with the previous results obtained in Grenoble. The interaction between students will be studied soon after analyzing the videos documents.  
Concerning the answers about the mechanism of the genetic system, we found that students from group A (Test with flyers) give more precise answers, which is in concordance with the previous results obtained in Grenoble. The interaction between students will be studied soon after analyzing the videos documents.  
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<li>Determine the necessary and sufficient set of parameters that specify the context and biological state of our system.</li>
<li>Determine the necessary and sufficient set of parameters that specify the context and biological state of our system.</li>
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<a href="https://2011.igem.org/Team:Grenoble/HumanPractice" title="Click to return to Human Practice overview"><img height="100px" src="https://static.igem.org/mediawiki/2011/6/64/Bouton_general_human_practice.png"/></a>
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Latest revision as of 02:28, 29 October 2011

Grenoble 2011, Mercuro-Coli iGEM


Developing a solution

To resolve this communication difficulty and to facilitate the understanding and collaboration between us (modelers and biologists), we have developed an interdisciplinary communication tool.

For this purpose we prepared two educational flyers:

  • Flyer "Modelling for biologist" which was realized by the biologists of our team under the supervision of the modelers, in order to explain the essentials of mathematical modelling approaches to other biologists.
  • Flyer "Synthetic Biology for modellers" performed by the members of our team involved in computer modelling, under the supervision of the biologists and aimed at explaining the basics of genetics to other fellow modelers.

Swapping the roles of the team members during the realization of the flyers allowed us to include the point of view of “non-experts” and to focus on essential points which often appear trivial and therefore unimportant to the experts.

1. Content of the flyers

2. Flyers evaluation

3. Conclusion

Interest for the iGEM community

Interest for iGEM community ?! Sure !! Since the strength of iGEM teams often reposes on bringing together a critical mass of expertise in different disciplines, we developed flyers that can foster the communication between experts and thus enhance their work efficiency. Especially during the initial phases of the project, the flyers could boost interdisciplinary work within mixed teams. It therefore makes sense to integrate them in the iGEM KIT so as to make them available to the iGem community right from the start.

As an educational tool, universities or high schools can also use the flyers. They help explaining the basics of synthetic biology and pinpoint the complementarity between experimental and theoretical approaches in engineering.

Content of the Flyers

-->

Flyers evaluation

To estimate the educational impact of our flyers, we organized a meeting with 46 students (mostly Undergraduate, Graduate and PhD) from various backgrounds (Life Sciences, Physics and Electronic Engineering and Computer Sciences). None of them was involved in our project and synthetic biology was for most of them unheard of. Three quiz sessions were held on August 20th/October 25th in Grenoble and on September 20th in Paris. The session in Paris involved the collaboration with iGEM Paris Bettencourt 2011 team and they recruited students from the Master Interdisciplinary Approach of the Living (AIV: Approche Interdisciplinaire du Vivant) from the Center of Interdisciplinary Research (CIR) at Paris Descartes University.

We prepared a quiz to evaluate the content and the efficiency of our flyers in promoting interdisciplinary communication skills.

Conclusion

From this experience, we learned how to overcome interaction difficulties between scientists of different fields and foster efficient communication between team members. The interdisciplinary approach of synthetic biology helped us to enlarge our views on topics that are indeed closely related to our work in iGEM, but that we sometimes forget when we are just ‘doing science and engineering.

Concretely, improving communication between modelers and biologist of the team made us realize the necessity to:

  1. Characterize the initial state of the system.
  2. Identify the crucial elements of the toggle switch and quorum sensing that should be measured.
  3. Determine the necessary and sufficient set of parameters that specify the context and biological state of our system.
Click on the icon above to return to the Human Practice overview.
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